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					                                 2011-2012 School Improvement Plan
                                     Pierce County Middle School




                  Pierce County
       Middle School
                   School
             Improvement Plan

                            2011-2012



Revised December 14, 2011                                            1
                                                              2011-2012 School Improvement Plan
                                                                  Pierce County Middle School




                                             2011-2012 PCMS
                                             S.M.A.R.T. Goals
 Content
                                                  Goal
  Area
ELA            The percentage of students meeting or exceeding standards on the
               Reading/ELA portion of the CRCT will be increased from 96.5% in
               2011, to 98% in 2012, then to 99% in 2013, and then to 100% in 2014.
Math           The percentage of students meeting or exceeding standards on the math
               portion of the CRCT will be increased from 89.6% in 2011, to 92% in
               2012, then to 94% in 2013, and then to 96% in 2014.
Science        The percentage of students meeting or exceeding standards on the science
               portion of the CRCT will increase from a baseline of 83% in 2011, to
               86% in 2012, to 90% in 2013, and to 100% in 2014.
Social         The percentage of students meeting or exceeding standards on the social
Studies        studies portion of the CRCT will be increased from a 71.5% in 2009 (8th
               grade, only), (all those that follow include grades 6th-8th as averages of all
               3) to 76.5% in 2010, to 81.5% in 2011, to… 90% in 2012, then to 95% in
               2013, then to 100% in 2014.




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Profile                                                                                        2

Needs Assessment (Component 1)                                                                 13

School-wide Reform Strategies (Component 2)                                                    16
        Component 2a                                                                           18
        Component 2b                                                                           19
        Component 2c/Component 2d                                                              20

Highly Qualified Professional Staff (Component 3)                                              28
        Strategies to attract highly qualified teachers (Component 3a)                         29
                 Parent’s Right to Know Teacher Qualifications                                 31

Professional Development (Component 4)                                                         32

Parental Involvement (Component 5)                                                             36
         Pierce County Middle School Parent Involvement Policy and Procedures                  37
         Pierce County Middle School Parent/Guardian Teacher/Student Compact                   41

Transition (Component 6)                                                                       45

Teachers in the Decision Making Process in use of Assessment (Component 7)                     46

Coordination and Integration of Federal, State and Local Programs (Component 8)                47
        Component 8a/Component 8b                                                              47-48

Assessment, Curriculum and Instruction (Component 9)                                           50
         Component 9a/Component 9b/Component 9c                                                50-53
Individual Student Assessment Results and Interpretation to Parents (Component 10)             54

Provisions for the Collection and Desegregation of Data (Component 11)                         54

Provisions to Ensure that Disaggregated Assessment Results are Valid/Reliable (Component 12)   55

Provisions for Public Reporting of Disaggregated Data (Component 13)                           55

Plan Revised Annually (Component 14)                                                           55

Plan Developed with the Involvement of Community (Component 15)                                55

Plan Available to LEA, Parents, and the Public (Component 16)                                  56

Plan Translated (Component 17)                                                                 56

Plan to School Improvement Provisions (Component 18)                                           56

Appendix I       (School Improvement Model)                                                    57
Appendix II       (Pyramid of Intervention)                                                    58
Appendix III      (Recruitment Plan)                                                           59
Appendix IV      (Parent Survey Results)                                                       61
Appendix V       (Needs Assessment Results)                                                    64
Appendix VI            Spanish Translation                                                     68
(Pierce County School District Family Involvement Policy)
Appendix VII           Spanish Translation                                                     73
(Pierce County Middle School Policy & Procedures Parent Involvement)


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Profile
Pierce County Schools

Motto:
Excellence is Standard.

Mission Statement:
Pierce County School System promotes excellence as the standard.

Vision Statement:
 Our vision is for Pierce County graduates to become creative problem solvers excelling in a
competitive global environment.

Pierce County Beliefs:
We believe that all students can learn; therefore:
       1. Trusting, caring relationships with all stakeholders are directly linked to success.
       2. Each student is a valued individual with unique physical, social, emotional, and
           intellectual needs.
       3. A variety of instructional approaches will be provided to support their different learning
           styles.
       4. Students achieve best when they are actively engaged in their educational process and
           share accountability for their learning.
       5. Prompt and regular attendance by students and staff is essential.
       6. Student and staff wellness contributes to effective teaching and learning.
       7. Continuous and balanced assessment drives instruction and enhances student learning.
       8. Collaborative learning communities are critical for optimum student achievement.
       9. It is important to provide a safe, secure, and quality environment.
       10. Technology integration is essential to enhance instructional and operational processes.
       11. Decisions, both instructional and operational, should be driven by qualitative and
           quantitative data.




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Vision for Pierce County Middle School

At Pierce County Middle School all students exceed national and state performance standards and
are equipped with the knowledge and skills to succeed at the next level in their educational journey.

Mission Statement

Pierce County Middle School is a learning community focused on maximizing student
achievement and promoting excellence for all.


At Pierce County Middle School,
      We believe learning experiences at PCMS help prepare students for their roles as
       citizens and life-long learners.
      We believe PCMS is a safe environment where students feel comfortable exploring
        new ideas and engaging in the classroom environment.
      We believe our school’s collaborative environment creates instructional cohesion
       that positively impacts student achievement.
      We have high expectations for all students.
      All students can learn, provided adequate time, differentiated instruction, and specific
       descriptive feedback.
      We believe instruction must be data-driven and based on the needs of all students.
      We believe in students actively participating in the learning process supported and facilitated
       by their teachers.
      We believe regular attendance directly correlates with student achievement.
      We believe striving for excellence in academics, athletics, the arts, and extracurricular
       activities help develop well-rounded individuals.


Pierce County Middle School Council Mission Statement
   The Pierce County Middle School Advisory Council advocates quality education for
   all students in support of the school’s mission.




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         Recognitions and Awards
        2011 GASSP Distinguished Breakout School
        2011 Title I Distinguished School
        2010 Platinum Award for Greatest Gains (Students Meeting & Exceeding
        Standards)
        2010 Title I Distinguished School
        2010 PCMS ranks 46th out of 467 Georgia public middle schools as rated by
        www.schooldigger.com .
        2010 Pierce County Teacher of the Year- Amanda Gay
        2009 Bronze Award for Greatest Gains
        2009 Title I Distinguished School
                                                    th
        2009 Middle Grades Writing Assessment – 10 in state
        2008 Title I Distinguished School
        2008 Pierce County Teacher of the Year - Vickki Carter
        2007 Title I Distinguished School
        2007 State Ranking on 6th Grade CRCT - 2nd in Mathematics
        2006 Bronze Award for Greatest Gains in Achievement
        Sports
        2011   Girls’ 6/7 Basketball Champions
        2011   Girls Cross Country Champions
        2011   Softball Champions
        2011   Cheerleading Champions
        2011   Boys Soccer Champions
        2011   Boys Golf Champions
        2011   Girls Golf Champions
        2011   Softball Runner-up
        2011   Football Runner-up
                       th
        2011   Boys 8 Basketball Runner-up
        2011   Wrestling Runner-up
        2011   Girls’ Cross Country Runner-up
        2011   Baseball Runner-up
        2011   Girls’ Track Runner-up
        2011   Girls’ Tennis Runner-up
        2010   Football Champions
        2010   Girls’ 6/7 Basketball Champions
        2010   Boys’ 6/7 Basketball Runner-up
                        th
        2010   Girls’ 8 Basketball Runner-up
        2010   Girls’ Track Champions
        2010   Boys’ Golf Champions
        2010   Boys’ Tennis Champions
        2010   Girls’ Tennis Runner-up
        2010   Boys’ Soccer Runner-up
        2010   Girls’ Soccer Runner-up
        2009   Girls' Track Champions
        2009   Girls’ Tennis Runner-up
        2009   Boys' Golf Conference Runner-up
        2009   Baseball Conference Runner-up
        2009   Cheerleading Champions
        2009   Girls' Golf Champions




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Community Demographic Data
Pierce County Middle School is located in Pierce County, Georgia, a rural agrarian community
with little industry and a limited tax base. Pierce County is in the southeastern corner of
Georgia and has a population of approximately 18,758. With a per capita income of $25,959 yearly,
compared with Georgia’s average of $32,095, Pierce County is one of Georgia’s poorest
counties as represented in Table 1. Blackshear is the largest of three incorporated towns within
Pierce County.
                                                              Table 1
                                                   Pierce County Community Data
                                                                    2009-2010   2008-2009   2007-2008   2006-07
Number of students eligible to receive migrant services                 94           57         65         53
Average Monthly Number of Food Stamp Households (2010)                 1566         3042       1085       1056
Average Monthly Number of TANF Families (2010)                          39           46         43         47
Per Capita Income (2008)                                             $25,959      $23,659    $23,001    $22,383
Unemployment Rate (2010)                                               9.1%         9.9%       12%        4.4%
Census Population (2000)                                              15,636       15,636     15,636     15,636
Census Bureau Population Estimate (2009)                             18,758       18,127     17,881     17,452

     * The State of Georgia – Office of Student Achievement


Compounding these difficulties is the fact that approximately 23.9% of the adult population in
Pierce County has less than a high school education. A total of 8.2 % of the county’s population had
at least some college level education while 27.1% of the state’s population had at least a
college education. Despite the low socio-economic status, the community supported education
through a bond referendum and local SPLOST to construct three new schools, renovate the high
school, construct additions to one elementary school and the middle school.
School Characteristics and Student Demographic Data

Pierce County Middle School is a public middle school located in Blackshear, Georgia. The
facility was completed in 1996 and housed 734 students. The athletic complex consists of a
track, girls’ softball field, gymnasium, and baseball field. A football field, used only for practice, sits
in the middle of the track and soccer practice was held there for the first time in the
spring of 2007. Fencing encloses all of the outdoor sports facilities. In 2007, a new wing was added
to the school which included 11 new classrooms and a band room.


The initial enrollment of PCMS in 1996-1997 was 734. Enrollment of students attending Pierce
County Middle School increased over a five year period except for the 2005-2006 school

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   year where there was a decrease of 67 students. Beginning the 2010-11 school year, PCMS had 857
   students which is the largest number of students enrolled as of August 2010. See Table 2.


   According to enrollment figures over the past six years, the racial composition has remained
   consistent with an increase in the African American population of 1.0 % and a slight decrease of the
   Hispanic population. The white population makes up 84.13 % of the total population. The Limited
   English Proficient subgroup has remained the same the past two years and the
   special education population increased from 10.17 % to 11.2%. The gifted population increased from
   11.87% to 13.8% in 2010. The mobility rate increased during the 2007-2008 school year and has
   continued to increase over the past few years. See Table 2.


   The percentages for the number of students who participate in free/reduced lunch program have
   fluctuated little over the past six years with an increase over 2% from last year..     See Table 2.
                                                   Table 2
                                      Pierce County Middle Student Data
                                  2010-2011   2009-    2008-2009     2007-2008
 Student/Community Data                       2010                                2006-2007       2005-2006

Total Enrollment                     857       767        744           756              763          765
Student/Racial Background
African-American                   11.58%       10%        9%         10.05%         9.96%         11.89%
Asian                              .0058%      0.26%      0.39%        0.26%         0.26%          0.13%
Caucasian                          84.13%     82.66%     83.94%       83.07%        83.88%         82.22%
Hispanic                            5.01%      4.30%      4.31%        4.10%         3.80%          3.01%
Other                               1.63%     2.61%      2.35%         2.51%         2.10%          2.75%
Student/Family Characteristics
Economically Disadvantaged         56.24%     54.63%       54%        52.78%        50.20%         53.10%
Limited English Proficient          1.75%                  2.6%         2.6%         3.15%          2.93%
Special Education                   11.2%     10.17%      10.6%       10.58%        12.32%         14.20%
Gifted                              13.8%      13.8%     11.87%       10.45%        10.88%         13.20%
Migrant                                         1.0%      2.15%        2.38%         1.97%          0.39%
Attendance Rate
 (% more than 15 days)                                    1.1%          3.0%         3.8%           8.4%
Mobility Rate                                 18.24%                   16.5%        14.37%         14.88%

           Student Record Data


   The Special Education program serves students who have severe physical and/or Intellectual
   Disabilities to those whose disabilities are less restricting, along with resource model and the
   inclusion model. To address the deficiencies and accelerate and the special education’s students
   learning, Pierce County Middle School implemented three research-based intervention reading

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programs based on the needs of the students. The three programs currently being used are as
follows: SRA, Wilson Reading and Language! SRA, an intensive, systematic, direct instruction-based
reading program, is the first line of defense for assisting students with decoding weaknesses. If
students do not show progress in SRA, then Language! is used as another approach. Wilson Reading,
the most intensive research-based program that is used at PCMS, serves those students who have not
found success with the other programs. The progress of students is monitored weekly and changes in
instruction are made as needed. These students also are provided an additional 45 minutes every
day of reading, math, and/or writing instruction. See Table 3
                                                  Table 3
                                        Special Education Population

                                                2009-
                                   2010-2011    2010    2008-2009   2007-2008   2006-2007   2005-2006
Total School Enrollment              857        767        744         756        763         765


Mild Intellectual Disability           8          8         2           8          12          18
Moderate Intellectual Disability       5          4         2           3           2           7
Severe Intellectual Disability         1          1         1           1           0           0
Profound Intellectual Disability       0          0         0           0           0           0
Speech/Language Impairment             2          2         7           3           9           8
Specific Learning Disability          40         28        31          27          30          23
Emotional/Behavior Disability         10         10        15          19          24          19
SDD                                    0          0         0           0           0           4
Visual Impairment                      0          1         0           0           0           0
Hearing Impaired                       2          1         0           0           1           1
Other Health Impaired                 22         17        23          16          19          15
Autism                                 6          6         3           1           0           1
Special Education Enrollment          96         78        84          79          94         103


The gifted students are provided opportunities to enhance their knowledge through
accelerated classes during Extending Learning Time and their regular gifted instruction. There are 23
gifted endorsed teachers at PCMS. In 2008-09, PCMS’s gifted population was 99 students compared
to 118 gifted students in 2010-2011. The breakdown is included in Table 3.


Students are expected to be absent no more than 10 days in a school year. Attendance meetings,
including the attendance clerk, school counselors, teachers, and parents are required when a student
has 7 unexcused absences. The Pierce County Protocol Attendance Committee meets concerning the
chronic attendance problems. Over the past several years, the percentage of students missing over 15
days of school has decreased. Table 4.
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                                                Table 4
                           % of Students Who Missed More Than 15 Days
                                                2010-2011 2009-2010   2008-2009           2007-2008
All Students                                        2.7       2.4        1.1                  3.0
Black                                                 0       2.2        1.2                  3.4
Hispanic                                              0       2.6         0                    0
White                                               2.8       2.2         1                   2.9
Student with Disabilities                           4.7       8.1        3.2                  6.5
Limited English Proficient                            0        0          0                    0
Economically Disadvantaged                          3.9       3.7        1.1                  4.2
Migrant                                          Too few   Too few     Too Few             Too Few
Multi-Racial                                         25      18.2        5.3                 10.5
              * Office of Student Achievement Report Card


Pierce County Middle School sets high expectations for all students; therefore, a
“No Zero Policy” was implemented for students. A pyramid of intervention was developed and
implemented to provide intervention strategies for students. The number of retained and
administratively placed students has remained relatively the same over the past 4 years even though
the new promotion policies are in place. See Table 5


                             Table 5
                                                2010-2011   2009-2010   2008-2009
                     Administrative Placement      0           18            5
                     Retained                      1           10            6




Based on Promotion and Retention Policy for 8th graders, Summer school was provided for all 8th

graders who failed the first administration of the CRCT for several years.


The data indicates that the summer school program was effective. See Table 6.




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                                              Table 6
                                     Results of Summer School
                              Spring              Summer            % Passing After Summer
         School Year       Administration      Administration            Remediation

                          Rdg      Math         Rdg       Math          Rdg            Math
          2008-2009         10       24          10        22           50%            45%
          2007-2008          8       44           5        29          62.50%         65.91%
          2006-2007         13       24           9        13          69.23%         54.17%
          2005-2006         19       48          13        29          68.42%         60.42%




                                               Table 7
                                 Results of In-School Remediation
                              Spring              Summer        % Passing After Summer
         School Year       Administration      Administration        Remediation

                          Rdg      Math         Rdg       Math          Rdg             Math
          2010-2011         3        23          1         10           66%             43%
          2009-2010         3        12          1          2           33%             16%
Since there have been budgetary constraints, PCMS chose not to provide summer school for the
summer of 2010. PCMS teachers volunteer to provide after-school and before-school tutoring for at-
risk students and migrant students from January to March. In lieu of summer school, we provided
intensive tutoring during the school day to those 8th grade students who did not pass the first
administration of the CRCT until the second administration of the CRCT was given at the end of
May.


Pierce County Middle School strives to provide the best possible education for each and every
student in a safe and non-threatening environment. Classroom teachers are responsible for
handling minor discipline infractions in the classroom, while persistent violations and major offenses
are referred to administrators. Disciplinary consequences include After-School
Detention, In-School Suspension, and Out-of-School Suspension. In-School Suspension consists of
students being contained in one classroom with an I.S.S. instructor for the entire school day.
Teachers are responsible for sending academic assignments. When a student is assigned Out-of-
School Suspension, they are not allowed on the school campus or school-related activities on the
assigned days. Students may be assigned anywhere from one to five days depending on the severity
of the offense and their location on the discipline ladder. Beginning with the 2008 school year, the
Pierce County School System in contract with Ombudsman Alternative Education Services, provided
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the district an off-campus program intended to reduce drop-out rates, increase graduation rates,
increase attendance levels, improve academic performance for drop-out prevention and offer the non-
traditional learners a new opportunity to encounter an individualized learning experience different
than the traditional setting. PCMS is allocated up to 15 students in the program who are at-risk for
not graduating. Criterion for participating in the Ombudsman Program includes over age due to
multiple retentions, attendance problems, and academic struggles. According to the data the total
number of discipline incidences reported has declined over the past few years. See Table 8
                                                 Table 8
                              Discipline Incident School Summary Report
   Number of Events                                                                      Total Incident
     Reported Per                                      Free/Reduced Prices      Total       Codes
       Student               Race          Gender         Meal Eligibilty     Students     Reported
                         B    H      W     M    F      Free    Red       NE
 2008-2009              25     5    124   102    57        103   16    40          159       338↓
 2009-2010              25    10    132   126    42        110   11    47          168      346 
 2010-2011              31     5    116    98    58        107   11    38          156      281 


Faculty Characteristics
The administration of Pierce County Middle School consists of one principal, one assistant principal,
an athletic director, and an instructional coach. The secretarial staff consists
of one administrative secretary, one bookkeeper, one receptionist, and one attendance/records clerk.
With two counselors, the counseling ratio is 2 to 857. There are thirty one core academic teachers
for grades 6-8. There are also 14 connection teachers and 9 special education teachers.
PCMS has 4 ESOL certified teachers and 21 gifted endorsed teachers. Non-certified
personnel include 5 instructional assistants, 8 cafeteria workers, and 4.5 custodians.


Table 9 provides a summary of the data over the past four years related to the demographic
profile of our teachers and administrators by race and average years experience in teaching.
In addition, the percentage of teachers and administrators with advanced degrees is included.
There have been relatively few changes in these factors over the past four years except that the
average years of experience has increased due to the attrition rate. Results of teacher perception
surveys indicate teachers are satisfied with their jobs.




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                                                 Table 9
                                       Faculty Characteristics Data
                 Faculty Characterisitics       2011-2012   2010-2011   2009-2010   2008-2009

            Racial Background
            African-American                        4           4           2           2
            Caucasian                              96          96          98          98

            Other Characteristics of Teachers
            Average Years of Experience           13.4        14.1        13.1       11.62
             High Level Experience                              37         31         31
             Mid Level Experience                               66         55
             Low Level Experience                              .01         14
            Percent with Advanced Degrees          84           97         96          82
            Other Characteristics of Admin.
            Average Years of Experience            21          29          27          26
            Percent with Advanced Degrees         100         100         100         100

            Operating Expenditures Per Pupil
            County Average                                                          $8406.87
            State Average                                                           $8967.83



1.      Comprehensive Needs Assessment

Specific areas of need are determined through an extensive annual needs assessment which provides
direction for the implementation of the system and individual school improvement plans. PCMS
meets with the central office, parents, and community members several times a year to assess the
needs of each school and the system. These meetings provide the opportunity to determine barriers
to student achievement and to discuss interventions needed to overcome these barriers. The system-
wide and school needs assessments include the following surveys: student survey (Georgia Student
Health Survey, wellness survey, etc) parent surveys (Title I, Occupational, Home Language); teacher
surveys ( NSSE, technology, Special Needs Survey, Title I, Title II, Title III, Migrant, SIP, and
Professional Learning); and community surveys (NSSE, technology, Family Connection Survey).
The surveys contain questions about the academic status, parental involvement, violence and safety
of students both in school and on the bus. Four the past five years, the faculty at completed the
National Staff Development Council’s Standards Assessment Inventory Survey (SAI). Consistently,
the area of leadership has been the greatest strength. The faculty and staff indicated that the principal
believes teacher learning is essential, the principal fosters a school culture focused on instruction
improvement, and that the principal empowers teachers to lead. 97% of the teachers believed that

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teacher professional development is part of the SIP. 99% believed that the school is focused on
creating positive relationship between teachers and students. 98% of the staff believed that the
teachers in the school expect high academic achievement for all students. As the result of the 2009
Spring SAI Survey, teachers indicated the need to have choice in professional development training
and that evaluations of the professional activities should be completed prior to the professional
development. Through the support of RESA, a consortium was formed which developed pre and
post learning evaluations. These instruments will be used before and after every professional
development offered at the school and system level. These surveys are analyzed and share with
system office and the teachers. The results of the survey also indicated that PCMS needs to
continue to involve families in their children’s education.


A Needs Assessment Survey is administered to the faculty and staff every spring. Instructional
programs effectiveness and/or ineffectiveness are evaluated based on the results of the needs
assessment. The areas evaluated include programs/strategies, assessment practices, collaboration
practices, and parent involvement. Results from the survey are used to address the school’s needs for
the next year. The results are shared with stakeholders in focus group meetings, leadership meetings,
and school council meetings. The results of the 2009-2010 survey suggests that in the area of
instruction that PCMS needs to continue all the present programs in place but suggests more
standards-based planning, more time to implement new strategies, more technology, more emphasis
on vocabulary, and more common assessments. In the area of assessment, the teachers were pleased
with the practices in place but requested more professional development on standards-based grading
and examining student work. Collaboration was a strong strand in this assessment, but teachers
stressed that they did not need to add more meetings. They appreciate every vertical planning day.


A Title I Parent Survey is administered every spring. This past spring 203 out of 857 were returned.
Five were from Spanish-speaking parents. The majority of the parents indicated that they were
satisfied with the education provided at Pierce County Middle School. 170 out of 203 believe “my
child’s school is doing an excellent job”. Several suggestions included the following: more notes in
agendas, more individualized tutoring, more challenging work for high achievers, not as much
homework, and require fewer “at-home” projects. The results were shared with the faculty and staff,
leadership team and school council. The suggestions from parents were addressed and changes made
for this year.
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Scientifically-based research programs utilized in our school include the following: Choosing the
Best Way and Path and Life, Character Education, Making Positive Decisions. In addition to these
program, PCMS utilizes a Prevention Counselor from Satilla Community Services. Pierce County
Middle School maintains a current list of all language minority students, including immigrant
children and youth, their home languages, their current schools and grade levels, and English
proficiency levels. The Home Language survey included on the PCMS Registration Form and
Occupational Surveys are completed on every student entering the system and are filed. All teachers
completed an ELL survey in which results indicated the need for professional learning including the
following: a need in understanding and embracing their roles and responsibilities as teachers of ELL
students, the need in understanding and awareness of the importance of students using their primary
language as a learning tool, and the need for using portfolios to collect evidence of ELL students’
learning. PAC (Migrant Parent Advisory Council) meetings, including ELL parents, are held
periodically during the school year to address concerns and needs of this population. Plans are being
made to include additional meetings for all diverse populations.

Overall student needs are assessed through the use of summative assessments (ITBS, Middle Grades
Writing Assessment, and CRCT) and formative assessments (benchmark testing, CRCT Online, pre-
post tests, mock writing test, GRASP, and My Access Writing Assessment). All teachers and
administrators assess and analyze summative and formative assessments to determine strengths and
weaknesses of students and use the results to drive instruction. Teachers maintain class profile
sheets that summarize student progress on benchmark tests throughout the year. External
comparisons are made to compare PCMS to other middle schools in the state and RESA. The
internal comparison is used to show gaps in curriculum and instruction and gaps within subgroups in
the school. This comparison requires the teachers to analyze systems in place for their effectiveness.
The principal and counselor present assessment data annually to the School Council for review.
The leadership team studied the School KEYS during the 2009-2010 school year and began the
process of implementing the 8 strands in the classroom. Some of the departments worked with
specific strands and evaluated implementation through the use of awareness walks.




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Additionally, the ESOL teacher as well as academic and connection teachers, analyze the ACCESS
scores and determine areas of strengths and weaknesses for English Language Learners. Teachers
also look at the CRCT scores of all ELL students.

2. School-wide Reform Strategies that are scientifically Research-Based

Pierce County Middle School prides itself in providing scientifically research-based school-wide
reform strategies. Since 1996, Pierce County Middle School has been involved in the school
improvement process. The PCMS Administrative Team, along with teacher leaders and parent
representatives, has shared in the responsibility for developing, implementing, and evaluating the
system-level plan and the school-level plan. All school improvement efforts focus on student
achievement. Beginning with the 2003-2004 school year, the principal, as the lead learner for
PCMS, attended the Georgia Leadership Institute of School Improvement with other principals and
leaders of Pierce County. As a result of this initiative, a Better-Seeker Team (BST) was formed to
improve collective practice and the effectiveness of the school through collaborative action. Since
2004, there has been ongoing dialogue, job-embedded training, focused study research, and
collaborative action research. Each year planning days are provided for the leadership team to
meet with the principal to discuss school improvement. Focus groups meet monthly to achieve the
goals outlined in the school improvement plan. As the result of the book study, Closing the
Achievement Gap, the faculty and staff, through a consensus vote, are using the Brazosport 8-Step
Process, as the model of school improvement. (Appendix I) Using current data and information, all
stakeholders meet regularly to analyze root causes and systems, and review initiatives and strategies
implemented to determine progress toward achieving goals. Also, during the summer of 2004, all
faculty and staff attended a two-day retreat at Jekyll Island where teachers planned and developed
pacing guides for the new GPS and developed benchmark assessments for the upcoming school year.


During the 2005-2006 school year, the BST and other members of the faculty developed a Pyramid
of Interventions, a formalized plan to help students who need additional support. For the 2008-09
school year, teachers utilized the pyramid of intervention in order to improve the outcomes for
struggling students. This pyramid is revised every year (Appendix II). PCMS implemented
Response to Intervention (RTI), a high-quality scientifically validated instructional practices process,
based on learner need, monitoring student progress, and adjusting instruction based on the student
response during the 2008-09 school year. This federally mandated intervention plan involves the use
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of Georgia’s 4-tier pyramid of intervention, ongoing progress monitoring, and fidelity of the
intervention and assessment (Appendix II).


All school improvement efforts focus on improving student achievement in reading, writing, math,
science, and social studies. During the 2006-07 school year, the assistant principal and the reading
instructional coach also participated in the Georgia Leadership Institute for School Improvement
(GLISI). A system level team, consisting of graduation coaches, counselors, and assistant principals
attended GLISI Base Camp and Summit which focused on improving the graduation rate in 2007.
The PCMS Leadership Team attended GLISI Base Camp and Summit in the Fall 2008 with
continued emphasis on improving graduation rate.


The principal, along with the superintendent, the Director of Teaching and Learning, and another
principal in the system, participated in the initiative, Developing High Performing Leaders at all
Levels, and are actively working to develop leaders within the school system. In collaboration with
Okefenokee RESA, the assistant principal, the reading coach, and a counselor at Pierce Middle
participated in the Rising Stars Program. Each implemented three performance-based modules in the
school which directing related to the school improvement plan. In addition, the principal completed
the Leadership Preparation Performance Coaching Program (LPPC) which assisted potential
leaders within the system to develop leadership skills through performance-based modules. During
the 2008-2009 school year, the assistant principal, the instructional coach, and the counselor became
coaches for the Rising Stars Program. Four PCMS teachers participated in the Rising Stars Program
to develop leadership skills and two of the four have recently been moved to leadership position in
the county. During the 2011-2012 school year, one teacher from PCMS will participate in the
Aspiring Teacher Leader program thru Okefenokee RESA.


Along with the faculty and staff, the PCMS School Council, that consists of parents,
teachers, community members and the principal, reviews the SIP plan annually and provides
feedback in the revision of the plan.


Pierce County Middle School began using the National Study of School Evaluation (NSSE) school
improvement process in the fall of 1999. In the fall of 2001, PCMS was accredited through the

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Southern Association of Colleges and Schools (SACS). The Pierce County School System achieved
District SACS Accreditation in the fall of 2006, one of 57 school systems in the southern region.


In addition to the Brazosport Model of School Improvement, the Georgia Performance Standards
serve as the basis of instruction for all students at PCMS. Teachers develop GPS units using
Marzano’s Understanding by Design model and Ainsworth’s Unwrapping the Standards. These
GPS units provide differentiated instruction that ensures success for all students. Embedded in all
units are research-based initiatives including Learning-Focused strategies, Assessment for Learning,
and Kay Burke’s From Standards to Rubrics Performance Task. Each unit contains a performance
task, student checklist, teacher checklist, and a rubric. Additionally, strategies from assessment
experts, Anne Davies, Ken O’Conner, and Thomas Guskey have been implemented in units.
Teachers utilize a balanced assessment approach and are beginning to involve students in the
assessment process.


All teachers at PCMS as a requirement for professional learning are required to observe their peers
and administer a Learning-focused checklist. These observations are discussed in department
meetings with other colleagues. Also, all leadership team members complete Awareness Walks for
every member of their department.


Plans have begun to work towards becoming a Standards-based school. Professional Development
began several years ago with the reading of professional literature, and attending training. The
system focus group met in the spring of 2009 to develop a vision and guidelines for assessment and
reporting. PCMS is involved training through focus groups to develop an assessment plan and
continuing to learn about standards based grading practices.


a).         Opportunities for all children to meet or exceed Georgia’s proficient and advanced
            levels of student performance.

Pierce County Middle School provides opportunities for all students to be successful. We have high
expectations for all students. It is also the belief of the faculty and staff that all students can learn,
provided adequate time, differentiated instruction, and specific descriptive feedback. We believe
that regular attendance directly correlates with student achievement. Therefore, the barriers that
could keep students from succeeding are addressed early in each school year on an individual basis.
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Flexible scheduling allows all students opportunities for remediation and/or acceleration according to
their need. Extended learning time is embedded in the master schedule in order to provide the
additional time needed to address these strengths and weaknesses, and the instruction must be data
driven.


The mission statement defines the culture of our faculty and staff. The collaborative environment
creates instructional cohesion that positively impacts student achievement. The environment is safe
where students and faculty feel comfortable exploring new ideas together.


Pierce County Middle School continuously strives to have all teachers highly qualified in their area
of concentration. The master schedule is designed to maximize student funding and be in
compliance with class size policies. Teachers who are certified in gifted, ESOL, and special
education are strategically assigned with their students to meet the requirement of the No Child Left
Behind mandate.


   b. Are based upon effective means of raising student achievement

Focus groups, led by the principal, are held monthly with all faculty and staff. The focus of the
sessions is determined by the needs assessment that is completed at the end of each school year. The
topics for the 2009-10 school year included the following: standards-based classroom, data
utilization, rigor and relevance, standards-based grading, response to intervention, book studies,
implementation of best practices, ELL and migrant strategies and continued efforts to become a true
professional learning community. The Better Seeker Team at PCMS began to research effective
standard-based practices. Ken O’Conner’s and Thomas Guskey’s research have given PCMS
guidelines on how to develop a standard-based classroom and standards-based reporting. The BST,
through further study, began developing pilot report cards for math, science, and language arts as
well as connections. Teachers and administrators continue implementation of standards based
grading procedures. Topics for the 2010-11 school year included the following: teacher
effectiveness , child abuse, bullying prevention, a book study of The Energy Bus, school safety,
homeless students, school facilities, statewide longitudinal data system, SACS, article studies,
standards based grading, Title III ESOL, etc.



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The school improvement plan is an on-going plan for improvement. All initiatives follow the Plan-
Do-Check-Act cycle.

    c. Use effective instructional methods that increase the quality and amount of learning time

Learning-focused strategies are implemented in all classrooms. The need for further training in the
Extending and Refining strategies of Learning-Focused is necessary to get full benefits of this
research-based strategy. Along with these strategies, PCMS is integrating technology into
instruction through the use of Interwrite boards, SMART boards, Mimio Interactive board, Elmos,
presentation stations (including lap tops, DVRs, LCD projectors), and Turning Points interactive
response system. Teachers access United Streaming, Synchroeyes, Brain Pop, USA Test Prep, and
many other websites to develop the most effective instruction based upon the students’ background
knowledge, interests and learning styles. MyAccess, a prompt-driven, web-based writing program, is
also used with 7th and 8th grades to allow teachers to conduct early diagnosis, deliver writing
assignments more frequently, and monitor formative writing performance by student and class.
PCMS other lab-based programs like Reading Academy and Math Academy support the instructional
program.


The faculty and staff studied a wide array of instructional schedules that were most effective in
middle schools. A consensus vote determined the use of a flexible, modified schedule which
included 40 minutes of extended-learning time, a longer block of academic time, and A/B schedule
for connections. Every year the schedule is revisited to fit the needs of our students based on the
data. Extended Learning Time warrants using flexible groups based upon changing readiness levels,
interests, and learning styles. Teachers feel comfortable moving students at any time the need arises.
Daily RTI classes provide research-based intervention strategies and support our philosophy to “put
students first.”

    d. Addresses the needs of all children, particularly targeted populations, and address how the
       school will determine if such needs have been met and are consistent with improvement
       plans

Pierce County Middle School provides services for all students, particularly targeted populations.
Many strategies are used to ensure that the needs of disadvantaged students are identified and met.

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Selective Programs at Pierce County Middle School
Pierce County Middle School offers a variety of connections classes, extended learning classes,
alternative programs, and clubs that are designed to foster academic and social skills. Students
in all grades are enrolled in the connections classes during the school year. Career Connections,
however, is limited to eighth grade students. In addition to connection classes, Extended
Learning Classes are provided each day for students to have additional acceleration for math,
reading/language arts, and science GPS objectives. Each nine weeks the teachers analyze students’
learning and schedule them in the GPS skills-based ELT classes to address their deficiencies.


Special Education
The Special Education program serves a range of students from those who have Severe Physical
and/or Intellectual Disabilities to those whose disabilities are less restricting. To address the
deficiencies and accelerate the special education’s students’ learning, the Pierce County School
System implements the SRA Reading program. This research-based program is designed to
accelerate the reading level of special education students. These students also are provided an
additional 45 minutes every day of reading, math, and/or writing instruction during Extended
Learning Time.


As a result of the special education students not meeting AYP in 2002, the lead teacher, along
with other teachers at PCMS, researched successful models for special education students. Inclusion,
a co-teaching model, was recommended and implemented in the 8th grade during the 2003-2004
school year. As a result of improved CRCT Special Education scores in 2004, others teachers in
grades 6th and 7th embraced the idea of the inclusive classroom for the next school year.
Subsequently, the Pierce County School System received a Least Restrictive Environment (LRE)
grant which involved training a team of regular education and special education teachers on effective
ways to implement inclusion in the classroom. This training involved a two year commitment from
the school system and required all team members to observe other inclusion classrooms in the
school. All participants have received baseline training for successfully implementing inclusion of
students with disabilities in the general education setting in co-taught classrooms. The teachers have
been trained to use appropriate resources and supports to accommodate individual needs of students
with disabilities. In addition, each participant has received training on the differentiation of
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instruction in a co-taught classroom. School administrators have learned how to maximize funding
for their special education services to schedule their building for co-teaching. This training was
provided by State Improvement Grant, GLRS, and IDEA monies. The LRE consultant provided
feedback and direction to each team during the two year period. As a result of the success of the
inclusion model in Pierce County Middle, one team of 7th grade teachers was selected as District Co-
Teaching Team of the Year sponsored by GLRS and several teams have been video-taped as model
co-teaching classrooms.


ESOL Program
The ESOL program at PCMS provides equal educational opportunities to its English Language
Learners. PCMS has one ESOL teacher who provides the instruction for the ELL population and a
system interpreter. Through the use of the educational theory of English of Speakers of Other
Languages (ESOL) and a structured English language immersion approach, the goal is for students to
become proficient in English as quickly as possible. English Language Learners receive extra
language assistance through Open Book to Literacy, and Reading and Math Academy. An ELL pull-
out model, taught by a highly qualified ESOL teacher with the assistance of the system interpreter, is
used at PCMS with ELL students. An inclusion model is also used in the 8th grade during the school
day as support. The WIDA standards for ESOL are taught at all grade levels, as well as, on-grade
level instruction with the appropriate Georgia Performance Standards in academic content areas.
ELLs are provided the opportunity to participate in all after-school and/or summer school activities
when funded. Research-based professional development is provided annually to classroom teachers
to help with strategies to use with ELL students in the regular classroom. Communication is made in
their native language so that parents, to the extent feasible, have a better understanding of their
child’s activities and progress. Parents are encouraged to attend conferences concerning their child’s
progress.

GATE Program

Pierce County’s Middle School Gifted and Talented Education Program (GATE) is designed
to challenge the special learning abilities of gifted students. The students receive at least
five (5) segments of instruction from a certified gifted education teacher. The curriculum encourages
complex thinking and problem-solving activities beyond those that the regular classroom can

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address. One full time and one half day gifted endorsed teacher at the middle school use the resource
delivery model. In addition to the resource delivery model at the middle school, there
are 21 gifted endorsed teachers who offer advanced content class. Students are evaluated
by the GATE Program teacher every 9 weeks.
The program’s standards are as follows:
              To develop and practice creative thinking and creative problem-solving skills
               with a variety of complex topics within the area of study
              To develop and practice creative thinking and logical problem-solving skills in
               the pertinent academic area
              To develop advanced research skills and methods. Curriculum for gifted students
               should allow for the in-depth learning of self-selected topics within the area of
               study
              To develop advanced communication skills. Curriculum for gifted students should
               encourage the use of new techniques, materials, and formats in the development
               of products that will be shared with real audiences
              To develop an understanding of self and how their unique characteristics may
               influence interactions with others

Units of study are built around the academic subjects of language arts, mathematics, science,
and social studies, but may also include technology, fine arts, and vocational awareness.
Within each unit, four strands add complexity and depth to the curriculum. These strands
are critical thinking, creative thinking, research, and communication.


The program also offers travel opportunities for our students. While attending PCMS, GATE
students may have the opportunity to travel to Washington, D.C., Boston, Massachusetts, and/or
New York City. These travel opportunities help students build enthusiasm for gaining knowledge,
connect lessons to real life, understand and celebrate differences, develop life skills through
independent exploration, realize the ability to make a positive contribution, attain an appreciation for
other people and cultures, and own new tools. Plans include a Georgia History field trip to Ebenizer
Community in Georgia.


Migrant Education Program
PCMS serves its migrant students through the Live Oak Migrant Education Agency. Students who
are identified as “priority for services” are served by a Migrant Student Services Provider who serve
as a liaison between the school district, the migrant student, and family. Title I, Part C funds are
used to supplement the summer school program for at-risk migrant students. No student in the
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migrant program or any other program is denied access to appropriate Title I services. The Live Oak
MEA representatives have been included in system and school level planning meetings where
migrant services have been presented and discussed for school improvement purposes.


Response to Intervention
RTI is a process which includes the provision of systematic research-based instruction and
interventions to struggling learners. Instructional interventions are matched to student needs and are
continuously monitored. RTI is designed as an early intervention to prevent long term academic
failure. It is considered a general education service but is also required to monitor the progress of
students with disabilities. A RTI Steering Committee, consisting of teachers, administrators,
counselor, PCMS RTI Coordinator, along with others in the system, meets throughout the school
year to plan for successful implementation of RTI Plan. During the 2009-10 school year, the
universal screener, AIMSweb, was utilized to monitor student progress. As a result of needs
requested of this committee a new universal was implemented. This new universal screening tool,
GRASP, was used to identify students who are at-risk for falling below state or grade level standards
and is administered three times a year. The results of the screening determine the interventions that
each student needs to improve his/her learning. Progress monitoring collects data on the academic
gains of each student. Ten teachers at PCMS will be trained on the administration of the universal
screening tool and are responsible for inputting the data. All other teachers at PCMS continue to
receive professional learning in the implementation of Response to Intervention (RTI) and will
continue to develop Behavior Intervention Plans for students who are having behavior problems.
Parents are included in the decision concerning their child’s academic progress. All parents,
including ESOL and migrant, had an opportunity to learn about the RTI intervention program during
the Title I Parent Night. The system translator is available to interpret the information.

Abstinence Educational Program

Pierce County Middle School’s abstinence education program focuses on all students grades six
through eight. Our objectives are to reduce the rates of sexually transmitted diseases and pregnancy
by encouraging students to wait until marriage for sexual relationships. It has been proven that
sexual activity outside of wedlock causes lower self-esteem and teen pregnancy is a large contributor
to the high school drop out rate. Our program is designed to promote student success by giving them
information and resistance skills to avoid risky behavior.
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Advisor/Advisee
In an effort to create the most supportive learning environment for students at PCMS, our
staff implemented an Advisor/Advisee Program. Students meet with their advisor to receive their
progress report. Advisors discuss student’s achievement in academic and connection courses,
attendance, discipline, and any other important factors/concerns influencing the student’s educational
success. During the 2011-2012 school year, the Advisor/Advisee committee will work with
counselors to implement the Bridge initiative which will include students taking career assessments,
interest inventories, occupational research, electronic portfolios, as well as a parent/student
conference prior to 8th grade. This is known as their individual graduation plan that will be a face to
face transitional conference between middle and high school.


Pierce County Middle School’s Advisory Program is based on the Georgia Department of Education
recommendation that local middle and high schools establish a teacher as advisor program (TAP) to

      Promote small, caring communities of learners
      Promote individual attention to students
      Provide each student with an opportunity to “belong”
      Provide students with a clear focus on their future and how they will get there
      Provide encouragement to take and complete higher-level academic courses
      Provide consistent encouragement for those students who are experiencing problems
      Provide teachers with a better understanding of curriculum and the opportunities students
       have within the system
      Provide teachers with the opportunity to develop strong bonds with their advisee


After-School Program

When funded, an after-school program is offered to students that find reading and math a challenge.
It provides these students an opportunity to receive more direct instruction in reading and / or math
in order to improve their individual reading and or math skills.



Camp Bear

Transition from the fifth grade to sixth grade is addressed during Camp Bear. Upcoming 6th graders
are invited to attend PCMS for ½ day the week before school starts. Students are oriented about
policies and procedures and meet team teachers. Open House for 6th grade starts as soon as Camp
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Bear Orientation is completed so that parents can meet with their child’s teacher. The system
translator is at the school to translate for ELL and migrant students.

Eighth Grade Transition to High School

Transition from the eighth grade to high school is addressed throughout the school year via a series
of meetings entitled Jump Start programs. All eighth graders attend an orientation during the year
through Career Connections. They have an opportunity to learn about procedures and policies of
PCHS. Eighth grade teachers go through the advisement and registration process with the students,
conducting individual conferences with each student.

Extended Learning Time
Research shows that students attain the highest level of self-esteem when their teachers set a standard
and expect them to meet that standard. In order to take the responsibility for student learning and
ensure that all students master the essential skills, PCMS allocates a block of time to accelerate the
students’ basic skills and enrich the students’ learning.


Reading Academy
The Academy of Reading, a comprehensive software program, that helps students realize their full
reading potential. The program contains a wide variety of assessment tools and several training
programs that will develop the skills that are necessary for successful reading. The training skills
include phonics, word recognition, and comprehension. The Academy also offers sophisticated
management functions to assist in tracking student data, viewing and analyzing student’s work. The
reading academy teacher analyzes the results of the program and makes a report to the leadership
team.
Reading Across the Curriculum

Reading Across the Curriculum (RAC) is a process which reaches across all disciplinary domains,
extending to the area of personal learning. Students encounter a variety of informational and
fictional texts, and they read texts in all genres.


In the 8th grade, students self-select reading materials based on personal interests established through
classroom learning. As students explore interdisciplinary interests through reading, they connect
prior knowledge to knowledge gained from reading a variety of texts. The evidence is reflected
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through written and verbal expression using a variety of performance based tasks to include: fiction,
non-fiction, informational, and technical discussion guides related to various subject areas. Reading
across the curriculum develops students’ academic and personal interests in different subjects. As
students read, they develop both content and contextual vocabulary. They also build good habits for
reading, researching, and learning. The Reading Across the Curriculum standards focus on the
academic skills students acquire as they read in all areas of learning.


Math Academy
Math Academy, a Remedial Education Program, serves 6-8 grade students who have identified
deficiencies in mathematics. Through the use of technology and teacher assistance, each student
addresses his/her deficiencies based on the CRCT test results and strive for mastery. The math
academy teacher analyzes the results of the program and makes a report to the leadership team.


MyAccess
MyAccess is a prompt-driven, web-based writing environment that scores student responses to
prompts in seconds with immediate instructional feedback, allowing teachers to conduct early
diagnosis, deliver writing assignments more frequently, and monitor formative writing performance
by student and class. It actively involves students in the learning process.


Partners Pulling Together at PCMS

The mentoring program (Partners Pulling Together) at PCMS brings community volunteers
into the school who are paired with identified at-risk students and function as positive adult
role models. Mentors participate in training session for their work with students who are
experiencing problems with behavior, academics, family dynamics, social adjustments, etc.
Each pair meets weekly for thirty-minute sessions during which the mentor provides support
and encouragement through a variety of activities. Teachers provide feedback to the mentors
each nine-week period to give the mentors direction for the sessions that follow. Not only do
students enjoy their experiences with the mentors, but also teachers frequently report positive
changes in behavior, attendance, academic progress, and general self-concept. The mentors,
on the other hand, express great pleasure in having the opportunity to come into the school
and help young people. We believe this program is of great value in many aspects of our

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students’ lives and in the bringing together of community and school.


Student Honors and Recognition

Recognizing and celebrating student achievement is a priority at PCMS. Students are recognized
at school-wide Honors Day that is held in May. During the assembly, content awards are given
as well as recognition for awards such as Junior Beta, Student Council, Perfect Attendance, Young
Authors’, Citizenship, Band and Chorus Awards, Presidential Academic Fitness Awards, and
Principal’s Award. Furthermore, an athletic awards ceremony is also held in the spring to recognize
student participation and excellence in sporting events. On the individual grade levels, students are
recognized at the end of each nine weeks for Accelerated Reader achievement, Student of the Week,
and attendance. The Academic Booster Club recognizes students who maintain all A’s every nine
weeks. In the spring of the year, an Academic Reception is held for the students who maintained all
A’s all year. PCMS includes student successes in the local newspaper as well as the school website.


Synchroneyes
Synchroneyes classroom management software from SMART Technologies is easy to use and offers
a variety of features that enable teachers to keep students focused on learning and redirect their
attention as needed when using technology. All computers connect to the teacher computer to allow
for monitoring, communication or collaboration. This program allows the teacher to view all
computer screens in the classroom or lab and manage students even when working on different
projects or at different paces. An additional feature allows teachers to deliver quizzes and tests to
each computer screen and the tests are marked automatically providing the student with instant
feedback and the teacher with summarized results for analysis. Teachers and students can
collaborate and share files, view each other’s screens and work, and chat about instructional topics.
PCMS uses this program in all lab classrooms and the media center on campus.

3. Instruction by Highly Qualified Professional Staff

Pierce County Middle School participates in the system wide plan for recruiting highly qualified
teachers. Vacancies for teaching positions are posted on the Teach Georgia website. There is a
personnel committee that aids the administration in selecting highly qualified teachers for positions



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at the school. Representatives from the personnel committee, along with an administrator from the
school, attend college recruitment days in order to meet graduating teacher candidates.


(a) Strategies to Attract Quality, Highly Qualified Teachers
Pierce County Middle School prides itself on the retention of highly qualified teachers. 100% of the
teachers at PCMS are highly qualified for the 2011-12 school year. Over the past three years it has
become increasingly more difficult to fill all positions with highly qualified teachers. However,
Pierce County Middle School has worked very hard to assist all teachers in becoming highly
qualified by paying for teachers to take the GACE in their field out of Title IIA monies and/or
providing professional development in order to recertify teachers. 100% of the teachers at Pierce
County Middle were highly qualified for the 2006-07 school year and 98% in 2007-08 and 100% in
2008-09 and 100% in 2009-10 and 100% for 2010-11. See Table 10 All instructional assistants
either took a rigorous exam or had two years of college credit to become “highly qualified.” 100%
of instructional assistants at PCMS are “highly qualified.”

                                               Table 10
                                 Percent of Highly Qualified Teachers
                                                   2008-09      2009-10      2010-11      2011-12
                                                     100          100         100%         100%

Pierce County Middle School provides a mentor program for new teachers to the school. The Pierce
County School System requires that all new teachers to the system attend Teacher Induction
Training. Training typically includes: Special Education law and legal issues, GPS standards,
technology, and GTEP. Also during preplanning, mentors and mentees meet to discuss procedures
and policies, discipline strategies, instructional strategies and other issues. Goody bags and helpful
tips are provided for the new teachers. The mentors and mentees at PCMS meet regularly to discuss
problems or concerns. The mentors observe the mentees using the state evaluation instrument and
provide feedback to the mentee before the official one is completed by the administration. Each
mentor provides minutes of all meeting with mentee for documentation. PCMS presently has 6 TSS
endorsed teachers.


PCMS has an Instructional Coach who supports all teachers. The Instructional Coach assists
teachers in the implementation of professional development through coaching, modeling, and
classroom observations. Additionally, she assists teachers in developing appropriate strategies
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through units of study and helps disaggregate data and plans for classroom instruction. The
Instructional Coach monitors the implementation of the GPS/Common Core GPS including
unpacking standards, creating assessments, and unit planning.


Teacher Experience Equity


Title IIA of No Child Left Behind requires that all students, including low income and minority have
equitable opportunities with respect to quality instruction, teachers instructional experience, class
size, and the teacher’s ability to meet the diverse learning needs of all students. The needs
assessment must indicate where possible inequities may exist: highly qualified teacher status, highly
qualified paraprofessional status, average number of years teaching experience, teacher retention
rates, and average class size for each school. The table below shows that all students at PCMS have
access to experience, qualified and appropriately assigned teachers on an equitable basis. (Table 9)
Stakeholders are involved in the development of a comprehensive plan that meets the LEA’s
requirements for equity. The plan includes the following procedures: 1) PowerSchool Scheduling, 2)
teacher recommendation, 3) RTI Process, 4) special education placement, 5) ELL placement, 6)
matching student learning styles to teacher teaching styles, and 7) teacher annual evaluation.
Meeting Diverse Needs of Students

Research by Sanders and Rivers (2003) reports that if a student has an ineffective teacher for one
year, it will take that student two years to recover academically. However, if a student has two
ineffective teachers in a row, the student may never catch up. Therefore, the principal makes every
reasonable effort to balance classes based on ethnicity, gender, socio-economic status, EL, special
needs, and REP and ensures that at-risk students are assigned to highly effective teachers. Academic
needs take precedence in this effort. Teachers disaggregate student data to indicate strengths and
weaknesses. This data is placed in the teacher’s annual evaluation portfolio for review at the end of
the year by the administration. The administration uses the results to assist in the determination in
student placement. Teachers and administrators attended professional development in Ruby Payne’s
Understanding Poverty, ELL strategies, differentiation, and inclusion strategies to assist in meeting
the needs of diverse learners.




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                                                                  Pierce County Middle School


Highly Qualified Teacher Equity

PCMS, a school-wide Title I school, is required to hire only highly qualified teachers. Pierce Middle
strives to hire only highly qualified teachers, but when a highly qualified teacher cannot be found,
the system hires a candidate who has the best chance of obtaining highly qualified status in the
shortest amount of time. See Table 10.
                                               Table 11
                           Highly Qualified Teacher Experience Equity
                        # of                              # of
    6th Grade           Years         7th Grade           years           8th Grade

    Best Bears Team                   Millennium                          Rollin' Bears

    Average Years         12.56       Average Years          13.5         Average Years        15.3

                                      All-American
    Bad News Bears                    Bears                               Roarin' Bears

    Average Years         11.27       Average Years               7       Average Years        10.8

    Blazing Bears                     Sportin' Bears                      Rockin' Bears

    Average Years         10.33       Average Years            4.5        Average Years        12.5



Class Size Equity

Pierce County Middle School complies with maximum class size rules as listed in the Georgia Board
of Education. Classroom teachers, administrators and support personnel are allocated at PCMS
based on maximum class size regulations required by the Georgia Department of Education. In
assigning students to classes, the principal makes every effort to equalize the teaching load among
the members of his/her staff to meet all requirements with regard to maximum class size specified by
the state and accrediting agencies.


Each Pierce County school prints a “Parent’s Right to Know” Teacher’s Qualifications section in
their student handbook which is distributed at the beginning of every school year, as well as, when
new students enroll. All parents are required to sign a form acknowledging they have received a
copy of the student handbook. These forms are kept on file. A copy of the handbook is on file at the
central office. The “Parent’s Right to Know” section is as follows:
Revised December 14, 2011                                                                              31
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1.     Upon request, parents of students in Pierce County Schools will be provided the following
       information regarding the professional qualifications of the student’s classroom teachers:
       a.      Whether the teacher has met State Qualification and licensing criteria for the grade
               levels and subject areas in which the teacher provides instruction.
       b.      Whether the teacher is teaching under emergency or other provisional status through
               which the state qualification or licensing criteria have been waived.
       c.      The baccalaureate degree maker of the teacher and any other graduate certification or
               degree held by the teacher, and the field of discipline of the certification or degree.
       d.      Whether the child is provided services by paraprofessionals, and if so, their
               qualifications.
2.     In addition to the information that parents may request, a school shall provide to each
       individual parent:
       a.      Information on the level of achievement of the parent’s child in each of the state
               academic assessments; and
       b.      Timely notice that the parent’s child has been assigned, or has been taught for four or
               more consecutive weeks by, a teacher who is not highly qualified.
       Parents are informed through a written letter that their child’s teacher is not highly qualified
       in a specific subject area. Parents are informed through a written letter that their child’s
       teacher is not highly qualified in a specific subject area. Parents are also notified in writing if
       their child’s teacher who is highly qualified is absent for over 20 days and is replaced by a
       teacher who is not highly qualified. Principals are required to submit a copy of the parent
       notification letters to the Title IIA Coordinator.


4.     Professional Development

Professional development at PCMS is an ongoing process. Professional development activities are
designed to be the catalyst for educational change and the vehicle for implementation of new
approaches and improved educational programs leading to high achievement in academic subjects.
Training focuses on best teaching practices to specifically work with special needs or at-risk student
to include gender equitable instructional methods. As a result, outside training and consultants are
utilized to provide professional development that is needed to improve teacher skills and knowledge
in teaching students. The research-based professional development that Pierce County Middle

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School teachers have participated in during the past five years that is used as an integral part of their
school improvement strategies are listed below:


I.    QBE Professional Learning
              Harben, Hartley, & Hawkins School Law (Fall & Winter Seminars)
              Solution Tree Motivating Students To Learn 4 teachers, ILT, and Assistant
       Principal
              Georgia Educational Technology Conference
              Learning-Focused
              Learning-Focused Writing
              Learning-Focused Differentiated Instruction
              Learning-Focused Math
              Assessment for Learning
              Making Classroom Assessment Work.
              Kay Burke on “From Standards to Rubrics: Performance Task.
              My Access, an on-line formative assessment tool, is being implemented in 7th and 8th
               grades. Continual professional development will be held when needed
              Assessment Summit- Ahead of the Curve
              Classroom Management with Kay Burke
              5 Department Heads, 1 ILT, and Principal attended Solution Tree Building Common
               Assessment in Fall of 2010 in Atlanta.
              Standards-based Grading and Assessment involves on-going professional learning
               for all faculty members
              Provide training in Higher Order Thinking Skills over the next three years.
              Differentiation Teaching – 4 will attend Differentiation Strategies for Closing RTI
               Gap in Atlanta
              Provide professional development from the International Center for Leadership in
               Education in the area of Rigor and Relevance, Goal Seal Lessons and Instructional
               Strategies.
              Rudy Payne’s Understanding Poverty
              Reading 1st training

Revised December 14, 2011                                                                              33
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               Leadership Team will meet 6 times a year for school improvement initiatives.
               GRASP Training
II.      IDEA Funded Professional Learning
               Least Restrictive Environment Project (LRE)
               SRA Corrective Reading
               Special Education Law Conference –Lead teacher attended conference in 2010.
               Response to Intervention
                            Academic and Behavior Progress Monitoring
                            FBA/BIP for general education
                            SSTAGE
                            RTI/504 (John McCook)
               Other professional development for the 2010-11 school year included:
                            Writing legal IEPs
                            Writing effective transition plans
                            FBA/BIP
                            Tier IV stratgies/interventions
                            Wilson’s Reading
      Title IA funded professional learning
               Common Core Georgia Performance Standards Rollout
               Collaborative Planning Days - The Pierce County School System provides 3 days
                each year for teachers to receive staff development. In addition to these days, with
                Title IIA, Title I and School Improvement support, substitutes are hired for teachers to
                attend staff development during the school day. Two Early Release Days are built in
                to the school calendar for teacher planning. All departments will meet 3 days a year
                during the 2011-12 school year to unpack the Common Core GPS, revise units,
                develop assessment plans, and revisit benchmark assessments.
               Professional Learning Community –To be consistent with the premise of the lead
                learner, the leadership team has led the faculty and staff into a Professional Learning
                Community by developing a collaborative culture where all teachers are learners. The
                faculty strives to read 25 books or 1 million words like the students at PCMS. A
                process for monitoring this requirement has been implemented since the 2006-07
Revised December 14, 2011                                                                              34
                                                               2011-2012 School Improvement Plan
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                school year and all teachers are required as a part of professional development to
                complete monthly Awareness Walks. Focus groups meet monthly to discuss school
                improvement. Professional articles and books read are chosen based on specific issues
                and needs. Examples of book that have been read are as follows: Closing the
                Achievement Gap: No Excuses, Making Classroom Assessment Work, Whatever It
                Takes, Who Moved My Cheese?, The Excellent 11, The Essential 11, The Fred Factor,
                Learning by Doing, Developing the Leader Within You and Around You, 21
                Irrefutable Laws of Leadership, How Full is Your Bucket, Sixteen Trends, Classroom
                Assessment and Grading that Work, 15 Fixes for Broken Grades, Anne Davis’ Setting
                Criteria, Conferencing and Reporting, and Self-Assessment as well as numerous
                article studies specific to the curriculum in each department at PCMS. All faculty and
                staff read in 2009-10, Failure is not an Option and Classroom Assessment for Student
                Learning, and other articles that focus on standards-based grading. In 2010-11 all
                teachers participated in book studies on Jon Gordon’s The Energy Bus and
                Developing Standards-based Report Card. As a system, we will read Soup : A Recipe
                to Nourish Your Team & Culture by Jon Gordon during the 2011-12 school year.


IV.    Title IC funded professional development, Title IIA funded professional development,
       Title III funded professional development, Title VIB funded professional development
               Georgia TESOL Conference, Building Common Assessment Conference, GAGC
                Conference, Assessment for Learning, New Teacher Induction, Learning-focused
                training, and VSU Media Day was attended the 2010-11 school year.


Once professional learning activities have been presented, programs or technology have been
purchased, Pierce County Middle School provides continued support for implementation. Support is
provided by consultants so that teachers can receive assist when questions arise.
Okefenokee RESA consortium developed pre- and post professional learning evaluations. These
instruments will be used before and after every professional development offered at the school and
system level.




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5. Strategies to Increase Parental Involvement

Pierce County Middle School supports and encourages parent involvement in school. Based on the
results of the Title I Parent Survey, the majority of parents feel consistently welcomed in the school.
The results of the parent survey were shared with faculty, the leadership team and the school council.
The items of concern are being addressed during the 2010-11 school year. Parents are involved in
the development of the School Improvement Plan at school-level meetings. Parents participate in
school needs assessments, participate in Response to Intervention meetings, attendance meetings,
participate in IEP meetings and conferences, and serve on task forces that are involved in the
decision-making process. A parent involvement policy is written to establish and promote
expectations for parent involvement. It affirms and assures the right of parents, family members, and
legal guardians of children being served in activities funded by Title I the opportunity to participate
in the planning, design, and implementation of the Title I program and its activities. The system
level parent involvement policy is distributed to every parent at the beginning of the school year in
the student handbook. Also, all teachers meet regularly with parents to discuss strengths and
weaknesses of their child. Minutes are taken of each meeting.


The Pierce County School System, committed in reaching out to parents, hired a Parent Involvement
Coordinator in 2006. The Family Involvement Coordinator serves as a resource for all schools and
the Pierce County community. The coordinator organizes focus groups and teaches help sessions,
provides resources for parents, provides monthly workshops for parents, maintains the Parent
Resource Room, attends meetings at all schools, holds the PAC (Parent Advisory Council) for
migrant students, and speaks at different engagements encouraging parent involvement. The Family
Involvement Coordinator and the Parent Coordinator at the school will utilize outside resources and
media to ensure that isolated families are included in the parent involvement activities.

ESEA No Child Left Behind Act’s Section 1118 is entitled parent involvement. The PCMS School
Advisory Council and the Parent Involvement Committee decided that the required 1% of the Title I
allotment for parent involvement be used in purchasing student agendas. Each student receives an
agenda on the first day of school which contains a school-parent compact that delineates ways that
parents can be meaningfully involved in school activities. A school-parent compact is reviewed and
revised annually by teachers, parents, and administrators. Students provide documentation that
verifies that their parents/guardian have been notified of this compact. The school has incentives in
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place to encourage all students return the parent-student-teacher compact signed. The following is
the Pierce County Parent Involvement Policy as adopted by the Pierce County Board of Education
and the PCMS Student/Teacher/Parent Compact:
            PIERCE COUNTY MIDDLE SCHOOL POLICY AND PROCEDURES

             ESEA – No Child Left Behind Act – Section 1118 Parent Involvement

                                      Revised March 28, 2011


Pierce County Middle School shall involve parents in an ongoing and timely way in the joint
development of its school improvement plan. Input received in the process of school review and
improvement from parent participation in school committees, school councils, written surveys, and
other parent meetings is used. It shall also establish expectations for parent involvement through
written information distributed to parents through the local media, the system, and the school.
Classroom newsletters, parent compacts, agendas, as well as school and/or system websites promote
parent involvement.

A. Our school shall also jointly develop with and distribute to parents of participating children a
school policy of parent involvement procedures and activities, agreed upon by the parents that shall
describe the means for carrying out meaningful parent involvement. Parents shall be notified of the
policy in any understandable and uniform format and, to the extent practicable, provided in a
language that they can understand. It shall be updated periodically as needed. The school shall:

   1. Convene an annual meeting, at a convenient time, to inform parents of the school’s
      participation in the Title I program, the requirements of the Title I law, and their right to be
      involved.
           PCMS uses Open House, School Council System-wide Meeting, Title I brochures, 6th
              grade orientation Camp Bear, 7th and 8th grades Parent Night, and the 8th Grade
              Advisement Night to inform parents of the Title I program and the requirements of the
              Title I law and parents right to be involved.

   2. Offer a flexible number of meetings and parent trainings at convenient times for parents to
      participate, give suggestions, and take part in decisions regarding the instructional program of
      the school.
           This process is ongoing. School Improvement Committees, School Council, Open
              House, English Speakers of Other Languages (ESOL) Open House, Parent Advisory
              Meetings (PAC) meetings, Pierce County Parenting luncheons, Attendance meetings,
              Response to Intervention (RTI) meetings, Individual Education Plans (IEP) meetings,
              and Parent Conferences provide flexible times for meetings at convenient times for
              parents to give their input on Title I programs.

   3. Involve parents, in an organized, ongoing, and timely way, in the planning,
      review and improvement of the school parent involvement policy and the school-
      wide program plan.

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              The Parent Involvement Policy is reviewed throughout the year during Parent
               Involvement Committee meetings, School Council meetings, Faculty Meetings,
               Needs Assessments Parent Surveys, and School wide parent policy input meetings.
               Changes to the policy, new information as well as a review and evaluation of the
               policy will be included as agenda items for these meetings.

   4. Provide timely information about programs as well as descriptions and explanations of the
      curriculum in use at the school. Explain the forms of academic assessments used to measure
      student progress, and the proficiency levels students are expected to meet.
           These areas are addressed in several ways. Assessment Performance guides are sent to
              parents with interpretations of all standardized tests. Newspaper releases of Adequate
              Yearly Progress (AYP) data for the school system keep parents informed. Also letters
              on student achievement are sent from the administrators and counselors to parents and
              students concerning proficiency levels and student progress. 9th grade course of study
              planning tool provided by PCHS for all 8th grade students, a course syllabus for all
              classes, IEP and RTI conferences, ESOL Open House assistance, Gifted and Talented
              Education (GATE) Parent Meetings, and PAC meetings are used to explain academic
              assessments and the requirements for proficiency. Also monthly publications such as
              Reading Connection and Middle Years help explain middle school curriculum and
              give strategies for parents to assist their students. Benchmark assessments are charted
              in the agenda books every nine weeks for parents. Benchmark assessments are posted
              in the hallways for parents’ and students’ information. The curriculum and
              assessments are explained in parent, teacher conferences, phone calls, and emails. The
              Alert Now system is also used to inform parents of important information
              events/programs.

B. As a school we believe in “Shared Responsibilities” for high student academic achievement. We
shall develop with parents of all children served a school-parent compact that outlines how parents,
the entire school staff, and students will share the responsibility for improved student academic
achievement. We shall include the means by which the school and parents will build and develop a
partnership to help children achieve. The school shall:
        1. Give opportunities for parents to share in the development of the compact during a series
        of meetings. Agendas, surveys, and sign-in sheets are maintained as a record of parent input.
        2. Use a team to annually review the compact. This team consists of parents, community
        members, school and district administrators, teachers, and school staff.
        3. Print the compact in the student agenda books to be distributed to every student and parent.
        These agenda books will be given out on the first day of school. New students to the school
        will be given a handbook at registration.
        4. Emphasize the importance PCMS places on providing a high quality curriculum and
        instruction that enables children to meet Georgia’s academic standards.
             We meet this challenge by having highly qualified, certificated educators on staff.
                These educators are provided professional learning opportunities to keep them abreast
                of the latest teaching techniques, strategies, theories, standards, and requirements that
                meet our students’ needs.
             Parents are responsible for supporting their child’s learning by fulfilling the
                requirements of the Compact.

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                                                             2011-2012 School Improvement Plan
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        5. Address the importance of communication as a crucial component for a successful parent
        involvement program.
              At parent-teacher conferences the compact is discussed as it relates to a student’s
                 achievement. Frequent contacts are sent to update parents on their student’s
                 progress. School and classroom newsletters inform parents of grade level activities
                 and/or school activities. PCMS website provides current and educational information
                 for parents.
              Our faculty and staff are available to parents. Parents are encouraged to observe
                 and/or volunteer in their student’s class.
              Agenda books are provided to all students as a tool for two-way communication
                 between the school and home. Parents are asked to read and sign the agenda books
                 daily.
C. As a school, we believe in Building Capacity for Involvement of Parents and supporting a
partnership among the school, parents, and community to improve academic achievement to achieve
this, our school shall:
    1. Provide assistance to parents understanding such topics at the Georgia Performance
        Standards, assessments, monitoring student progress and working with their children.
              This is ongoing. PCMS does this through PCMS Web site, conferences, system and
                 school newsletters, pamphlets, Open Houses, web links for home use, class syllabi,
                 Power School, “Camp Bear for 6th graders”, teacher created rubrics and checklists for
                 GPS tasks, etc.
    2. Provide materials and training to help parents work with their children.
              This is ongoing. PCMS does this through Pierce County Parent Involvement
                 luncheons, ESOL Open House assistance, PAC Meetings, Power School, Parent
                 Success website, USA Test Prep and Georgia OAS practice for CRCT. The DOE
                 website, Georgia Parental Information and Resource Center (PIRC),
                 www.georgiapirc.net, provides information and resources to help parents become
                 more informed about education issues.
    3. Educate school staff, with the assistance of parents, in the value of contributions of parents,
        and how to reach out to, communicate with and work with parents as equal partners, and
        coordinate parent programs as needed.
              Teacher training on how to involve parents in RTI meetings and professional learning
                 are ways we educate our staff. Student agendas help us to communicate with parents
                 as equal partners.
    4. Coordinate and integrate parent involvement programs and activities with Head Start, public
        preschool and other programs that encourage and support parents in more fully participating
        in the education of their children.
              Participation in Family Connections, Pierce County Parent Resource Center, Parent
                 Involvement luncheons, ESOL assistance during Open House, Parent Advisory
                 Council (PAC) meetings, and RESA Workshops are the some of the ways PCMS
                 meets this requirement.
              Middle School readiness and transition are provided to elementary students at the
                 elementary schools by middle school counselors. High School readiness and
                 transition are also provided by counselors.
              PCMS Special Education teachers and counselors support students enrolled in
                 Ombudsman.

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                                                            2011-2012 School Improvement Plan
                                                                Pierce County Middle School
   5. Ensure that information related to school and parent programs, meetings, and other activities
      is sent to the parents in a format and, to extent practicable, in a language the parents can
      understand.
            Internet translation services and a system wide Hispanic translator are used to ensure
               information is sent home in an understandable language. Information on school
               website can be translated through use of Google translate.

   6. Provide reasonable support for parental involvement activities as parents may request.
       PCMS makes every attempt to meet the needs of parents who make special requests.
         Conferences are held before and after regular school hours. Teachers are available for
         phone conferences. Each teacher has an email address to ensure parents can contact them
         during the school day and after school hours. Informal conferences are held at school
         functions.

Our school may:
   1. Involve parents in the development of training for educators to improve the effectiveness of
       such training.
   2. Provide necessary literacy training.
   3. Provide reasonable and necessary expenses associated with local parental involvement
       activities.
   4. Arrange school meetings at a variety of times.
   5. Adopt, implement, and model approaches to improving parental involvement.
   6. Develop appropriate roles for community-based organizations and businesses in parent
       involvement activities.

D. To the extent practicable, Pierce County Middle School, shall provide full opportunities for the
participation of parents with limited English proficiency, parents with disabilities and parents of
migrant children in a format and, to the extent practicable, in a language such parents understand.
    1. System wide Hispanic translator, Migrant Student Services Provider, ESOL teachers, special
    education teachers, and classroom teachers provide assistance to those parents who need
    additional help due to language or disabilities. Internet translation services are used to help
    translate material into other languages.




Revised December 14, 2011                                                                        40
                                                                       2011-2012 School Improvement Plan
                                                                           Pierce County Middle School
                                       Pierce County Middle School
         Parent/Guardian-Teacher-Student Compact Revised March 28,2011

   School Mission: Pierce County Middle School is a learning community focused on
   maximizing student achievement and promoting excellence for all.
As a parent/guardian, I As a teacher, I will…          As a student, I will…
will…
See that my child attends the         Monitor student attendance           Attend school regularly, be on
entire instructional day and is on    daily and follow attendance          time with the required supplies
time                                  procedures of the Pierce County      and ready to learn; make up work
                                      School System                        when absent
 Use school information sources       Encourage parental                   Encourage my parents/guardians
(agendas, newsletters, emails,        involvement by maintaining           to become involved in our school
and websites) to keep up with         open communication through           activities and events
school issues and activities          newsletters, phone calls, emails,
                                      agendas, and Power School

Show respect and support for my       Show respect for and support         Show respect for myself, my
child, teachers, and all members      students, parents, and other         teacher, my school, and other
of the school community               members of the school                people
                                      community
Provide a home environment            Provide an environment that is        Find a place or setting that will
that encourages my child to learn     safe, comfortable, and promotes      help me to complete homework
                                      learning                             efficiently
Monitor and encourage                 Provide meaningful and                Complete and return quality class
completion of all assignments         appropriate class work and           work and homework in a timely
                                      homework activities                  manner
Communicate regularly with my         Maintain open lines of               Take home and share information
child’s teachers through report       communication with the               about my school work and return
cards, all correspondence, and        student and his/her parents &        all received correspondence to the
agenda books                          provide parents with the             school
                                      opportunity to volunteer &
                                      participate in school activities
Show in word and action that I        Communicate high expectations        Place value on my school work
value education and that school       for all students                     and come to class prepared
is important
Insist that my child maintain         Enforce school and classroom         Follow and be aware of the
appropriate behavior and discuss      rules fairly and consistently;       classroom, school and bus rules
the rules outlined in the Student     demonstrate professional             outlined in the Student Code of
Code of Conduct with him/her          behavior and a positive attitude     Conduct
Talk with my child about his/her      Provide a classroom where            Discuss with my
school activities every day and       students actively participate in     parents/guardians daily school
celebrate his/her progress            the learning process facilitated     activities
                                      by the teacher
Become involved with the school        Provide adequate time,              Always try to do my best work
by volunteering and/or attending      differentiated (varied)              and believe that I can and will
conferences or other school           instruction and feedback so all      learn
activities                            students can learn
                 BY WORKING TOGETHER WE WILL BE “ONE TEAM/ONE DIRECTION”
____________________ _____________________ ______________________
Parent/Guardian Signature Teacher Signature  Student Signature

Date__________________ Date_________________ Date___________________
Georgia Parental Information and Resource Center (PIRC) www.georgiapirc.net provides opportunities for learning and
engagement.

Revised December 14, 2011                                                                                             41
                                                                              2011-2012 School Improvement Plan
                                                                                  Pierce County Middle School
                                              Pierce County Middle School
                                   Padres / Tutores y Maestros y Estudiantes compacto

  Misión de la Escuela: Escuela Secundaria del Condado de Pierce es una comunidad de aprendizaje
centrado en maximizar el rendimiento estudiantil y promover la excelencia para todos.
Como padre / guardián, yo ...       Como maestro, yo ...…              Como estudiante, yo ...
                                    Monitor de la asistencia diaria de Asistir a la escuela regularmente, a
Ver que mi hijo asiste a la jornada los estudiantes y los              tiempo con los suministros necesarios
escolar completa ya tiempo          procedimientos de asistencia del   y listos para aprender, hacer el
                                    Sistema Escolar del Condado de     trabajo cuando se ausente
                                    Pierce

Utilice fuentes de información de la    Fomentar la participación de los         Anime a mis padres / tutores a
escuela (sitios web agendas,            padres por mantener una                  participar en nuestras actividades
boletines, correos electrónicos, y)     comunicación abierta a través de         escolares y eventos
para mantenerse al día con los          boletines, llamadas telefónicas,
asuntos escolares y actividades         correos electrónicos, agendas, y la
                                        Escuela de alimentación

Mostrar respeto y apoyo a mi hijo,      Mostrar respeto y apoyo a los            Mostrar respeto por mí mismo, mi
los maestros, y todos los miembros      estudiantes, padres y otros              maestro, mi escuela, y otras personas
de la comunidad escolar                 miembros de la comunidad escolar

Proporcionar un ambiente familiar       Proveer un ambiente seguro,              Encuentra un lugar o escenario que
que estimule a mi hijo a aprender       cómodo, y promueve el aprendizaje        me ayudará a completar las tareas de
                                                                                 manera eficiente

Supervisar y fomentar la realización    Proporcionar el trabajo de clase         Calidad total y devolver el trabajo en
de todas las asignaciones               significativas y apropiadas y            clase y las tareas de manera oportuna
                                        actividades de tarea
                                                                                 Tome la información a casa y
Comuníquese regularmente con los        Mantenga abiertas las líneas de          compartir acerca de mi trabajo en la
maestros de mi hijo a través de         comunicación con el estudiante y         escuela y regresar toda la
boletines de calificaciones, toda la    sus padres y proporcionar a los          correspondencia recibida en la
correspondencia y los libros del        padres la oportunidad de ser             escuela
programa                                voluntario y participar en
                                        actividades escolares
                                        Comunicar las altas expectativas         Coloque el valor de mi trabajo en la
Mostrar en la palabra y la acción que   para todos los estudiantes               escuela y llegar a clase preparados
valora la educación y que la escuela
es importante
                                        La escuela y hacer cumplir reglas
Insista en que mi hijo a mantener un    de la clase de manera justa y            Seguir y estar al tanto de las reglas del
comportamiento adecuado y discutir      consistente;                             aula, la escuela y el autobús se indica
las normas contenidas en el Código      demostrar un comportamiento              en el Código de Conducta del
de Conducta del Estudiante con él /     profesional y una actitud positiva       Estudiante
ella
Hable con mi hijo / a sobre sus         Proporcionar un salón de clases          Discutir con los padres o tutores las
actividades de la escuela todos los     donde los estudiantes participan         actividades diarias de la escuela
días y celebrar su progreso             activamente en el proceso de
                                        aprendizaje facilitado por el
                                        profesor
Participar con la escuela como           El tiempo adecuado, la enseñanza        Siempre trato de hacer mi mejor
voluntarios y / o asistir a             diferenciada (variada) y la              trabajo y creo que puedo aprender y
conferencias u otras actividades        retroalimentación para que todos         se
escolares                               los estudiantes pueden aprender
                          POR TRABAJAR JUNTOS VAMOS A SER "UN EQUIPO / UNA DIRECCIÓN"

_____________________ ___________________ ______________________
Firma del padre o tutor    Firma del Maestro             Firma del Estudiante

Fecha__________________ Fecha _________________ Fecha ___________________
Georgia Parental Information and Resource Center (PIRC) www.georgiapirc.net provides opportunities for learning and
engagement.
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PCMS has adult mentors, community members, who volunteer to provide support and guidance
in assisting students in achieving academic, personal, and occupational success. Mentors are
recruited from local businesses and the community at large. The mentors are matched with
students who could benefit from that particular mentor’s experience and interests. In the fall, PCMS
hosts a Mentor/Volunteer Breakfast to review the guidelines and procedures for being a mentor.


Pierce County Middle School has entered into a partnership with Pierce County Family Connections,
a group of community leaders. One area that has been targeted by this group is improving
attendance of PCMS students. Additionally, the Family Connections helps to
fund activities for Red Ribbon Week and other programs on substance abuse and on helping students
to make the right decisions.


To encourage parent communication, PCMS has a website that disseminates school information
to parents and students. The webmaster updates the site daily. Through this site parents
can check for homework assignments and directly email the teacher. Teachers are expected to
update their webpages weekly. Also, each student is given an agenda which includes the student
handbook, reading log, code of conduct, school calendar, parent involvement policy,
parent/student/teacher compact and other important information. The students are held
accountable for getting parent/guardian signatures on a daily basis. The agenda has served as an
additional communication tool between home and school. By accessing Power School, parents
can receive daily reports on their child’s grades and progress throughout the school year.
Conferences can be requested through emails. Funded through Title I, a new web-based
newsletter, Web Content, is accessible on the school’s web page for parents to link to each day. The
newsletters are updated daily and provide relevant, research-based parent involvement information.
In addition to these newsletters, others will be distributed to parents through the School Council and
the academic teams. PCMS also prints “A Parent’s Right to Know” section in the student’s handbook
that is distributed at the beginning of every school year, as well as, when new students enroll. All
parents are required to sign a form acknowledging that they received a copy of the handbook. These
forms are kept on file at the school. A copy of each school’s student handbook is on file at the
central office.
House Bill 1187 mandated that schools throughout Georgia form School Councils consisting of
parents, business partners, and teachers. PCMS’s first School Council was formed in May of
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2001. It is designed to bring communities and schools closer together in the spirit of cooperation,
provide support for teachers and administrators, and bring parents into the school-based decision-
making process. The school council meets once a month and follows Robert’s Rules of Order.


The school improvement plan is reviewed and approved each year by the council. All test scores are
analyzed so that each member of the council has a clear understanding of the status of the school.


Pierce County Middle School ensures, to the greatest extent possible, that information related
to school and parent’s programs, meetings, and other activities is sent to the homes of participating
children in the language used in the homes. Skilled staff members assist in identifying these families
and in translating necessary information. A system translator is available to also assist in translations.
Attendance letters and others are available in Spanish and English. A website freetranslation.com
assists teachers and parents in this task.
Also the principal, ESOL teacher, and counselor participated in online training with Transact so
that PCMS would have an additional tool to aid us in improving communication with families where
English is the second language. TranAct, a web-based program, is available to teachers and
administrators as a resource in translating forms and letters. The school nurse, through the GA
Health Department, provides information to all parents in English and Spanish about health-related
issues. An interactive web-site For Parents: School Success is available on the web-site for parents
in English and in Spanish. Also, Middle Years and Reading Connection monthly newsletters are
posted on the PCMS website.


PCMS teachers voluntarily provided after-school tutoring opportunities for students from January to
April. Summer school is also provided for 8th grade students who do not meet standards on the
CRCT.     We have been a Title I Distinguished School for the past five years and 2006 Bronze
Award Recipient. In 2010, Pierce County Middle School was one of eight middle schools in Georgia
to receive the Platinum Award for Greatest Gains on the CRCT for students meeting or exceeding
standards.




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6. Transition Plans for Assisting Students

Pierce County Middle School believes in providing assistance for elementary students in the
transition into middle school programs as well as assisting middle school students in the transition to
high school. In the spring of each year, all 5th graders, along with their teachers, visit PCMS for an
overview of all the programs and activities offered at the school. In addition to the school visit, the
graduation coach and counselors visit all 5th grade classes and discuss in detail a typical day in the
middle school. Letters are sent home with report cards at the end of school accompanied by a
summer transitional parent involvement calendar packet. During the summer, the counselors
organize Camp Bear, a ½ day orientation, for the students to discuss policies, procedures, meet team
teachers, familiarize themselves with the layout of the school, and play locker relays that help
alleviate stress on the first day of school. At the end of Camp Bear, the 6th graders and there parents
have their official Open House with their teachers and have an opportunity to complete a survey
about the effectiveness of Camp Bear. The results of the survey are reviewed with the administration
and 6th grade teachers to make changes for the next year. The newspaper advertises the event, and
the local channel TV 19 provides free advertisement for Camp Bear. This school year a Transition
Coordinator for the special education population has been funded to develop a transition plan to
improve the chances of special education students graduating from high school.


Our 8th grade students have an opportunity to visit Pierce County High School with their Career
Connections class. They learn about procedures and policies and tour the school. In the spring of
each year, the high school counselors meet with the 8th grade teachers to assist them in preparing for
the registration process. Also a parent night is scheduled for all upcoming freshmen to discuss
programs of study, elective choices, graduation requirements, and attendance. There is an
opportunity for questions and answers. In August before school starts, a Freshmen Only Orientation
Night is held to allow students and parents the chance to meet the teachers and walk through their
schedule.


A System-wide Special Education Transition Coordinator provides support from elementary to
middle school and middle school to high school. Pierce County has developed a transition plan to
address the needs of special education students at all schools.



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7. Measures to Include Teachers in the Decisions Regarding the Use of Assessment to Provide
Information on, and to improve, the Performance of Individual Students and the Over-all
Instructional Program

Assessment for Learning is important part of evaluating the learning of the students at PCMS.
Teachers use both formative and summative assessments throughout their units of instruction. Daily
assessments like the use of the Learning-focused strategy “ticket out the door” is utilized by all
teachers. By using Kay Burke’s strategies from Standards to Rubrics, teachers have incorporated
performance-tasks, designed teacher checklists and student checklists, set criteria, used peer
conferencing, and devised rubrics for each unit of instruction. These tasks assess the understanding
of the standards learned during the unit. A unit checklist has been devised for teachers to attach to
each unit and these units are collected and analyzed by the administration twice a year.
Teachers continuously refine their assessment task making sure to include a variety of tasks to
complement and enhance student achievement. Each department has participated in the Teacher
Commentary GLISI module and are required to use teacher commentary when responding to student
work. During the summer and preplanning, the leadership team, teachers, and administrative staff
assess each student’s test data and determine placement. Teachers are engaged in data analysis of
their own students’ scores, as well as the overall school’s results. Data is examined for each student
to determine specific strengths and weaknesses and which strands need to be the focus for each
student during extended learning time. In addition to analyzing the CRCT data, benchmark
assessments are administered to students every nine weeks. Teachers use these formative
assessments as a measure for mastery of the GPS standards taught during the year. After each nine
weeks, teachers analyze the results and use those results to drive their instruction. During
Advisor/Advisee time, the students and advisor discuss benchmark assessments and plot the results
on a graph. The importance of mastering the standards is discussed in detail. Each grade level
displays the benchmark results in the halls for students to see their progress. Students plot and
update their benchmark results in their Agendas and share the results with their parents.


All teachers meet with the administration in a pre-conference in August of every year to discuss the
previous year’s test results and disaggregated data. Teachers are required to disaggregate by
subgroups and strands and develop a plan of action for the new school year. Student achievement
goals and professional goals are set at this time and agreed upon by the teacher and the
administration.
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Pierce County Middle School teachers apply to serve on the State of Georgia’s item analysis of the
CRCT in all content areas. Representatives are frequently chosen to serve on this state committee in
Atlanta. Representatives also have been chosen to serve on state committee to write and revise the
Georgia Performance Standards.


Also, each grade level department meets with principal in the fall of the year to discuss strengths and
weaknesses of the previous year and goals and objectives for the next year. Bubble students,
students who are in jeopardy of not meeting the standards, are placed in intervention programs such
as Reading Academy, Math Academy, SRA Corrective Reading, Wilson’s Reading, Language Arts
Academy for special education students, and other extended learning opportunities.


Home-schooled students, as well as transfer students, are administered a battery of formative
assessments to determine appropriate placement.


8.   Coordination and Integration of Federal, State, and Local Services and Programs


Pierce County Middle School utilizes local, state, and federal funds to enhance the educational
experience of students and faculty. A coordination of funds allow PCMS faculty and staff the
opportunity to develop and refine their instructional practices through appropriate and meaningful
professional development. A Title IIA Needs Assessment is conducted in the spring of each year to
prioritize the professional development needs of the teachers based on the data. Training is provided
for all new teachers, veterans, instructional assistants, office staff, and administrators.
The Pierce County School System complies with the Principles of Effectiveness by selecting and
implementing scientifically and/or evidence-based and products targeting assessed needs. As a part
of the process, outside resources will be invited into the system or school to provide training, on-
going consultation, provide input or take part in other activities conducted toward this goal.


8a
                      Title I Regular – Fund 402-1750
                         Standards Based Planning
                      School Improvement Planning
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                        GPS Training
                        Building Common Assessments – Solution Tree
                        Learning-Focused Extending and Refining
                        HOTS Training
                      Title IC Migrant – Fund 402-1762
                        Migrant workshops and professional learning
                        Migrant Conference
                      Title IIA funded professional learning
                        New Teacher Induction
                        GACIS Conference
                      Title VIB (Rural and low income)
                        GPS Training
                        Standards-Based Training
                      QBE Professional Learning
                        Differentiated Instruction in RTI – Solution Tree
                        Gifted Endorsement
                        GRASP Training
                      IDEA funded professional learning
                        Managing Challenging Behaviors (FBA/BIP)
                        Assistive Technology Training
                        GAA Planning
                        Special Ed Law Conference
After completion of all professional development, the Instructional Coach, funded through Title IA
and Title IIA, will meet regularly with teachers and provide job-embedded sessions to assist in
implementation of new strategies and ideas.


8b.          Description of how resources of Title I and other sources are used
Other programs provide additional educational assistance for at-risk students: Pierce County
currently provides services for ELL students, migrant students, students with disabilities and
economically disadvantaged students. Many strategies are used to ensure that the needs of
disadvantaged students are identified and met. Strategies include:

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            Data disaggregation is completed to identify areas of strengths and weaknesses for
             schools, classrooms, and individual students.
            Response to Intervention – Each school has been assigned a part-time RTI
             coordinator who participated in training during the year. This coordinator has been
             trained to help teachers identify and modify their instructional approach to reach
             individual learning styles in the classroom without sacrificing outcomes.
            Remedial academies/ labs that identify and work with incoming low achieving
             students at the middle and high school in the areas of reading and mathematics and
             language arts are available.
            After school and summer school programs at the elementary, middle and high
             school levels are made available for all students (including ELL, Migrant, Students
             with Disabilities, and economically disadvantaged) who need extra assistance in the
             content areas, as well as, test taking strategies, when funding is available.
             Transportation is provided for all students only during summer school. Funds are
             made available through QBE- 20 additional day and Title I.
            Lead Special Education teachers at each school coordinate work among special
             education and regular education teachers in the school and between the school and the
             central office. The Lead teachers meet monthly with the Director of Student Services
             to ensure continuity between schools and to maintain a focus on a rigorous curriculum
             and accurate assessments. This position is funded through IDEA.
            Instructional Coach coordinates all professional learning for teachers, assists with
             research-based instructional practices for teachers, provides resources, provides
             observations and feedback to every teacher, and collaborates with administrative staff
             and system curriculum specialists. Title I and Title IIA fund this position at PCMS.
            We have increased the number of co-teaching classrooms and whenever possible, have
             kept students with disabilities in the regular education classroom to ensure they have
             the opportunity to learn on-grade level material.
            English Learners (EL)- students are currently served by three certified ESOL
             teachers.
            Flexible grouping based on CRCT domains and benchmarks to schedule students
             during their 40 minute Extended Learning Time (ELT) block.
            Special Education and ESOL teachers are included in all professional learning and
             curriculum workshops and are expected to use the same standards and strategies as
             their counterparts in regular education.
            Title I, Part A funds are used to provide a full-time Family Involvement Coordinator
             for the system, Standards-based planning, School Improvement Planning, GPS
             training.
            Title I, Part C funds are used to provide two full-time Migrant Student Services
             Providers for the system. She provides additional assistance for students who are
             identified as “priority for services” and provides instructional support and outreach
             services for families identified as migrant.


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                Title VIB, Rural and Low Income provides funding for Master Teacher Regional
                 Meetings and Conferences and the National Social Studies Conference, and Kay
                 Burke’s – Behavioral Response to Intervention and Formative Assessment training. It
                 has also funded training for physical education teachers on new GPS
      The supplemental professional learning activities provided by the school and system conform
      to the guidelines presented in all federal programs and to the 12 standards described by the
      National Staff Development Council.

9.     Activities to Ensure that Students Who Have Difficulty Can Master Standards

A.     Measures are used to ensure that students’ difficulties are identified in a timely manner.
Pierce County Middle uses a number of high quality academic assessments in addition to those
identified by the state to determine a student’s success.

              To determine success on standards and progress being made toward meeting standards,
               and to inform teachers, parents, and students:
               o     State required assessments
               o     ACCESS for ELLS
               o     Performance assessments and benchmark assessments in every grade and every
                     content area based on the Georgia Performance Standards
               o     Teacher-made tests
               o     Rubrics
               o     Performance-based tasks
               o     Computerized assessments (CRCT on-line, Lexile, Reading Academy, MyAccess,
                     and Math Academy)

         To assist in diagnosis, teaching and learning in the classroom
          o    State required assessments
          o    Performance assessments and benchmark assessments at all levels in all core
               content areas based on the Georgia Performance Standards.
          o    The Weschler Individual Achievement Test, Second Edition (WIAT-II) is
               administered to all students who have been referred for a psycho-educational
               evaluation. The WIAT-II is a comprehensive tool that provides information about
               an individual student’s academic skills and problem-solving abilities that can be
               used to guide appropriate intervention. The results lead program planning for
               individual students in their general education setting and for special education
               placement, when applicable.
            o The Naglieri Nonverbal Ability Test (NNAT) is administered annually to all first
               graders as a screening for gifted referral. Also, this is used when teachers or parents
               refer a student for gifted testing. The NNAT is an assessment tool that uses
               progressive matrices to allow for a fair evaluation of a student’s nonverbal
               reasoning and general problem-solving ability, regardless of what language is
               spoken, or the child’s educational or cultural background.
            o The Kaufman Test of Educational Achievement (K-TEA) measures school
               achievement of children in grades 1-12. It consists of two overlapping forms:
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               Comprehensive and Brief. The Brief form globally samples the areas of reading,
               mathematics, and spelling, whereas the Comprehensive Form measures more
               specific skills in the areas of reading decoding and comprehension, mathematics
               applications and computation, and spelling.
           o The WIDA – Access Placement Test (W-APT), the state-approved screening test for
               eligibility for ELL assistance is administered to those who answered yes to one or
               all four of the questions on the Home Language Survey within 7 days of enrollment.
           o The Otis Lennon School Abilities Test measures the cognitive abilities that relate to
               a student’s ability to learn at school. By assessing students’ thinking skills, the
               OLSAT 8 provides an understanding of a student’s relative strengths and
               weaknesses in performing a variety of reasoning tasks.
           o Computerized assessments (Universal Screening – GRASP, CRCT on-line, STAR
               reading, Reading Academy and Math Academy) are used to assess student’s
               progress.
         To determine what revisions are needed to instruction to maximize student achievement:
           o     State required assessments
           o     Performance assessments and benchmark assessments at all levels in all
                 core content areas based on the Georgia Performance Standards.
           o     Local or commercial tests and rubrics aligned to standards and curriculum
                 and designed to access students’ knowledge base
           o     Teacher-made tests, rubrics, and performance tasks
           o     Computerized assessments (GRASP, CRCT on-line, Reading Academy,
                 Math Academy, Language Arts Academy, acceleration class)
           o     Informal assessments (teacher observations, checklists, student conferencing)

         To identify students who have difficulty in academics and attendance and improve the
          graduation rate:
            o    State required assessments
            o    The SRA Corrective Reading Placement Test is administered individually to
                  students with disabilities who exhibit a deficit in area of reading decoding
                  and/or reading comprehension. Based on the results of this test, an intensive
                  reading intervention program for grades 3 - 12 can be implemented through the
                  student’s IEP. This program provides the structure and practice necessary to
                  become skilled, fluent readers and better learners
            o     standardized and other commercially prepared screening and diagnostic
                 instruments
            o    Computerized assessments (GRASP, CRCT on-line, Lexile, Reading
                 Academy, MyAccess and Math Academy) Results of the assessments are used to
                 monitor progress and assist in adjusting students’ schedules.
            o    Informal assessments (teacher observation, running records)
            o    Attendance Clerk and counselor monitors attendance of students and
                 contacts parents, sends out postcards, and holds conferences when needed.
            o    Ombudsman Alternative Educational Service, an alternate route to graduation,
                 is available for those students who are 2 years academically behind and/or a
                 discipline problem
            o    RTI, an early intervention program, provides support to prevent long term
                 academic failure. A RTI Steering Committee, consists of teachers,
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                   administrator, counselor, PCMS RTI Coordinator, along with others in the system,
                   meets throughout the school year to plan for successful implementation of RTI
                   Plan. A universal screening/progress monitoring tool, GRASP for identifying
                   students who are at-risk for falling below state or grade level standards is
                   administered three times a year. The results of the screening determine the
                   interventions that each student needs to improve his/her learning. Weekly probes
                   are administered to collect data on the progress each student. 10 teachers at
                   PCMS were trained on the administration of the universal screening tool and are
                   responsible for inputting the data. All other teachers at PCMS continue to receive
                   professional learning in the implementation of Response to Intervention (RTI).
                   Parents are included in the decision concerning their child’s academic progress.
                   All parents, including ESOL and migrant, had an opportunity to learn about the
                   RTI intervention program during the Title I Parent Night. The system translator is
                   available to interpret the information.
           o       Pierce County Middle School, in conjunction with Pierce County High
                   School, received a Georgia’s Graduation-Dropout Prevention Project-
                   Graduate First grant for 5 years. Its purpose is to increase the graduation rate for
                   students with disabilities who receive a general education diploma and to decrease
                   the drop out rate for students with disabilities.
           o       Behavior Intervention Plans are developed to address special education students
                   who have behavior problems. The principal, assistant principal, and instructional
                   lead teacher attended Kay Burke’s Response to Intervention Training in Athens in
                   November to assist with the development of the BIP plans. Redeliver of this
                   training began during the 2009-2010 school year and continued through focus
                   groups during the 2010-11 school year.
           o       At the end of the 3rd nine weeks, students’ schedules are revised based on the
                   results of the benchmark assessment. Those students are placed in remediation
                   classes during connection time to meet the needs of the weaknesses shown by the
                   benchmark.

              The Home Language survey is used for the initial screening for other language
               students. It is included as part of the initial registration and for students as they enter
               school during the school year. The Home Language survey that is provided by the
               GDOE is utilized by PCMS.

              All schools in the district use the Occupational Survey Form provided by Live Oak
               MEA to screen for migrant family and students. Parents who mark “yes” in the
               relevant section will be referred to the system’s Migrant Intervention Specialist.
               Pierce County in collaboration with the Live Oak MEA provides training to school
               administrators about the rights of immigrants and migrant

              Pierce County Middle School teachers utilize the Teacher Report for the ACCESS test
               which gives them a better picture about each ELL student’s listening, speaking,
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               reading, writing, oral language, literacy, and comprehension score. The PCMS ESOL
               teacher met with each grade level of teachers to distribute the ACCESS scores as well
               as the WIDA Can Do Descriptors. Teachers are asked to include the ACCESS data on
               their student profile sheets.

       B.      Periodic training for teachers in the identification of difficulties and appropriate
               assistance for identified difficulties
Select teachers at PCMS are trained in the identification of difficulties of students. To identify
students who have difficulties, teachers have received training in Reading Recovery, SRA Corrective
Reading, Least Restrictive Environment, Reading 1st, GAA Administration, Understanding Poverty,
Math Academy and Reading Academy software training, MyAccess software training, running
records, and OAS On-line Assessment, Special Education telecast, etc. A select RTI committee of
10 teachers was trained using the GRASP Data Management System. The universal screening tool is
used 3 times a year for progress monitoring.


       C.      Teacher-parent conferences that detail what the school will do to help the
student, what the parents can do to help, and additional assistance available to the student at
the school or in the community

       Progress is shared with teachers, parents, and students:

               Teachers - staff meetings, professional learning opportunities, memos, team/grade
               level/department meetings, E-mails, data rooms, newsletters, website, bulletin boards,
               student agendas, and Superintendent’s Report
               Students and Parents – parent conferences, student conferences, newsletters, school
               and system websites, report cards, Internet, other websites, local and area newspapers,
               State DOE Report Card, letters and memos, phone calls, individual student test
               results, E-mail, part of the registration process, transition orientations, Parent
               Advisory Committees, School Councils, BOE “Did You Know” sessions, Stakeholder
               committees.

PCMS has developed and implemented performance assessments and benchmark assessments at all
levels in all core content areas based on the Georgia Performance Standards. These indicators are
used in addition to the State of Georgia’s academic indicators. Teachers revise units every
9 weeks based on the formative assessment results. These results drive the instruction on a daily
basis and provide an effective and timely feedback to all students, parents, and teachers


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Parent Conferences are encouraged throughout the school year. All new teachers receive training in
conducting effective, parent conferences by the Family Involvement Coordinator. All teachers are
required to keep minutes and log every parent contact and conference which is a component of the
teacher evaluation process. The Parent Involvement Coordinator and counselor have strategies and
information available for parents in order to assist their child in school. The counselors are available
to meet in parent conferences and work regularly with mentors, parents, and teachers.
10.    Description of how individual student assessment results and interpretation will be
       provided to parents.
Pierce County Middle School reports student assessment results in a variety of way including, but
not limited to weekly updates of grades on Power School, daily responses in agenda, progress
reports, emails, and during parent conferences. More information of assessment results and
interpretation to parents is located in Component 7 and Component 9.


11.    Provisions for the collection and disaggregation of data on the achievement and
       assessment results of students.
The principal, along with the leadership team, evaluates the data by school, subgroups, strands, grade
levels, and individual teacher data. Leadership team members assist departments in the data analysis
of test scores. SMART goals are written for the school and each grade level department. Teachers
then write professional learning plans and student achievement goals based on the data results. Each
teacher meets with the principal to discuss the previous year’s test data and plans for the continuous
improvement.


Teachers use classroom profile sheets to keep up-to-date information on students. The profile sheet
includes demographic data on students, attendance, benchmark results, and CRCT scores.
Students whose education have been interrupted during the regular school year and are failing or
most at risk of failing to meet the state’s academic content standards are identified as “priority for
services” by the migrant program.


Home-schooled students, as well as transfer students, are administered a battery of formative
assessments to determine appropriate placement



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12.    Provisions to Ensure that Disaggregated Assessment Results for each category are Valid
and Reliable
A triangulation of data is used, in conjunction with GRASP data to ensure that disaggregated results
are valid and reliable. Teachers analyze data to plan for instruction, schedule flexible groups,
monitor student progress, and make appropriate interventions when necessary.


13.    Provisions for Public Reporting of Disaggregated Data.
All data is compiled into a balanced scorecard and shared with all stakeholders including School
Council, parents during Title I Parent Night, and BOE. Results are also seen in the local newspaper,
on the System and School’s website, and in the Superintendent’s Annual Report Card that is mailed
to every citizen of Pierce County. The results are prominently displayed throughout the school for
teachers, students, parents, and community members to view. A data room houses all charts and
tables that display pertinent information concerning student achievement at PCMS. Indicators of
Excellence brochure sent to Chamber of Commerce and published on the web.


Pierce County Middle School uses the Data Utilization Guide provided by the Georgia of Education,
the report card of the Office of Student Achievement, GeorgiaStandards.org website, On-line
Assessment, Georgia Middle Grades Writing Assessment, and other assessment sources provided by
the Department of Education.


14.    Plan Revised Annually
The School Improvement Plan is a living document. It is updated regularly throughout the year. The
administrative team, BST, teachers, parents, and school council members continually make
suggestions and revisions to the plan. Revisions of the document are saved, dated, and kept on file
as evidence of modifications.


15.    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 School Improvement Plan is the core of improvement initiatives at Pierce County Middle
School. The continuation of school improvement involves many individuals who carry out the plan
including teachers, administration, support staff, parents, community members, and students.
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Meetings concerning school improvement require documentation through agendas, minutes, and
sign-in sheets.


16.         Plan Available to LEA, Parents, and the Public
The School Improvement Plan is available for the public by request in the PCMS media center as
well as on the Pierce County Middle School Website. The SIP is presented the School Council
annually for approval.



      17.      Plan Translated to the extend feasible, into any language that a significant
               percentage of the parents of participating students in the school speak as their
               primary language

Requests for the plan to be translated can be made to the administration. The PCMS
Parent/Teacher/Student Compact, Parent Involvement Policies and Procedures, available programs
and service section, and other important documents are available in Spanish. A system translator is
also available to translate when needed.



18.         Plan is subject to the School Improvement Provisions of Section 1116.

The Pierce County Middle School Improvement Plan follows the principle of the Georgia School
Keys. PCMS identified areas in curriculum, assessment, instruction, school, family and community,
professional learning, school culture, and leadership as areas that need to be addressed in order to
continue to meet the No Child Left Behind Act. The faculty, staff, and stakeholders collaboratively
review each section of the SIP to ensure its consistency with the school’s profile, desired results, and
analysis of instructional and organizational effectiveness. Each goal includes a timeline, resources,
funding source, person or persons responsible, and means of evaluation.


In the event the school does not make AYP in 2012, plans are in place that will assist the faculty and
staff in making the necessary instructional changes. The leadership team and parent representatives
will identify scientifically-based programs that have been successful.




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                                                 Appendix I
                                          Brazosport 8-Step Process of
                                             School Improvement


                                 1. Test Score Disaggregation
                                             4. Assessment
                  Use student test scores to identify instructional groups. Identify weak and
                  strong objective areas.




                                  2. Time Line Development
           Develop a campus time line that encompasses all objective areas and time
           allocations based on the needs of the student groups.




                                     3. Instructional Focus
                        Using the time line, deliver the instructional focus lessons.




                                           4. Assessment
                  After the instructional focus has been taught, administer an assessment to
                                  identify master and non-mastery students.




                     5. Tutorials                                    6. Enrichment
               Provide tutorial time to re-                         Provide enrichment
               teach non-mastered target                          opportunities for mastery
                         areas.                                          students.




                7. Maintenance                                           8. Monitoring
               Provide materials for                              The principal assumes the role of
             ongoing maintenance and                           instructional leader and is continuously
                    reteaching                                  involved in the teaching and learning
                                                                                process.




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Pyramid of Interventions                     Appendix II

                 Tier 4                                            Tier 4

          Specially Designed                      Specifically Designed Learning
              Learning




                                                                   Tier 3
                Tier 3                              May be same interventions as ones
       RTI Driven Learning                   implemented in Tier I & 2 with the addition of
      Tailored intervention(s)               one or more of the following: smaller grouping
     corresponding with student                of students, longer segments of time, and/or
               needs.                                 implemented more frequently.
       More frequent progress
     monitoring than Tier 1 & 2.




                Tier 2
        Needs Based Learning                                          Tier 2
     Intervention can be different,   Morning Tutoring                         Math Academy
                                         (Reading & Math)                      CRCT On-Line
     more frequently implemented,     After School Tutoring                    Reading Academy
       and/or provided within a          (Reading & Math)                      ESOL
     smaller group setting than the   Extended Learning Time                   Skills & Flexible Grouping
          Tier I intervention.           (Reading, Math, Writing)              MyAccess Writing
                                      Computer Assessed Instruction
                                      Georgia On-Line Assessment




                                                                   Tier 1
                                      Learning-Focused Strategies              Morning Tutoring
             Tier I                   Cooperative Learning                      (Reading/Math)
       Standards-Based                Differentiated Instruction               After School Tutoring
      Classroom Learning              Whole/Small Group Instruction             (Reading/Math)
                                      Extended Learning Time (ELT)             Skills & Flexible Grouping
      Intervention(s) provided          (Reading, Math, Writing)               Teachers as
                                      Advisors(TAA)
   enhancing/extending students’
                                      Computer Assisted Instruction            Georgia On-Line
              learning.               Assessment
                                      Math Academy                             CRCT On-Line
                                      Reading Academy                          ESOL
                                      MyAccess Writing
                                                     *Intervention Central Interventions***
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                                                    Appendix III
                                           Pierce County Recruitment Plan
                                                Professional Personnel
Philosophy
It is the policy of the Pierce County School System to offer equal opportunity for employment and advancement to all
qualified individuals regardless of handicap, race, creed, color, national origin, or sex and to conform to all applicable
laws and regulations.

Procedures

 1.    Recruitment efforts will be focused on identifying, hiring and retaining highly qualified individuals as outlined in
       the Elementary Secondary Education Act.

 2.    Recruitment efforts will be focused on locating qualified individuals in categories underrepresented in the school
       or system.

 3.    Prospective employees may complete applications for employment at any time during the year. Applications are
       kept on file in the superintendent’s office for two years. Online applications will not be considered complete until
       a Pierce County application has been received.

 4.    When applications are received, the superintendent’s designee records the information in the application log.

 5.    All applicants must be received and recorded by the superintendent’s designee before interviews are held.

 6.    When applications are received, copies are made and sent to appropriate principals (elementary to elementary
       principals, etc.)

 7.    The principal will notify the superintendent of any vacancy that occurs as soon as possible. The race/sex of the
       individual needed to continue to maintain or to establish a balance in employment will be established by the
       principal and recorded on Form PCE 1, Pierce County Professional Employee Vacancy Report. This is completed
       and sent to the superintendent, even though initial notification may have been verbal.

 8.    The superintendent’s designee will send Form PCE 2, Pierce County Professional Vacancy Notice, to each
       principal to be posted at his/her school and will post the position at the Board of Education Office.

 9.    A notice will also be sent to the local NAACP president, posted on the TeachGA website, and advertised in the
       local newspaper classified advertising section.

 10. Any teacher requesting a transfer to another school or position within the system must complete form PCE 3,
     Pierce County Application for Transfer and obtain his/her principal’s signature. The principal will forward the
     transfer request to the superintendent. The superintendent will meet with the requested principal to discuss the
     request. The superintendent will notify the teacher of the decision.

 11. The administrator will review applications and candidates to be interviewed will be identified.

 12. All actions regarding recruitment, selection, and hiring of personnel must be recorded on the PCE 4, Pierce
     County Recruitment Data Sheet

 13. When a qualified candidate has been identified and the principal is ready to make the recommendation to the
     superintendent, the principal should make arrangements for the candidate to be interviewed by the superintendent.

 14. After the superintendent has interviewed and approved the candidate, the principal will make a recommendation
     on form PCE 5, Professional Personnel Recommendation. The formal recommendation, the PCE 4, Recruitment
     Data Sheet, and a copy of the application should be sent to the administrative secretary to be placed on the next
     Board of Education agenda.

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 15. The recommendation must be submitted to the administrative secretary four days prior to a regular Board of
     Education meeting and twenty-four hours prior to a called Board of Education meeting in which approval is
     anticipated.

 16. The administrative secretary will notify the candidate of his/her approval in writing.




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                                                      Appendix IV

                                          Pierce County Middle School
                                        Results of Parent Survey 2010-2011

                                                    2010-2011
                                          203 surveys returned out of 860
                                             198 English 5 Spanish

                                                    2009-2010
                                          145 surveys returned out of 777
                                             142 English    3 Spanish

1.      What are the preferred methods of communication concerning school activities and the
        academic progress of your child? (Select all that apply)
               School should communicate frequently by
                                 120 out of 203      all of the following
                                 23 out of 203        School and Teacher Website
                                 60 out of 203        Phone
                                 56 out of 203        Email
                                 53 out of 203        Agenda books
                                 44 out of 203        Weekly reminders/newsletters

                  School should communicate via parent conferences.
                                     37 out of 203   if needed

2.      Is there an area of parent training that the school could offer which would be
        helpful to you as a parent?
             27 out of 203 Helping with Homework                     14 out of 203 Encouraging my child as reader
             21 out of 203 Improving Math Skills                     30 out of 203 Helping with career choices
             10 out of 203 Testing Programs                          10 out of 203 School Readiness
             8 out of 203 Conflict Resolution                        15 out of 203 Computer usage and websites
             Other                                                   43 out of 203 School/system provides
        programs
                   More help with CRCT                                needed
                   Keep motivated to go to school
                   How to deal with bullies

3.      Do you agree with the following statements?
                                                                                Out of 203
Question                                                                         Yes    No   To Some Degree
I can talk openly with my child’s teacher(s).                                    174     6         20
I can talk openly with my child’s principal.                                     176     6         19
I am well-informed by the school or teachers about what my child is doing.       146    15         40
I was provided with relevant information regarding my child’s academic           171     8         26
progress.
I was given the opportunity to ask questions regarding my child.                 163    14          27
I was provided with information regarding the curriculum.                        160    12          28
I believe my child is challenged to achieve his/her maximum potential.           165    13          25
I believe my child’s teacher addresses the needs of my child in all areas.       161    7           33
I am pleased with the instructional program at my child’s school.                172    3           28

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4.    My child’s school can be characterized by which of the following: (Select all that apply)
                  155 out of 203    Friendly Climate
                  162 out of 203    Clean Environment (1 aside from restrooms)
                  154 out of 203    Safe and excellent supervision of my child
                  145 out of 203    Highly qualified and effective administrators, teachers, and paraprofessionals
                  150 out of 203    Strong academic instructional program in all areas

5.    Do all children in your child’s school have an equal opportunity to a quality education?

                  186       Yes
                  6         No
          i.       If no, please explain
         ii.       All children do not learn the same. Some children get left behind due to them not getting the info as
                   quick
        iii.       To some degree, some teams stronger than others. Certain students appear to get stronger teams.
         iv.       I don’t know about other children.
          v.       I’m not qualified to answer this.
         vi.       Needs more communication in 8th grade between teachers & parents about the children
        vii.       Favoritism is shown to certain students.
       viii.       (Not my child’s teachers) But some teachers are better, more qualified than others.
         ix.       Too much emphasis on sports
          x.       Not a lot of homework due to some families with no help
         xi.       Yes, but there’s always room for improvement

6.    Do you have a suggestion that would help your child be more successful in school?
          170 out of 203 My child’s school is doing an excellent job.
          See below for parent suggestions
          When a teacher child falling behind others or not getting the information, address it at that point & not
                   after they are failing.
                  Don’t send home homework that kids are struggling with. They need to keep work at school but have
                   teachers there to help with and not put down the child when they don’t clearly understand the work;
                   and don’t wait until last moment to put in grades. Parents wants to keep up with them each day.
                  Set rule for Agendas from 6th to 7th and 8th grade. It gets very confusing when a child gets in trouble
                   for Agenda in 6th grade then changes in other grades. It is a waste of money for Agendas in 8 th grade.
                  Make my child feel just as excepted as any other.
                  Positive reinforcement. Adjust punishment schedules & stat cards ( Ex: chewing gum & talking
                   doesn’t need ISS). Get kids ready for middle school in elementary; there was no preparation.
                  Being more aware of bullying
                  For my child to keep her mouth shut
                  Great Job PCMS!
                  Help for work that she does not understand
                  A lot of kids learn better with colored paper
                  Go back to Agenda books and hold strong to method of teacher and parent signing it everyday
                  Thank you, guys! 
                  I would like to talk to the teachers to k now how my child is doing in his classes and about homework.
                  For a teacher or coach NOT to call a child a loser for failing a grade
                  School needs to be more proactive and notifying the parent when a students grades fall below normal
                  It would be great if academics were not so test driven.
                  Need more one on one help for the ones struggling in areas
                  More one on one tutoring
                  Great job, PCMS!
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            Math help
            Needs more parent involvement opportunities
            More correspondence with parents. Especially when a child is not doing well in a subject.
            Every school my child has attended had mandatory teacher conferences. We didn’t have to request
             one.
            Less homework and more creative projects
            To let you know ASAP if your child needs extra help in a subject and not wait a whole 9 weeks so that
             something can be done
            Children tutored in area of academic weaknesses
            Sometimes I think my child needs to be challenged more.
            I am not sure about the lunches I buy for my child at school. He complains about what is being served
             “tasting awful, sour cream expired, vegetable soup that was awful” versus a salad, 3 chicken tenders,
             5 chicken nuggets. Usually eats a deli sandwich if there
            To have more parent involvement to know my child’s education level
            I would like my child to be challenged more in gifted potential
            Teachers should be able to help my child recognizing areas in which he needs help in learning. He is
             ADD and I believe not all teachers understand or are trained in a way in which may help him.
            More communication with parents regarding student performance
            Communicate with the children and try to assess in areas they are lacking
            Teachers need to be reminded that education methods (especially math) have changed in recent years.
             If a child does not understand a method, the teacher has the responsibility to work with each child
             (more than 1 or 2 times if needed) to help the child understand the material. Remember most of the
             parents of the children were taught different methods from what they are being taught now. And don’t
             ignore a child if they ask for help more than once or twice.
            Please, please, please help the lunchroom staff to improve their food. Please consider preparing
             gmore entrees and make it better so that our students will want to eat school food. Thank you!
            Thank you for all your hard work and dedication. The teachers & staff at PCMS go above & beyond
             what is expected.




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                                      Appendix V
                    2009-10 NEEDS ASSESSMENT RESULTS (TEACHERS)

   1.    Provide comments on the overall instructional program at your school at your
         school.

         Things that are working
                Curriculum differentiation/Instructional strategies
                Technology (presentation carts, Elmos, Mimios, computers)
                Software programs (USA Test Prep, MyAccess, Synchoeyes)
                Standards-based teaching
                Collaborative planning – vertical, focus groups, common planning, book
                   studies, etc.
                Remedial education
                GPS units
                Inclusion
                Awareness Walks/Peer
                Assessment/Formative and Summative
                Power School
                ELT
                Leadership
                Graduation Coach
         Suggestions for improvement
                Professional Development
                More resources
                More computers/more access/more functional computer labs
                Standards-based Grading
                More Vertical Planning but use only for planning not use for department
                   presentations
                More Common Assessments/Checklists and Rubrics
                More Time for Implementation of New Strategies
                More Emphasis on Vocabulary Development
                Office 2007
                More computers for students with disabilities
                Performance-task completed at school not home due to lack of resources and
                   parent support
                Change when Christmas benchmarks are administered
                Restore teacher supplements
                Consistent classroom management
                More technology/mobile computer lab
                Print standards in agendas
                4 man team curriculum pacing
                Protect planning time


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   2.    Provide comments regarding the overall assessment practices for teachers and
         students at your school.

         Things that are working
                Common assessments
                Teacher analysis of benchmarks/data disaggregation
                CRCT Test Prep/CRCT on-line, USA Test Prep
                Coach Books for CRCT Test Prep
                Communication
                No Zero Policy – Redos
                Mock Writing Test
                Portfolios
                AimsWeb
                Performance Tasks
                ELT, SRA
                AA Groups
                End of Year Portfolio
                Flexible Schedule with benchmark testing
                Examining student work

             Suggestions for improvement
                 Time for planning
                 More Professional Development on Standards-based Grading
                 Develop grading policies/more consistent grade level to grade level
                 More Vertical planning not just working with individual grade level
                 New Computer-based program for data disaggregation
                 More Common Assessment
                 Develop more projects for autistic students
                 More time to plan/less paper work
                 Include IAs in focus groups
                 Examine student work regularly
                 Share assessment products with each other
                 School-based projects in lieu of home projects/ overuse of projects

   3.    Provide suggestions for opportunities for collaboration at your school.

         Things that are working
                                                                         We do
                Grade Level/Team/Department Meetings
                                                                         this well!
                Vertical Planning
                Focus Meetings
                Leadership Team Meetings
                RTI Meetings
                Special Education Meetings
                Awareness Walks
                Common Planning Periods
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         Suggestions for improvement
                   More Vertical Planning Days
                   Hire a Collaboration Expert
                  o Grade level meet every week/ Team and grade level department meet every
                      other week
                   Spend Vertical Planning Days only on planning vertically and unit planning.
                      No other department information shared at this time.
                   Too many Peer Observations
                   Many times planning is taken up with other things that keep us from planning
                      and revising units.
                   More structured agenda on vertical planning days and what the group is
                      responsible for at the day’s end.
                   Involve IAs in Focus Group
                   Follow up on focus groups to ensure compliance with new practices
                   CRCT Review done during the school day.
                   More time
                   Grade level meetings are not utilized appropriately.
                   Don’t add anymore meetings, please.

   4.      Provide suggestions in maintain an effective parent involvement program at your
           school.
           Things that are working
                    Camp Bear
                    Parent Involvement Committee
                    Science Night
                    PowerSchool/Parent Viewer
                    School Council
                    Newsletters
                    AA
                    Alert Now
                    Student Agendas
                    School Website
                    Parent Conferences
                    Warm, Inviting School Climate
                    Suveys
                    Title I Parent Nights
                    School Council
                    Student Council

        Suggestions for Improvement
                   Involve more parent volunteers into the mundane task.
                   More in-depth transition program from 8th to 9th
                   Revamping Mentor Program/not as active as before
                   Create more newsletters (department, sports, etc)
                   More information on Migrant
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                   More community outreach
                   Second Open House for mid-year
                   Need PTO
                   More Mentors
                   Allowing teachers in system be more involved with own child

   5.    Provide comments on other areas at your school.

         Things that are working
                Co-curricular activities (sports, drama, band, chorus, clubs, etc.)
                School climate is great!
                Jeans Day!
                Order out day!
                Great school!
                Empowering teachers
                Great leaders (teacher and administration)
                Love PCMS!
                Great family/very structured environment
                Great communication
                School has a focus and vision
                Relationships matter among teachers, parents and students
                Everyone strives for excellence, believes all children can learn, and does
                   whatever it takes for the students.
                Great technology
                Guidance program
                Instructional Coach Support
                Schedules maximize learning

         Suggestions for improvement
                 Make sure that special education students are divided equally
                 Variety in lunch menu/larger portions for students
                 More input in focus group topics
                 Difficult task of calling subs
                 More computers in classrooms
                 Move scoreboards on baseball and softball fields/lights on the track
                 NO MORE FURLOUGH DAYS!




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                                          Appendix VI

Pierce County School District Participación de la familia política / plan
Revisado en Marzo 2011
1. El Distrito Escolar del Condado de Pierce tendrá las siguientes acciones para involucrar a los
padres en el desarrollo conjunto de su todo el distrito plan de participación de los padres bajo la
sección 1112 del ESEA:

• El padre LEA política de participación y el plan se distribuyen en el manual del estudiante de cada
escuela / programa al inicio de cada año escolar o al momento de inscripción en las escuelas del
Condado de Pierce.
• El Distrito Consejo Asesor de Padres, junto con personal del Distrito desarrollará un plan de
participación de LEA familia que fomenta la participación de la familia en todas las escuelas.
• Las encuestas se distribuyen en la primavera para todos los padres / tutores / familias de los
estudiantes en el distrito. Estas encuestas se distribuyen en Inglés y Español.

2. El Distrito Escolar del Condado de Pierce tendrá las siguientes acciones para involucrar a los
padres en el proceso de revisión de la escuela y la mejora en la sección 1116 del ESEA:

• El padre del consejo de distrito de asesoramiento, los consejos escolares asesor de padres, y
miembros del consejo escolar de todas las escuelas se reúnen anualmente en una sesión conjunta para
revisar el plan de todo el distrito. Esta revisión incluye datos desglosados por prueba, el estado de
progreso anual adecuado, y la información de participación de los padres.
• Las encuestas se distribuyen en la primavera para todos los padres de los estudiantes en el distrito.
Estas encuestas se distribuyen en Inglés y Español. Sugerencias o recomendaciones se tienen en
cuenta que el plan se está desarrollando.
• Reuniones con los padres se llevan a cabo en todas las escuelas con el propósito de revisar la
Política de Participación Familiar / Plan. sugerencias de los padres se consideran en la realización y
revisión del plan.
• Si se solicita, se generarán oportunidades para que los padres se reúnen con personal de la escuela
para formular sugerencias, participar en los debates y las decisiones relativas a la educación de sus
hijos.

3. El Distrito Escolar del Condado de Pierce se reservará un uno por ciento de la asignación de la
LEA para la participación de los padres, incluyendo la promoción de habilidades de alfabetización
familiar y distribuir noventa y cinco por ciento de este fondo de reserva a las escuelas atendidas.

4. El Distrito Escolar del Condado de Pierce involucrará a los padres en la decisión respecto a cómo
se asignan los fondos para las actividades de participación de los padres.

• El padre del consejo de distrito de asesoramiento, los consejos escolares asesor de padres, y
miembros del consejo escolar de todas las escuelas en sus reuniones dan sugerencias sobre cómo los
fondos de participación de los padres se gastan.

5. El Distrito Escolar del Condado de Pierce proporcionará la siguiente coordinación necesaria,

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asistencia técnica y otros apoyos para ayudar a las escuelas en la planificación y ejecución de un
programa eficaz participación de los padres:

•El coordinador de la participación de los padres del distrito ayuda a las escuelas en la revisión de
pactos y planes de la escuela.
• El coordinador de la participación de los padres del distrito asiste en la coordinación de las
actividades de participación de los padres.
• El coordinador de la participación de los padres del distrito, así como consejeros de la escuela
proporcionar formación mentor para los padres y socios de la comunidad a participar en las tutorías /
actividades de voluntariado en el ámbito escolar.
• El coordinador de la participación de los padres del distrito brinda programas educativos y
materiales para las familias.
• El coordinador de la participación de los padres del distrito, junto con personal de la escuela
informar a los padres del Departamento de Educación de Georgia (Ga DOE) página web, Georgia e
Información para Padres del Centro de Recursos (PIRC), donde los padres obtener ayuda con temas
educativos y el distrito de Padre enlace Participación, http : / / piercecounty.schoolinsites.com.

6. El Distrito Escolar del Condado de Pierce coordinará e integrará las estrategias de participación de
los padres en el Título I, Parte A con estrategias de participación de los padres en otros programas,
tales como Head Start, migrantes, personas sin hogar, y el programa preescolar estatal por:

• El distrito socios coordinador de la participación de los padres con Head Start, Pre-K, Educación
Especial, los bebés no Puede Esperar y migrantes para ofrecer actividades de participación de padres.

• Proporcionar una orientación para los padres y los niños en edad preescolar, que será la transición a
las escuelas primarias.
• Proporcionar a los padres de los niños en edad preescolar con materiales tales como libros y
actividades para ayudar a su hijo en la transición a la escuela primaria de más éxito.

7. El Distrito Escolar del Condado de Pierce tendrá las siguientes acciones para llevar a cabo, con la
participación de los padres, una evaluación anual del contenido y la eficacia de este plan de
participación de los padres en el aumento de la participación de los padres, así como, identificar los
obstáculos a una mayor participación de los padres en actividades de participación de los padres (con
especial atención a los padres que están en desventaja económica, son discapacitados, tienen una
habilidad limitada en Inglés, tiene una alfabetización limitada, o de cualquier minoría racial o
étnica).

• El consejo de padres del distrito de asesoramiento y consejos escolares asesor de padres se reúnen
anualmente para revisar el plan del distrito para la eficacia de la participación de los padres por todos
los padres.
• Las encuestas se distribuyen en la primavera para todos los padres de los estudiantes en el distrito.
Estas encuestas se distribuyen en Inglés y Español. Si las barreras de participación se identificaron
nuevas estrategias o procedimientos serán revisados según sea necesario para facilitar una mayor
participación de los padres que están en desventaja económica, los discapacitados, limitado dominio
del Inglés, limitada en materia de alfabetización, o en cualquier otro grupo minoritario racial o
étnico.

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8. El Distrito Escolar del Condado de Pierce se utilizan los resultados de la evaluación acerca de su
política de participación de los padres y actividades para diseñar estrategias para una participación
más efectiva de los padres, y revisar, si es necesario (y con la participación de los padres) sus
políticas participación de los padres.

9. El Distrito Escolar del Condado de Pierce prestará asistencia a los participantes a los padres en
áreas como la comprensión de:
a. Georgia Normas de Desempeño
b. Mejora de la escuela y el proceso de acción correctiva
c. Componentes de un programa para toda la escuela
d. Componentes de una escuela de asistencia específica - N / A
e. Estado y de las evaluaciones locales
f. Requisitos del Título I, Parte A.
g. los padres pueden monitorear el progreso de sus hijos y trabajar con los educadores para mejorar
el rendimiento de sus hijos.
h. los padres pueden participar en las decisiones relativas a la educación de sus hijos.

• Los padres serán alentados a asistir a las reuniones, talleres y conferencias para aprender cómo
pueden ayudar a sus niños a mejorar su rendimiento académico.
• Los padres son animados a visitar la escuela de su hijo, voluntario en la escuela, y participar en los
consejos de participación de los padres y reuniones.
• Los padres pueden supervisar y apoyar a sus hijos el aprendizaje de mantenerse al corriente de los
procedimientos de la escuela (manual del estudiante / orden del día), mediante la revisión de
informes de progreso y boletas de calificaciones, mediante el acceso a sitio web de Power School,
siendo consciente de las necesidades de los deberes trabajo en clase / y trabajar con las escuelas para
calendario de conferencias para ayudar a los niños a mejorar académicamente en la escuela.
• Informes frecuentes serán puestos a disposición de los padres a través de programas, informes de
progreso a medio plazo, las boletas de calificaciones, el acceso en línea al desempeño del estudiante
(Power School), informes de progreso semanales, y conferencias.
• Los padres tendrán la oportunidad de un acceso razonable al personal de la escuela por medio de
conferencias, correos electrónicos, visitas escolares, oportunidades para voluntarios / mentores, y
oportunidades para observar y participar en las actividades de clase.
• Notificar a los padres de cada niño de los resultados de la escuela y el sistema de progreso anual
adecuado (AYP) a través de boletín de la Superintendencia, los periódicos locales, escuelas y sitios
web del sistema. Si la escuela ha sido identificada como una escuela necesita mejoramiento luego de
la notificación de las medidas adecuadas se difundirán a través de cartas a casa y los medios de
comunicación locales.
• Los padres serán invitados a unirse con la escuela en la firma de un padre / estudiante / maestro
compacto que establece las expectativas para el éxito estudiantil.
• A petición, los padres recibirán información sobre la cualificación profesional de los maestros de
sus hijos.
• Los padres serán notificados de manera oportuna si su hijo es enseñado por un maestro que no está
altamente calificado para cuatro o más semanas consecutivas. (Altamente cualificados se refiere a los
maestros que están certificados para enseñar a determinado nivel de grado (s) y tema (s).)
• Los padres recibirán información sobre los resultados de sus hijos evaluación e interpretación de
los resultados.
• Una descripción y explicación de los planes de estudios y las evaluaciones para medir el progreso
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del estudiante se proporcionan a través de casas abiertas, ferias de instrucción, las Olimpiadas
Académicas, la noche CRCT, Almuerzos de Padres / Talleres de boletines, folletos GaDOE, y en el
aula.
• Cada escuela tendrá una Casa Abierta para que todos los padres de los niños participantes serán
invitados a asistir. Los padres serán informados sobre el la escuela. de Título I del programa y cómo
beneficia a su hijo. Además, los padres serán informados de su derecho a participar en las decisiones
relativas a la educación de sus hijos.
• El Centro de Recursos Familiares proporcionará los materiales que contienen información sobre las
metas educativas nacionales.

10. El Pierce Distrito Escolar del Condado, con la asistencia de sus escuelas, proveer materiales y
entrenamiento para ayudar a los padres a trabajar con sus hijos para mejorar el rendimiento
académico de sus hijos, tales como la alfabetización, y el uso de la tecnología, según proceda, para
fomentar la participación de los padres, por :

• Talleres para padres para mejorar el éxito del estudiante (PASS)
• Almuerzos Mensuales Padre / Talleres de temas y materiales sobre la base de evaluación de las
necesidades.
• Talleres para Padres de capacitación en tecnología de acceso de alimentación escolar
• Consejo Asesor de Padres (PAC), las reuniones de padres migrantes
• Centro de Recursos Familiares suministrado con materiales de los padres de pago y envío
materiales de origen - • Tome
• Folleto para Padres
• Paquetes de verano
• Boletines
• Participación de los Padres del Distrito Web Link

11. Pierce El Distrito Escolar del Condado, con la ayuda de sus escuelas y los padres, educar a sus
maestros, personal de servicio de estudiantes, directores y otro personal, en cómo llegar a,
comunicarse y trabajar con los padres como socios iguales, en el valor y la utilidad de las
contribuciones de los padres, y en cómo implementar y coordinar programas de padres y construir
lazos entre los padres y las escuelas, por:

• El desarrollo profesional se proporcionará al personal de la escuela a través de conferencias,
talleres, publicaciones, etc, para formar al profesorado, personal de servicio de estudiantes,
administradores y otro personal, en el valor y la utilidad de las contribuciones de los padres y de
cómo llegar, comunicarse con, y trabajar con los padres como socios iguales, implementar y
coordinar programas de padres, y crear vínculos entre el hogar y la escuela. Mejora de Padres y
Maestros de conferencia de Perfeccionamiento del Personal y las encuestas se utilizará para ayudar a
mejorar la comunicación entre las escuelas y los padres.

12. El Distrito Escolar del Condado de Pierce se desarrollan los roles apropiados para las
organizaciones de base comunitaria y las empresas en las actividades de participación de los padres,
incluyendo el suministro de información sobre las oportunidades para las organizaciones y las
empresas a trabajar con los padres y las escuelas, y fomentando la formación de asociaciones entre
las escuelas primarias, intermedias y secundarias y las empresas locales que incluyen un papel para
los padres.
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• El coordinador de padres de distrito provee almuerzos mensuales en la comunidad y organizaciones
empresariales que informar a los padres sobre temas pertinentes.
• Los mentores y voluntarios de la comunidad y las empresas a trabajar con las escuelas para mejorar
las alianzas entre ellos.

13.El Distrito Escolar del Condado de Pierce establecerá uno de los padres en todo el distrito consejo
consultivo para asesorar sobre todos los asuntos relacionados con la participación de los padres.

14. El Distrito Escolar del Condado de Pierce a organizar reuniones en todo el distrito en una
variedad de tiempos y puede proporcionar los fondos previstos en el Título I, el transporte o el
cuidado de niños ya que estos servicios se refieren a la participación de los padres.

15. Pierce El Distrito Escolar del Condado de adoptar, aplicar y las estrategias de modelo para
mejorar la participación de los padres.

16. El Distrito Escolar del Condado de Pierce llevará a cabo otras actividades, según sea apropiado y
factible, tales como centros de recursos para padres y oportunidades de los padres a aprender acerca
del desarrollo infantil y las cuestiones de crianza de los hijos comienza en el nacimiento de un hijo,
que están diseñados para ayudar a los padres a ser socios de pleno derecho en la educación de sus
hijos.

• El centro de recursos para padres está equipado con el desarrollo del niño y la información de la
crianza del niño que está disponible para compra.

17. El Distrito Escolar del Condado de Pierce recogerá todos los comentarios de los padres
insatisfactoria en relación con la Agencia Educativa Local (LEA) Plan de la Sección 1112 y
presentar con LEA cuando se presente al Departamento de Educación de Georgia (SEA).

18. El Distrito Escolar del Condado de Pierce "aportará apoyo razonable para las actividades de
participación de los padres como los padres pueden solicitar.

• Plan para proporcionar Inglés que se les enseñe a los padres que no hablan Inglés.
• Desarrollar un plan para facilitar el acceso a las clases de GED para la deserción escolar

19. Pierce El Distrito Escolar del Condado, en la medida de lo posible, proporcionar oportunidades
para la participación de Dominio Limitado del Inglés (LEP) a los padres, los padres de niños
migratorios, y los padres con discapacidades, incluyendo perfiles de las escuelas y proporcionar
información relativa a los programas escolares y los padres, reuniones , y otras actividades de los
padres en un lenguaje y formato, tales entender:

• Los padres recibirán información puntual sobre los programas y actividades escolares a través de
una variedad de maneras. Estos incluyen boletines, cartas, libros del programa, contacto telefónico,
folletos, conferencias, medios de comunicación locales, y la escuela / sitios web del sistema.
• En la medida de lo posible, información relacionada con las escuelas, reuniones y otras actividades
se enviará a los hogares de los niños que participan en la lengua utilizada en esos hogares.

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                                              Appendix VII

 PIERCE COUNTY MIDDLE SCHOOL POLÍTICAS Y PROCEDIMIENTOS

   ESEA - Que Ningún Niño Se Quede Atrás - Sección 1118 Participación de los
                                 Padres
Pierce County Middle School será involucrar a los padres de una manera permanente y oportuna en
el desarrollo conjunto de su plan de mejora de la escuela. Aportaciones recibidas en el proceso de
revisión de la escuela y la mejora de la participación de los padres en los comités escolares, consejos
escolares, encuestas por escrito, y otras reuniones de padres se utiliza. Asimismo, establecerá las
expectativas de participación de los padres a través de información escrita distribuida a los padres a
través de los medios de comunicaciones locales, el sistema, y la escuela. Boletines aula, pactos
padres, órdenes del día, así como la escuela y / o sitios web sistema de promoción de participación de
los padres.

A. Nuestra escuela también se desarrollan conjuntamente con y distribuir a los padres de los niños
participantes una política escolar de los procedimientos de participación de los padres y las
actividades, acordadas por los padres que se describen los medios para llevar a cabo la participación
significativa de los padres. Los padres serán notificados de la política en cualquier formato
comprensible y uniforme y, en la medida de lo posible, siempre en un idioma que puedan entender.
Este programa se actualizará periódicamente, según sea necesario. La escuela deberá:

1. Convocar una reunión anual, a una hora conveniente, para informar a los padres de la
participación de la escuela en el programa de Título I, los requisitos de la ley del Título I, y su
derecho a participar.

        • PCMS utiliza Casa Abierta, Consejo Escolar de todo el sistema de la reunión, el Título I
folletos, 6 º grado de orientación Campamento del Oso, los grados 7 y 8 de Noche de Padres, y el 8 º
grado Consejería Noche informar a los padres del Título I del programa y los requisitos del Título
Yo la ley y el derecho de los padres a participar.

2. Ofrecerá un número flexible de reuniones y capacitaciones para padres en horarios convenientes
para los padres a participar, dar sugerencias, y participar en las decisiones sobre el programa de
instrucción de la escuela.

       • Este proceso está en curso. Comités de Mejoramiento Escolar, Consejo Escolar, Casa
Abierta, altavoces Inglés de Otros Idiomas (ESOL) de puertas abiertas, reuniones de asesoramiento
para padres (PAC), reuniones, almuerzos del Condado de Pierce de los hijos, las reuniones de
asistencia, Respuesta a la Intervención (RTI) reuniones, Planes de Educación Individual (IEP
reuniones), y las reuniones de padres ofrecen horarios flexibles para las reuniones en horarios
convenientes para los padres para dar su opinión acerca de programas de Título I.

   3. Involucrar a los padres, de una manera organizada, continua y oportuna, en la planificación,
       revisión y mejora de la política de la escuela participación de los padres y la escuela-
       plan amplio programa.

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• La participación de los padres se revisa todo el año durante las reuniones del Comité de
Participación de Padres, reuniones de Consejo Escolar, Reuniones de la Facultad, las necesidades
Encuestas de Evaluación de los Padres, y de toda la escuela padre reuniones de política de entrada.
Los cambios en la política, la nueva información, así como una revisión y evaluación de la política se
incluirán como temas de la agenda de estas reuniones.

4. Proporcionar información oportuna sobre los programas, así como las descripciones y
explicaciones del currículo en uso en la escuela. Explicar las formas de evaluación académica que se
usan para medir el progreso del estudiante, y los estudiantes de niveles de dominio se espera que
cumplan.
      • Estas áreas se abordan de diversas maneras. Evaluación de guías de rendimiento se envían a
los padres con la interpretación de todas las pruebas estandarizadas. Periódico emisiones de Progreso
Anual Adecuado (AYP) de datos para el sistema escolar mantener informados a los padres. También
cartas en el rendimiento estudiantil se envían desde los administradores y consejeros a los padres y
estudiantes sobre los niveles de competencia y el progreso del estudiante. Noveno curso de grado de
la herramienta de estudio de la planificación prevista por PCHS para todos los estudiantes de 8 º
grado, un programa del curso para todas las clases, conferencias IEP y RTI, ESOL Casa Abierta
asistencia, Superdotados y Talentosos (GATE) Reuniones de Padres, y las reuniones del PAC se
utilizan para explicar evaluaciones académicas y los requisitos para la competencia. También las
publicaciones mensuales, tales como lectura Años de conexión y Medio ayudar a explicar plan de
estudios de secundaria y dar estrategias para que los padres ayuden a sus estudiantes. evaluaciones de
referencia son las cartas en los libros de la agenda de cada nueve semanas para los padres.
evaluaciones de referencia se publican en los pasillos para que los padres y estudiantes información.
El plan de estudios y evaluaciones se explican en los padres, reuniones de maestros, llamadas
telefónicas y correos electrónicos. El sistema de alerta Ahora también se utiliza para informar a los
padres información importante de los eventos y programas.

B. Como una escuela que cree en "responsabilidades compartidas" para el logro académico de los
estudiantes de alto. Vamos a desarrollar con los padres de los niños sirve un pacto entre escuela y
padres que delinea cómo los padres, el personal de la escuela, y los estudiantes compartirán la
responsabilidad para el logro académico de los estudiantes mejora. Vamos a incluir el medio por el
cual la escuela y los padres construirán y desarrollarán una asociación para ayudar a los niños a
lograr. La escuela deberá:
1. Dar oportunidades a los padres a participar en el desarrollo del pacto durante una serie de
reuniones. Agendas, encuestas y hojas de inscripción se mantienen como un récord de participación
de los padres.
 2. Utilice un equipo para revisar anualmente el compacto. Este equipo está formado por padres,
miembros de la comunidad, los administradores de la escuela y del distrito, maestros y personal de la
escuela.
3. Imprimir el pacto en los libros de los estudiantes del programa que se distribuirá a todos los
estudiantes y los padres. Estos libros del programa se dará a cabo el primer día de escuela. Los
nuevos estudiantes a la escuela se le dará un manual en el registro.
4. Hacer hincapié en la importancia PCMS lugares en la prestación de un plan de estudios de alta
calidad e instrucción que permite a los niños para cumplir con los estándares académicos de Georgia.
Estamos frente a este reto por tener altamente cualificado, educadores certificados en el personal.
Estos educadores se proporcionan oportunidades de aprendizaje profesional para mantenerse al
corriente de las últimas técnicas de enseñanza, las estrategias, teorías, normas y requisitos que
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satisfagan las necesidades de nuestros estudiantes.
• Los padres son responsables de apoyar a sus hijos el aprendizaje mediante el cumplimiento de los
requisitos del Pacto.
5. Dirección de la importancia de la comunicación como un componente crucial de un programa de
participación de los padres con éxito.
• En las conferencias de padres y maestros el pacto se discute lo que se refiere al logro de un
estudiante. Contactos frecuentes son enviados para actualizar los padres sobre el progreso de sus
estudiantes. Boletines de la escuela y el aula informar a los padres de las actividades a nivel de grado
y / o actividades escolares. Página web PCMS proporciona información actual y de educación para
padres.
• Nuestros profesores y personal están disponibles para los padres. Los padres se les anima a
observar y / o voluntario en la clase de sus hijos.
• Programa de libros se proporcionan a todos los estudiantes como una herramienta para la
comunicación de dos vías entre la escuela y el hogar. Los padres deben leer y firmar los libros de la
agenda diaria.
C. Como una escuela, creemos en la creación de capacidad para la participación de los padres y el
apoyo a una asociación entre la escuela, los padres y la comunidad para mejorar el logro académico
para lograr este objetivo, la escuela deberá:
1. Proporcionar asistencia a los padres la comprensión de temas como las Normas de Rendimiento de
Georgia, la evaluación, el seguimiento del progreso del estudiante y trabajar con sus hijos.
• Esto está en curso. PCMS hace a través de PCMS sitio web, conferencias, y sistema de boletines
escolares, folletos, jornadas de puertas abiertas, enlaces web para uso en el hogar, programas de
estudios de clase, de alimentación escolar, "Camp Oso de sexto grado", el maestro creó rúbricas y
listas de comprobación para las tareas de GPS, etc .
2. Proveer materiales y capacitación para ayudar a los padres trabajar con sus hijos.
• Esto está en curso. PCMS hace a través del Condado de Pierce almuerzos de Participación de
Padres, ESOL Casa Abierta de asistencia, las reuniones del PAC, Power School, el sitio web de
Padres de éxito, EE.UU. preparación de la prueba y la práctica de Georgia de la OEA para CRCT. El
sitio web del DOE, Georgia e Información para Padres del Centro de Recursos (PIRC),
www.georgiapirc.net, proporciona información y recursos para ayudar a los padres estar más
informados sobre temas de educación.
3. Educar al personal de la escuela, con la asistencia de los padres, en el valor de las contribuciones
de los padres, y cómo llegar a, comunicarse y trabajar con los padres como socios iguales, y
coordinar programas de padres, según sea necesario.
• La formación del profesorado sobre la manera de involucrar a los padres en las reuniones de RTI y
profesional formas de aprendizaje en que educamos a nuestro personal. Agendas de los estudiantes
nos ayudan a comunicarnos con los padres como socios iguales.
4. Coordinar e integrar programas de participación de los padres y actividades con Head Start,
programas preescolares públicos y otros que alientan y apoyan a los padres a participar más
plenamente en la educación de sus hijos. Participación en Conexiones de familia, del condado de
Pierce Centro de Recursos para Padres, almuerzos Participación de los padres, la asistencia de ESOL
durante la Casa Abierta, Consejo Asesor de Padres (PAC) reuniones y talleres RESA son algunas de
las formas PCMS cumple con este requisito.
• Medio preparación para la escuela y en transición se proporcionan a los estudiantes de primaria en
las escuelas primarias por los consejeros de la escuela media. Alta preparación para la escuela y en
transición también son proporcionados por los consejeros.
• Los maestros de PCMS de Educación Especial y estudiantes de los consejeros de apoyo inscritos en
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Defensor del Pueblo.
5. Asegúrese de que la información relacionada a los programas de la escuela y los padres, reuniones
y otras actividades se envía a los padres en un formato y, a la medida de lo posible, en un idioma que
los padres puedan entender.
• Los servicios de traducción de Internet y un sistema de hispanos traductor de ancho se utilizan para
asegurar que la información es enviada a casa en un lenguaje comprensible. La información en la
página web de la escuela se puede traducir a través del uso de Google Translate.
 6. Proporcionar un apoyo razonable para las actividades de participación de los padres como los
padres pueden solicitar.
• PCMS hace todo lo posible para satisfacer las necesidades de los padres que hacen peticiones
especiales. Conferencias se llevan a cabo antes y después del horario escolar regular. Los maestros
están disponibles para conferencias telefónicas. Cada maestro tiene una dirección de correo
electrónico para asegurar que los padres pueden comunicarse con ellos durante el día escolar y
después del horario escolar. Conferencias informales se celebran en funciones escolares.

Nuestra escuela puede:
1. Involucrar a los padres en el desarrollo de la formación de los educadores para mejorar la eficacia
de dicha formación.
2. Alfabetizar en necesario.
3. Proporcionar los gastos razonables y necesarios relacionados con las actividades locales de
participación de los padres.
4. Organizar las reuniones de la escuela en una variedad de tiempos.
5. Adoptar, implementar y enfoques modelo para mejorar la participación de los padres.
6. Desarrollar las funciones apropiadas para las organizaciones de base comunitaria y las empresas
en las actividades de participación de los padres.

D. En la medida de lo posible, del condado de Pierce Middle School, proporcionará oportunidades
para la participación de los padres con habilidad limitada del inglés, los padres con discapacidad y
los padres de los niños migrantes en un formato y, en la medida de lo posible, en una lengua que los
padres entiendan.
1. Todo el sistema traductor hispano, Estudiante Migrante del proveedor de servicios, los maestros
de ESOL, maestros de educación especial, y los maestros prestar asistencia a los padres que
necesitan ayuda adicional debido a la lengua o discapacidad. Servicios de Internet de traducción se
utilizan para ayudar a traducir el material a otros idiomas.




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                     PCMS Action Plan
                     Measurable Goals: All grades will meet appropriate AMO goals (Reading: 86.7%, Math: 83.8%).
              Keys




                                                           Actions, Strategies, and Interventions

                      Implement performance tasks each 9 weeks in standards based units
                      Implement P.E. units aligned with GPS with an overall focus on wellness

                      Continue technology connection; students will explore aspects of technology and create projects

                      Emphasize reading/writing in every subject on every grade level
Curriculum




                                               7th & 8th grade MyAccess!
                      Continue collaborative vertical academic unit planning in grades 6-8

                      Continue reading intervention through reading academy class utilizing flexible small grouping to ensure differentiation
                      needed for each student’s success in reading comprehension and reading fluency
                      Continue math intervention through math academy class utilizing flexible small grouping to ensure differentiation
                      needed for each student’s success in math fluency, problem solving and computation
                      Continue to utilize pacing guides, instructional calendars, and/or syllabi

                      Follow Pierce County K-8 Classroom Assessment Guidelines from the System Employee Handbook

                      Continue academic unit planning in grades 6-8 emphasizing
                           
Assessment




                                Updating, revising and aligning balanced assessments to standards
                      Analyzing and triangulating all data from cohesive and comprehensive assessments to align and adjust instruction to
                      maximize student achievement
                      Analyze ACCESS scores for ELL students in order to provide this subgroup with the differentiation needed to be
                      successful. (Can-do descriptors)
                      Continue to examine student work
                      Protect Extended Learning Time for flexible math/ELA grouping
                      Emphasize and encourage all learners to use higher order thinking skills, processes, and mental habits of the mind
                      appropriate based upon their grade level GPS
                      Emphasize vocabulary in all subject areas including using the language of the GPS differentiating for all subgroups
Instruction




                      Implement and use current technology to allow opportunities for direct student interaction, participation and
                      manipulation of the content
                      Continue to integrate technology into unit plans
                                               Mimio
                                               Presentation carts
                                               Elmo document camera
                                               Student response system
                                               SMART board
                                               Interwrite pads
                      Follow Club Day schedule
                      Provide workshops for parents
                                                Family Involvement Coordinator
and Community




                      Schedule conferences as needed each year for the primary purpose of discussing student achievement and/or the
School, Family




                      Response to Intervention process as needed
                      Distribute teacher-student-parent compact in student agenda
                      Provide specific Open House for parents
                                                Camp Bear 6th grade including Title I Night
                                                7th & 8th grade Open House
                                                Title I Night for 7th & 8th grade
                                                ELL and Migrant Open House




                     Revised December 14, 2011                                                                                                  77
                                                                                                                 2011-2012 School Improvement Plan
                        Keys                                                                                         Pierce County Middle School

                                                                    Actions, Strategies, and Interventions

                               Utilize technology to reinforce mastery of standards at home and/or at school
                                                          www.usatestprep.com
                                                          www.CRCTonline.com
                                                          www.georgiastandards.org
                                                          www.gaoas.org
                                                          www.aaamath.com
                                                          www.thinkfinity.com
                                                          www.teachertube.com
                                                          www.pierce.k12.ga.us (search district school=PCMS)
                               Provide Common Core GPS training that is necessary to maintain the timeline development by the Georgia Department
                               of Education
                               Participate in appropriate professional development opportunities such as book and article studies (teachers and
                               administrators)
                                                          Soup by Jon Gordon
                               Participate in Professional Development on Demand (PD360)
Professional Learning




                               Implement effective strategies that will assist teachers to successfully integrate Response to Interventions [RTI] within
                               their classrooms
                               Utilize Okefenokee RESA course offerings to teacher development and PLU credits

                               Implement effective strategies that will assist teachers and administrators for school safety

                               Retain highly qualified teachers through Induction and Mentoring, Peer Mentoring, Peer Observation, Modeling of Best
                               Practices, and Induction Week
                               Provide training and mentoring for teachers who need extra assistance with classroom management

                               Recruit and employ only highly qualified teachers

                               Conduct Awareness Walks (all grade levels & contents)

                               School leaders attend collaborative team meetings as an active participant (lead learner) and supporter of a collaborative
Leadership




                               effort. School leaders (Better Seeking Team) seek to gain trust and credibility as the instructional leader
                               School leaders (Better Seeking Team) work with teachers and grade levels to analyze the data, to utilize the data
                               (formative and summative) to inform instruction, to set student academic goals for all students, and plan safety nets
                               for students requiring additional academic assistance
                               Continue to develop Health and Wellness Policy

                               Continue efforts to translate documents into Spanish
                                                         Transact
                                                         Google Translate
                               Improve home-school communication through newsletters, school website, classroom websites, newspaper articles,
                               flyers, Power School, and agenda books
                               Annually review the crisis management plan through the table top drill, safety meetings, follow-up crisis event with an
                               evaluation, site safety inspections
                               Provide opportunities for parents to have input in the school program through surveys, , SACS, school improvement
Culture
School




                               committees, parent workshops, school council, Academic Booster Club, Athletic Booster Club
                               A culture of success is supported by high profile celebrations and recognitions that encourage academic progress and
                               reinforce the focus on academics
                               Continue utilizing safety programs: (Red Ribbon Week, Severe Weather Drills, Fire Drills, Bus Safety, Tornado Drills,
                               Bullying, Choosing the Best
                               Continue character education program

                               Monitor students who are tardy or check out early.
                               Monitor attendance and follow-up absences
                               Continue school wide discipline ladder
                                                        Stat Cards 6th & 7th


                               Revised December 14, 2011                                                                                                    78
                                                                                                            2011-2012 School Improvement Plan
                                                                                                                Pierce County Middle School

                       PCMS Action Plan


                       Objetivos medibles: Todas las calificaciones se reunirá con las metas apropiadas de AMO (Lectura:
                       86,7%, Matemáticas: 83,8%).

                                       Acciones, estrategias e intervenciones
claves
las




                     Llevar a cabo tareas de rendimiento de cada 9 semanas en unidades basadas en estándares

                     Implementar educación física alineados con las unidades GPS con un enfoque global en el bienestar

                     Continuar conexión con la tecnología, los estudiantes explorarán los aspectos de la tecnología y la creación de proyectos
  plan de estudios




                     Énfasis en la lectura / escritura en todas las materias en cada nivel de grado
                      7 º y 8 º grado MyAccess!

                     Continuar la colaboración de planificación vertical de la unidad académica en los grados 6-8

                     Seguir leyendo intervención a través de clases de la Academia de lectura utilizando agrupación pequeño y flexible para asegurar la
                     diferenciación necesaria para el éxito de cada estudiante en la comprensión de la lectura y la fluidez de la lectura

                     Continuar la intervención de matemáticas a través de la utilización de la clase de matemáticas de la Academia grupo pequeño y flexible
                     para asegurar la diferenciación necesaria para el éxito de cada estudiante en la fluidez matemática problema, la solución y la computación

                     Seguir utilizando guías de ritmo, los calendarios de instrucción y / o planes de estudio

                     Siga el condado de Pierce K-8 Directrices para la evaluación en el aula del Sistema Manual del Empleado

                      Continuar con la planificación unidad académica en los grados 6-8 enfatizando
                     • Actualización, revisión y alineación de evaluaciones equilibradas con las normas
  valoración




                     El análisis y la triangulación de los datos de las evaluaciones coherente e integral para alinear y ajustar la instrucción para maximizar el
                     rendimiento de los estudiantes

                     Analizar el acceso a calificaciones de los estudiantes ELL con el fin de proporcionar este subgrupo, con la diferenciación necesarias para
                     tener éxito. (Can-hacer descriptores)

                     Continuar examinando el trabajo del estudiante

                     Proteger más tiempo de aprendizaje de las matemáticas flexibles / ELA agrupación

                     Destacar y alentar a todos los alumnos a utilizar habilidades de pensamiento a fin, los procesos y los hábitos mentales de la mente
  instrucción




                     adecuada en base a su nivel de grado GPS

                     Enfatizar el vocabulario en todas las áreas incluyendo el uso de la lengua de los GPS diferencial para todos los subgrupos

                     Implementar y utilizar la tecnología actual para permitir que las oportunidades para la interacción directa de los estudiantes, la
                     participación y la manipulación del contenido




                       Revised December 14, 2011                                                                                                                79
                                                                                                                             2011-2012 School Improvement Plan
                                                                                                                                 Pierce County Middle School

                                                Acciones, estrategias e intervenciones
claves
las




                            Seguir para integrar la tecnología en los planes de unidad
                             Mimio
                             carros Presentación
                             Elmo cámara de documentos
                             Estudiantes de respuesta del sistema
                             SMART Board
                             Interwrite almohadillas



                            Ofrecer talleres para padres
                             Coordinador de Participación de la Familia

                            Programar conferencias, según sea necesario cada año con el objetivo principal de discutir el rendimiento estudiantil y / o la respuesta a la intervención,
                            según sea necesario

                            Distribuir entre profesor y alumno y los padres en la agenda de los estudiantes

                            Proporcionar Casa específicas abiertas para los padres
                             Campamento Oso de 6to grado incluyendo el Título I Noche
                             7mo y 8vo grado de puertas abiertas
                             Título I Noche para el grado 7 y 8
                             ELL y Casa Abierta migrantes

                            Utilizar la tecnología para reforzar el dominio de las normas en el hogar y / o en la escuela
                            www.usatestprep.com
                             www.CRCTonline.com
                            www.georgiastandards.org
                            www.gaoas.org
                            www.aaamath.com
                            www.thinkfinity.com
                             www.teachertube.com
                             www.pierce.k12.ga.us (búsqueda distrito escolar = PCMS)


                            Proporcionar formación básico común GPS que es necesario mantener el desarrollo de línea de tiempo por el Departamento de Educación de Georgia


                            Participar en las oportunidades de desarrollo profesional adecuadas, tales como libros y estudios artículo (profesores y administradores)
                             Sopa de Jon Gordon

                            Participar en el desarrollo profesional a la carta (PD360)
  Aprendizaje Profesional




                            Poner en práctica estrategias eficaces para ayudar a los maestros para integrar con éxito respuesta a las intervenciones [RTI] dentro de sus aulas


                            Okefenokee utilizar la oferta de cursos RESA para el desarrollo profesional y créditos PLU

                            Implementar estrategias efectivas que ayuden a los maestros y administradores de la seguridad escolar

                            Retener maestros altamente calificados a través de la inducción y orientación, tutoría entre pares, la observación entre pares, el modelado de las mejores
                            prácticas, y la Semana de Inducción

                            Proporcionar capacitación y orientación a los maestros que necesitan ayuda extra con la gestión del aula

                            Contratar y emplear sólo los maestros altamente calificados

                            Paseos conducta conciencia (todos los niveles y contenidos)

                            Los líderes escolares asisten a las reuniones de colaboración del equipo como un participante activo (estudiante de plomo) y partidario de un esfuerzo de
  liderazg




                            colaboración. Los líderes escolares (Mejor Equipo de Búsqueda) tratan de ganarse la confianza y la credibilidad como el líder de instrucción
  o




                               Revised December 14, 2011                                                                                                                              80
                                                                                                             2011-2012 School Improvement Plan
                                                                                                                 Pierce County Middle School

                                Acciones, estrategias e intervenciones
claves
las




            Los líderes escolares (Mejor Equipo de Búsqueda) trabajar con los maestros y los niveles de grado para analizar los datos, para utilizar los datos (formativa
            y sumativa) para informar la instrucción, para establecer objetivos académicos de los estudiantes de todos los estudiantes, y las redes de plan de seguridad
            para los estudiantes que requieran ayuda académica adicional

            Continuar con el desarrollo de la Salud y la Política de Bienestar

            Continuar los esfuerzos para traducir los documentos al español
             Transact
             Google Translate

            Mejorar el hogar y la escuela de comunicación a través de boletines, página web del colegio, los sitios web en el aula, artículos de periódicos, folletos,
            Escuela de Energía, y los libros de agenda

            Revisar anualmente el plan de gestión de crisis a través de la mesa de perforación superior, las reuniones de seguridad, seguimiento de eventos de crisis
            con una evaluación, inspecciones de seguridad

            Proporcionar oportunidades para que los padres a participar en el programa escolar a través de encuestas, SACS, los comités de mejoramiento escolar,
            talleres para padres, consejo escolar, académica Booster Club, Athletic Club Booster

            Una cultura del éxito se apoya en las celebraciones de alto perfil y reconocimientos que estimulen el progreso académico y reforzar el enfoque en lo
            académico

            Seguir utilizando los programas de seguridad: (Semana del Listón Rojo, taladros de Mal Tiempo, Simulacros de incendio, seguridad en el autobús,
            simulacros de tornado, intimidación, Elegir el mejor

            Continuar el programa de educación del carácter

            Supervisar a los estudiantes que lleguen tarde o el check out temprano.
            Controlar la asistencia y el seguimiento de las ausencias

            Continuar escalera disciplina de la escuela de ancho
  escuela
  cultura




             Est. tarjetas 6 y 7




               Revised December 14, 2011                                                                                                                                 81
                                                                             2011-2012 School Improvement Plan
                                                                                 Pierce County Middle School


                                                                           Balanced Score Card
GOALS                 Performance                                                        Unit of         ↑                    Ac
                                        Performance Measures                                             ↔
                       Objectives                                                        Measure         ↓   2006-07   2007-08
                                    CRCT
                                     All Students                                     % of students
                                         Grade 6   Reading                            meeting or         ↔     91        99
                                                   English/Language Arts              exceeding          ↑     84        94
                                                   Math                               standards on the   ↑     73        86
                                                   Social Studies                     first CRCT         ↑     89        na
                                                   Science                            administration     ↔     61        75
                                         Grade 7   Reading                                               ↓     91        93
                       Improve                     English/Language Arts                                 ↔     93        94
                                                   Math                                                  ↓     91        95
                      Curriculum
STUDENT ACHIEVEMENT




                                                   Social Studies                                        ↔     94        na
                       Mastery                                                                           ↑
                                                   Science                                                     84        87
                                         Grade 8   Reading                                               ↓     95        97
                                                   English/Language Arts                                 ↓     94        97
                                                   Math                                                  ↑     89        84
                                                   Social Studies                                        ↑     93        77
                                                   Science                                               ↑     83        75
                                     Black Students
                           &             Grade 6   Reading                                               ↔     81       100
                       Reduce the                  English/Language Arts                                 ↑     62       100
                      Achievement                  Math                                                  ↑     57        68
                                                   Social Studies                                        ↔     80        na
                          Gap
                                                   Science                                               ↑     25        52
                                         Grade 7   Reading                                               ↓     86        70
                                                   English/Language Arts                                 ↑     90        79
                                                   Math                                                  ↔     90        70
                                                   Social Studies                                        ↔     96        na
                                                   Science                                               ↑     69        57
                                         Grade 8   Reading                                               ↑     83        96
                                                   English/Language Arts                                 ↓     86        89
                                                   Math                                                  ↑     73        79
                                                   Social Studies                                        ↑     83        65
                                                   Science                                               ↑     62        50




                                                                           Balanced Score Card
GOALS                 Performance                                                        Unit of         ↑                    Ac
                       Objectives
                                        Performance Measures                                             ↔
                                                                                         Measure         ↓   2006-07   2007-08
                                    CRCT
                                     Hispanic Students
ACHIEVEMENT




                                                                                      % of students
                                         Grade 6   Reading                            meeting or         ↓     82        91
  STUDENT




                                                   English/Language Arts              exceeding          ↓     64        73
                                                   Math                               standards on the   ↑     58        83
                                                   Social Studies                     first CRCT         ↔     82        na
                                                   Science                            administration     ↑     27        42
                                         Grade 7   Reading                                               ↔   Too Few     83
                                                   English/Language Arts                                 ↔   Too Few     84
                                                   Math                                                  ↔   Too Few    100
                                                   Social Studies                                        ↔   Too Few     na

Revised December 14, 2011                                                                                        82
                                                              2011-2012 School Improvement Plan
                                                                  Pierce County Middle School
                                      Science                                          ↔   Too Few       66
                            Grade 8   Reading                                          ↔   Too Few     Too Few
           Improve
                                      English/Language Arts                            ↑   Too Few     Too Few
         Curriculum                                                                    ↔
                                      Math                                                 Too Few     Too Few
           Mastery                    Social Studies                                   ↑   Too Few     Too Few
              &                       Science                                          ↑   Too Few     Too Few
          Reduce the    White Students
         Achievement                                                                   ↔
                            Grade 6   Reading                                                93           99
             Gap                      English/Language Arts                            ↑     87           93
                                      Math                                             ↑     75           86
                                      Social Studies                                   ↔     91           na
                                      Science                                          ↔     66           76
                            Grade 7   Reading                                          ↓     93           91
                                      English/Language Arts                            ↓     94          100
                                      Math                                             ↓     92           93
                                      Social Studies                                   ↔     93           na
                                      Science                                          ↔     87           86
                            Grade 8   Reading                                          ↑     97           95
                                      English/Language Arts                            ↑     96           95
                                      Math                                             ↑     93           81
                                      Social Studies                                   ↑     95           76
                                      Science                                          ↑     87           78




Revised December 14, 2011                                                                         83
                                                                                              2011-2012 School Improvement Plan
                                                                                                  Pierce County Middle School
                                                                           Balanced Score Card
GOALS                 Performance                                                       Unit of         ↑                    Actual                  Targets
                                         Performance Measures                                           ↔
                       Objectives                                                       Measure         ↓   2006-07   2007-08    2008-09   2009-10
                                    CRCT
                                     Students with Disabilities                      % of students
                                         Grade 6   Reading                           meeting or         ↓     75        95            86     74
                                                   English/Language Arts             exceeding          ↓     61        79            64     69
                                                   Math                              standards on the   ↓     50        42            64     47
                                                   Social Studies                    first CRCT         ↔     75        na            na     56
                                                   Science                           administration     ↓     44        31            61     43
                                         Grade 7   Reading                                              ↓     71        64            87     82
                                                   English/Language Arts                                ↓     67        58            87     86
                                                   Math                                                 ↓     67        64            87     79
STUDENT ACHIEVEMENT




                                                   Social Studies                                       ↔     89        na            na     76
                                                   Science                                              ↑     56        48            56     76
                                         Grade 8   Reading                                              ↑     81        73            90     96
                                                   English/Language Arts                                ↓     66        68            83     79
                                                   Math                                                 ↓     65        37            73     71
                       Improve
                                                   Social Studies                                       ↑     72        37            30     50
                      Curriculum                                                                        ↑
                                                   Science                                                    68        32            40     42
                        Mastery
                           &         Economically Disadvantaged Students
                                         Grade 6   Reading                                              ↓     91        87         89
                        Reduce
                                                   English/Language Arts                                ↓     85        75         88
                          the                      Math                                                 ↓     74        66         81
                      Achievement                  Social Studies                                       ↑     84        85       No data
                          Gap                      Science                                              ↓     59        49         70
                                         Grade 7   Reading                                              ↑     81        90         92
                                                   English/Language Arts                                ↑     82        92         93
                                                   Math                                                 ↔     88        88         98
                                                   Social Studies                                       ↑     85        93       No data
                                                   Science                                              ↑     70        77         89
                                         Grade 8   Reading                                              ↑     91        92         99
                                                   English/Language Arts                                ↑     87        91         93
                                                   Math                                                 ↑     73        86         95
                                                   Social Studies                                       ↓     91        88         62
                                                   Science                                              ↑     74        75         61




Revised December 14, 2011                                                                                                                              84
                                                                                             2011-2012 School Improvement Plan
                                                                                                 Pierce County Middle School
                                                                          Balanced Score Card
GOALS                 Performance                                                      Unit of         ↑                    Actual                  Targets
                                        Performance Measures                                           ↔
                       Objectives                                                      Measure         ↓   2006-07   2007-08    2008-09   2009-10
                                    CRCT
                                     Multi-Racial                                   % of students
                                        Grade 6   Reading                           meeting or         ↔   Too Few   Too Few    Too Few   Too Few
                                                  English/Language Arts             exceeding          ↔   Too Few   Too Few    Too Few   Too Few
                                                  Math                              standards on the   ↔   Too Few   Too Few    Too Few   Too Few
                                                  Social Studies                    first CRCT         ↔   Too Few   Too Few    Too Few   Too Few
                                                  Science                           administration     ↔   Too Few   Too Few    Too Few   Too Few
                                        Grade 7   Reading                                              ↔   Too Few   Too Few    Too Few   Too Few
                                                  English/Language Arts                                ↔   Too Few   Too Few    Too Few   Too Few
                                                  Math                                                 ↔   Too Few   Too Few    Too Few   Too Few
STUDENT ACHIEVEMENT




                                                  Social Studies                                       ↔   Too Few   Too Few    Too Few   Too Few
                                                  Science                                              ↔   Too Few   Too Few    Too Few   Too Few
                                        Grade 8   Reading                                              ↔   Too Few   Too Few    Too Few   Too Few
                                                  English/Language Arts                                ↔   Too Few   Too Few    Too Few   Too Few
                                                  Math                                                 ↔   Too Few   Too Few    Too Few   Too Few
                       Improve
                                                  Social Studies                                       ↔   Too Few   Too Few    Too Few   Too Few
                      Curriculum                                                                       ↔
                                                  Science                                                  Too Few   Too Few    Too Few   Too Few
                        Mastery
                           &         Male
                                        Grade 6   Reading                                              ↑     91        97            91     93
                        Reduce
                                                  English/Language Arts                                ↑     78        89            89     93
                          the                     Math                                                 ↑     73        83            84     87
                      Achievement                 Social Studies                                       ↔     90        na            na     87
                          Gap                     Science                                              ↑     63        74            83     85
                                        Grade 7   Reading                                              ↓     90        88            95     94
                                                  English/Language Arts                                ↑     91        84            95     95
                                                  Math                                                 ↓     93        88            99     93
                                                  Social Studies                                       ↔     93        na            na     90
                                                  Science                                              ↓     83        80            98     91
                                        Grade 8   Reading                                              ↑     94        94            94     98
                                                  English/Language Arts                                ↑     94        94            90     96
                                                  Math                                                 ↑     89        78            89     93
                                                  Social Studies                                       ↑     95        71            68     91
                                                  Science                                              ↑     86        74            72     83




Revised December 14, 2011                                                                                                                             85
                                                                                            2011-2012 School Improvement Plan
                                                                                                Pierce County Middle School
                                                                            Balanced Score Card
GOALS                 Performance                                                       Unit of      ↑                 Actual                    Targets
                                         Performance Measures                                        ↔
                       Objectives                                                       Measure      ↓   2006-07   2007-08   2008-09   2009-10   2010-11
                                    CRCT
                                     Female
                                          Grade 6   Reading                                          ↓     91        100        96       94
                                                    English/Language Arts                            ↓     90         96        99       97
                                                    Math                                             ↓     73         83        90       88
                                                    Social Studies                                   ↔     90         na        na       88
                                                    Science                                          ↔     59         70        78       78
                                          Grade 7   Reading                                          ↓     93         91        96       95
                                                    English/Language Arts                            ↑     96         93        96       98
                                                    Math                                             ↓     89         93        99       96
STUDENT ACHIEVEMENT




                                                    Social Studies                                   ↔     94         na        na       91
                                                    Science                                          ↑     84         85        87       93
                                          Grade 8   Reading                                          ↑     95         96        97       99
                                                    English/Language Arts                            ↓     93         96        99       98
                                                    Math                                             ↑     89         85        92       96
                       Improve
                                                    Social Studies                                   ↑     91         76        66       83
                      Curriculum                                                                     ↓
                                                    Science                                                80         72        74       69
                        Mastery
                           &        Migrant Eligible
                                          Grade 6   Reading                                          ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                        Reduce                                                                       ↔
                                                    English/Language Arts                                Too Few   Too Few   Too Few   Too Few   Too Few
                          the                       Math                                             ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                      Achievement                   Social Studies                                   ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                          Gap                       Science                                          ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                                          Grade 7   Reading                                          ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                                                    English/Language Arts                            ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                                                    Math                                             ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                                                    Social Studies                                   ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                                                    Science                                          ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                                          Grade 8   Reading                                          ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                                                    English/Language Arts                            ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                                                    Math                                             ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                                                    Social Studies                                   ↔   Too Few   Too Few   Too Few   Too Few   Too Few
                                                    Science                                          ↔   Too Few   Too Few   Too Few   Too Few   Too Few




Revised December 14, 2011                                                                                                                          86
                                                                                              2011-2012 School Improvement Plan
                                                                                                  Pierce County Middle School
                                                                           Balanced Score Card
GOALS                 Performance                                                       Unit of         ↑                    Actual                  Targets
                                         Performance Measures                                           ↔
                       Objectives                                                       Measure         ↓   2006-07   2007-08    2008-09   2009-10   2010-11
                                    CRCT
                                     Gifted                                          % of students
STUDENT ACHIEVEMENT




                                         Grade 6   Reading                           meeting or         ↔     100       100       100        100       100
                       Improve                     English/Language Arts             exceeding          ↔     100       100       100        100       100
                                                   Math                              standards on the   ↔     100       100       100        100       100
                      Curriculum
                                                   Social Studies                    first CRCT         ↔     100        na        na        100       100
                        Mastery                    Science                           administration     ↔     100       100       100        100       100
                           &             Grade 7   Reading                                              ↔     100       100       100        100       100
                        Reduce                     English/Language Arts                                ↔     100       100       100        100       100
                          the                      Math                                                 ↔     100       100       100        100       100
                      Achievement                  Social Studies                                       ↔     100        na        na        100       100
                          Gap                      Science                                              ↔     100       100       100        100       100
                                         Grade 8   Reading                                              ↔     100       100       100        100       100
                                                   English/Language Arts                                ↔     100       100       100        100       100
                                                   Math                                                 ↔      95       100       100        100       100
                                                   Social Studies                                       ↔     100       100       100        100       100
                                                   Science                                              ↓     100        95       100        100       100
                                    Grade 8 Writing Assessment
                                        All Students                                 % of students      ↓      74        88        81         91        95
                                        Black Students                               meeting or         ↓      56        83        67         81        83
                                        White Students                               exceeding the      ↓      78        90        84         92        94
                                        Students with Disabilities                   target             ↓      47        50        46         63        65
                                        Hispanic                                                        ↔   Too Few   Too Few   Too Few    Too Few       -
                                        Gifted                                                          ↔     100                 100        100       100
                                    ACCESS AMAO – A: Progress                                           ↓     61        47            68    65.1
                                    ACCESS AMAO – B: Attainment of Proficiency                                14        13            19    30.8




Revised December 14, 2011                                                                                                                              87
                                                                                                         2011-2012 School Improvement Plan
                                                                                                             Pierce County Middle School

                                                                             Balanced Scorecard
GOALS                 Performance                                                                 Unit of             ↑                    Actual                  Targets
                                           Performance Measures                                                       ↔
                       Objectives                                                                 Measure             ↓   2006-07   2007-08    2008-09   2009-10   2010-11



                                    ITBS
                                        Grade 6   Reading
                                                         Vocabulary                                                  ↓     44        48            49     48       DNA
                                                                                               Percentile ranking
                                                         Comprehension                                               ↑     50        50            52     54       DNA
                                                         Total                                                       ↑     47        49            50     51
                                                  Mathematics
                                                          Concept/Estimation                  Percentile ranking     ↑     63        65            51     52
                                                              Problem Solving/Data Analysis                          ↑     52        52            52     53
                                                              Computation                                            ↑     63        50            54     57
                                                              Total                                                  ↑     60        56            52     54


                                    Attendance
Student/Stakeholder




                                       All Students                                            % of Students          ↑     3.8       3.0        1.1       2.4       2.0
                      Increase                                                                 absent more than
                                       Black                                                                          ↓     2.9       1.2        1.2       1.2       1.2
   Engagement




                      Student                                                                  15 days
                                       Hispanic                                                                       ↓     3.1        0          0         0         0
                      Engagement                                                                                      ↑
                                       White                                                                                3.9       4.1         1         1         1
                                       Students with Disabilities                                                     ↓     10        9.1        3.2       3.2       3.2
                                       Economically Disadvantaged                                                     ↑     5.8       6.2        1.1       1.1       1.1
                                       Multi-Racial                                                                   ↑     5.6      11.8        5.3       5.3       5.3
                                       ELL                                                                            ↓     6.9        0          0         0         0
                                    Highly Qualified                                               # of Highly
                      Develop a                                                                     Qualified
                                       Paraprofessionals                                                                   100       100        100       100        100
                      Competent,
                                       Teachers                                                                            100       100        100       100        100
                      Accountable
Learning




                                    New Teachers                                               # of teachers
Growth




                      Workforce                                                                participating in
  And




                                       Total number new to school                                                           3         2          0         3         0
                                       Teachers 0-3 years experience                           Induction                    3         3          0         0         0
                                    Teacher Absences                                           % of teachers absent   ↑    52%       43%        35%       30%       25%
                                                                                               > or = 5 days >10
                                                                                               % of teachers absent   ↑    10%       18%        17%       32%       15%
                      e




                                                                                               > or = 10 days




Revised December 14, 2011                                                                                                                                            88
                                                                              2011-2012 School Improvement Plan
                                                                                  Pierce County Middle School
Measurable Goals:
Reading and ELA:

The percentage of students at Pierce County Middle School in 6th-8th grades on the reading/language arts portion of the CRCT will
increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.

Mathematics:

The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased from 93.4% in 2010, then
to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.

Writing:

The percentage of 8th grade students at Pierce County Middle School meeting or exceeding the standard for the MGWA will increase
from 91% in 2010 to 92% in 2011, then to 93% in 2012, and to 94% in 2013.

Science:

The percentage of students meeting or exceeding standards on the science portion of the CRCT will increase from a baseline of 83.3% in
2010, to 85% in 2011, then to 88% in 2012, and to 91% in 2013.

Social Studies:

The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will increase from baseline of 90%
in 2010, to 92% in 2011, to 92% in 2012, to 94 % in 2013.




Revised December 14, 2011                                                                                                           89
                                                                                                           2011-2012 School Improvement Plan
                                                                                                               Pierce County Middle School

Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.
                                                                                                               th   th
Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6 -8 grades on the reading/language arts portion of the
CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.
                                                                                               Person(s) or                               Means of Evaluation
                                                        Funding           Timeline for          Positions
                                                         Source,       Implementation        Responsible for                    Monitoring of        Evidence of Impact
 GSS                                                  Funding Cost,                          Monitoring and                     Intervention        on Student Learning
 Keys      Activities, Strategies, Interventions        Resources                              Evaluation                        (Artifacts)               Data
                                                                                                                                                   Leadership Team can
                                                                                                                                                   articulate to the faculty
                                                                                                                                                   the importance of
                                                                                                                                                   “staying the course” on
                                                                                                                                                   school initiatives.
    Curriculum, Assessment & Instruction




                                                                                                                                                   Teachers will consistently
                                                                                                                                                   use common design for
                                           Research-based instruction is standard                                                                  unit development based
                                           practice:                                       2009-2013     Principal/BST         GLISI Materials,    on research-based
                                                  Continue Brazosport 8-Step Process                    Leadership Team       Master Schedule,    strategies.
                                                     of School Improvement                                                     Teachers Schedule
                                                        Apply strategies from GLISI’s
                                                           Base Camp and Summit                                                                    The administrators assess
                                                                                                                                                   the components of the
                                                                                                                                                   units.
                                                 Continue utilizing Learning-Focused      August 2010   Language Arts
                                                  strategies to improve the language                     Teachers and          Units/Graphic
                                                  arts program                                           Instructional Coach   Organizers/Word
                                                      Review essential question                                               Walls/Student
                                                         writing                                                               Work
                                                      Assess/Evaluate introductory,
                                                         extend/refine lessons, and
                                                         summarizing activities in units
                                                      Develop/Edit unit checklist                       Principal/BST         Unit Checklist
                                                      Inventory each unit based                         Leadership Team
                                                         developed checklist



Revised December 14, 2011                                                                                                                                                       90
                                                                                                                                 2011-2012 School Improvement Plan
                                                                                                                                     Pierce County Middle School
Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.
                                                                                                                                 th   th
Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6 -8 grades on the reading/language arts portion of the CRCT
will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.
                                                                                                                                 Person(s) or
                                                                                             Funding                               Positions                Means of Evaluation
                                            Activities, Strategies, Interventions            Source,                            Responsible for    Monitoring of    Evidence of Impact on
GSS                                                                                        Funding Cost,    Timeline for        Monitoring and     Intervention       Student Learning
Keys                                                                                        Resources      Implementation         Evaluation        (Artifacts)             Data
                                         Monitor implementing and aligning instruction                     August 10- May 11   Teachers
                                         with GPS Standards in reading/language arts:                                                                               Students will show the
                                                                                                                                                                    standards and elements
                                                                                                                                                                    to improve skills.

                                                                                                                                                                    Students reinforce
                                         Establish practices and procedures focused on                                                                              achievement of
                                         improving instruction:                                                                                                     standards mastery.
  Curriculum, Assessment & Instruction




                                                Continue to implement the Reading                         August 10-May 11    All Teachers       Student Reading   Students can articulate
                                                 Across the Curriculum (RAC) – 25                                                                 Logs              the expectations
                                                 books/1 million words                                                                                              regarding the Reading
                                                Provide list of 25 essential vocabulary                   August 10           Department         Vocabulary list   Across the Curriculum
                                                 words by grade level                                                          Teachers                             Standard.




                                                Utilize differentiation instruction                       August 10-May 11                       Units, Student    Teachers provide
                                                 strategies                                                                                       Choice,           instruction differently
                                                                                                                                                  Observations,     based on student needs
                                                                                                                                                  Awareness Walks   and interest.



                                                Examine student work weekly                               August 10-May 11    All teachers       Student work      Teachers examine
                                                                                                                                                  Agenda            student work and
                                                                                                                                                                    compare to the
                                                                                                                                                                    standards.


Revised December 14, 2011                                                                                                                                                                     91
                                                                                                                             2011-2012 School Improvement Plan
                                                                                                                                 Pierce County Middle School
Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.
                                               students at Pierce County Middle School in 6th-8th grades on the reading/language arts portion of
Annual Measurable Objective(s): The percentage of
the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.

                                                                                                                               Person(s) or
                                                                                                                                 Positions                Means of Evaluation
                                                                                    Funding Source,                           Responsible for   Monitoring of     Evidence of Impact
 GSS                                                                                 Funding Cost,         Timeline for       Monitoring and    Intervention      on Student Learning
 Keys                                      Activities, Strategies, Interventions      Resources           Implementation        Evaluation      (Artifacts)       Data
                                               Utilize websites:                                        June 10-May 11                         Analysis of       Student achievement
                                                  www.USATestPrep.com              Title I                                   Teachers          student results   will increase.


                                                   www.georgiastandards.org
                                                   and www.gaoas.org
                                                  www.CRCTonline.com


                                               Utilize technology to reinforce
                                                mastery
    Curriculum, Assessment & Instruction




                                                  MyAccess                                              August 10- May 11    All Teachers      Student
                                                  USA Test Prep                                                                                Achievement       Students can provide
                                                  Online Assessment System                                                                     Data/Unit         examples of student
                                                  UnitedStreaming                                                                              Plans/Media Log   work that has been
                                                  Brain Pop                                                                                                      enhanced by technoloy.
                                                  School Website


                                               Purchase additional technology to
                                                support learning                                         July 2010            Technology        Lap Tops, LCD     Technology
                                                  LCD Projectors                                                             Coordinator       Projectors,       supports students’
                                                  Lap Tops                         Title I and school                                          MIMOs,            learning.
                                                  Mimios                           funds                                                       ELMOS,
                                                  Elmos                                                                                        computer for
                                                  Presentation Carts                                                                           media
                                                  Replace media lab




Revised December 14, 2011                                                                                                                                                                  92
                                                                                                                               2011-2012 School Improvement Plan
                                                                                                                                   Pierce County Middle School

Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.
                                                                                               th th
Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6 -8 grades on the reading/language arts portion of
the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.


                                                                                                                                 Person(s) or                 Means of Evaluation
                                                                                              Funding                              Positions
                                                                                              Source,                           Responsible for   Monitoring of       Evidence of Impact
 GSS                                                                                        Funding Cost,     Timeline for      Monitoring and    Intervention        on Student Learning
 Keys                                         Activities, Strategies, Interventions          Resources       Implementation       Evaluation      (Artifacts)         Data
                                           Systematic and data driven interventions that                                                          Revised RTI
                                           address learning weaknesses and support to       Title I         August 10-June11    RTI Teachers      Policies and        Students move in and
                                           accelerate:                                                                                            Procedures          out of interventions
                                                Continue to implement a system of                                                                Pryamid of          based on frequent,
                                                    support (Pryamid of Intervention and                                                          Intervention        ongoing, formative, and
                                                    RTI) for at-risk students including                                                           Minutes/Agendas     summative assessments.
                                                    English Language Learners, Migrant,
                                                    and Students with Disabilities:
                                                          Tier II and Tier III during
    Curriculum, Assessment & Instruction




                                                              the school day
                                                          Provide voluntary after-                         August 2010         Teachers
                                                             School and or before program
                                                           Language Arts Resource Class
                                                             for SWD to work on skill
                                                             weakness.
                                                          Provide acceleration for                         April-May 2011      Teachers          Acceleration Plan   Students who did not
                                                              8th grade students who did                                                                              meet CRCT on 1st
                                                              not meet standards                                                                                      administration will
                                                              including ELL/Migrant/                                                                                  meet or exceed on
                                                              SWD                                                                                                     second administration.
                                                          Provide working lunch as                                                               Teachers’
                                                             support                                                                              Records
                                                          Provide CRCT Test Prep                           April 2011          Teachers
                                                          Provide PD for                   Managing the    Aug-May 2010-11     Principal         Agenda/Sign-in      Teachers articulate the
                                                              effective classroom           Interactive                                           Sheet               changes in classroom
                                                              management practices          Classroom                                                                 management practices.



Revised December 14, 2011                                                                                                                                                                       93
                                                                                                                                       2011-2012 School Improvement Plan
                                                                                                                                           Pierce County Middle School

Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.
                                                                                               th th
Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6 -8 grades on the reading/language arts portion of
the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.
                                                                                                                                           Person(s) or              Means of Evaluation
                                                                                                                                             Positions                         Evidence of Impact
                                                                                             Funding Source,                              Responsible for    Monitoring of    on Student Learning
GSS                                                                                           Funding Cost,            Timeline for       Monitoring and     Intervention            Data
Keys                                         Activities, Strategies, Interventions             Resources              Implementation        Evaluation        (Artifacts)




                                                                                                                                         Teachers
    Curriculum, Assessment & Instruction




                                                                                                                    August 11-May 11
                                           Ensure that students know, do, and                Prof. Learning Title
                                           understand the core content                       I and Title VI
                                                Examine student work                                                                                                        Teachers will meet in
                                                Meet regularly by department and                                                                                            departments once a
                                                    grade level to assess student progress                                                                                   month and grade
                                                                                                                                                                             level weekly to
                                                                                                                                                                             examine student
                                                                                                                                                                             work.




                                                   Revise Scope and Sequence of                                    August 2011           ELA Teachers      Scope and        Teachers articulate
                                                    ELA/Reading                                                                                             Sequence Chart   the changes that were
                                                                                                                                                                             made to scope and
                                                                                                                                                                             Sequence Chart.

Revised December 14, 2011                                                                                                                                                                            94
                                                                                                                                 2011-2012 School Improvement Plan
                                                                                                                                     Pierce County Middle School
Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.
                                                                                               th th
Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6 -8 grades on the reading/language arts portion of
the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.
                                                                                                                                     Person(s) or
                                                                                                                                                              Means of Evaluation
GSS                                      Activities, Strategies, Interventions           Funding Source,         Timeline for          Positions      Monitoring of    Evidence of
Keys                                                                                      Funding Cost,         Implementation      Responsible for   Intervention     Impact on Student
                                                                                           Resources                                Monitoring and    (Artifacts)      Learning Data
                                                                                                                                      Evaluation
                                               Provide skill-based instruction during   Title VIB            August 11-May12      ELT Teachers       ELT Schedule        Student achievement
                                                Extended Learning Time                   IDEA                                                         Lesson Plans/       will increase as
                                                                                                                                                      Unit                shown by the CRCT.


                                               Review rigor/relevance of units and      Title I              August 11-May12      Grade Level        Units/Rubrics/      Teachers incorporate
                                                Benchmark Assessment questions                                                     Teachers           Performance         in units a consistent
  Curriculum, Assessment & Instruction




                                                (based on CRCT data)                                                                                  Tasks/Checklists/   understanding or
                                                                                                                                                      Student             rigor and relevance
                                                                                         Prof. Learning ,                                             Work/Samples/       that guides common
                                                                                         Title I, Title VI                                            Awareness           expectations.
                                                                                                                                                      Walks
                                                                                         Prof. Learning,
                                             Categorize Benchmark questions by          Title I, Title VI    August 11-May12      Grade Level        Benchmarks          Teachers will explain
                                              Depth of knowledge                                                                   Teachers           Assessments         how the assessment
                                                                                                                                                                          questions emphasize
                                                                                         Prof. Learning ,                                                                 higher-order thinking.
                                                                                         Title I , Title VI
                                             Develop/Incorporate performance tasks                           August 11-May12      Grade Level        Units/Perf. Tasks   Performance Tasks
                                              In each unit                                                                         Teachers                               reflect the rigor of the
                                                                                                                                                                          standards.


                                             Provide copies of standard(s) to
                                              students prior to beginning new unit for                        August 11-May12      All Teachers       Standards           Students explain
                                              the purpose of identifying language and                                                                                     teacher expectations
                                              vocabulary within the standards                                                                                             as they relate to
                                                                                                                                                                          standards.




Revised December 14, 2011                                                                                                                                                                            95
                                                                                                                               2011-2012 School Improvement Plan
                                                                                                                                   Pierce County Middle School

Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.
                                                                                               th th
Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6 -8 grades on the reading/language arts portion of
the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.
                                                                                                                                    Person(s) or             Means of Evaluation
                                                                                                                                     Positions
                                                                                                                                    Responsible
                                                                                                                                        for
                                                                                         Funding Source,                            Monitoring       Monitoring of     Evidence of
 GSS                                                                                      Funding Cost,         Timeline for            and          Intervention      Impact on Student
 Keys                                        Activities, Strategies, Interventions         Resources          Implementation        Evaluation       (Artifacts)       Learning Data
                                           Ensure that students know, do, and                                                                                          Student achievement
                                           understand the core content                                                                                                 will increase in
                                               Continue to provide a variety of                            August 11-May12        Special Ed.       Teachers’         reading/ELA
    Curriculum, Assessment & Instruction




                                                  models to meet the needs of special                                              Teachers/ESOL     Schedule/Master
                                                  education students, ESOL, Migrant:                                               Teacher/Migrant   Schedule
                                                        Inclusion                       Title VIB IDEA                            Coordinator
                                                        Resource                        Title I Part C –
                                                        Self-contained                  Title IIIB –
                                               Continue to provide a variety of                                                                                       Special education
                                                  strategies to teach reading and ELA:                                                                                 teachers will provide
                                                        SRA Corrective Reading                             August 11-May12        Special Ed        ELT Schedule      a variety of strategies
                                                        Reading 1st                     Title VIB IDEA                            Teachers                            for students.
                                                        Wilson’s Reading
                                                       LANGUAGE !
                                                                                                                                                                       Students will be
                                                                                                                                                                       provided
                                                      Reading Academy                   Title I            August 11-May12        Reading           Units/Awareness   opportunities to
                                                                                                                                   Academy           Walks             receive additional
                                                                                                                                   Teacher                             reading support.




Revised December 14, 2011                                                                                                                                                                        96
                                                                                                                          2011-2012 School Improvement Plan
                                                                                                                              Pierce County Middle School

 Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and
                   language arts.
                                                                                             th th
 Annual Measurable Objective: The percentage of students at Pierce County Middle School in 6 -8 grades on the reading/language arts portion of
 the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.
                                                                                                                              Person(s) or             Means of Evaluation
                                                                                                                                Positions                        Evidence of
                                                                                 Funding Source,                             Responsible for   Monitoring of     Impact on
 GSS                                                                              Funding Cost,          Timeline for        Monitoring and    Intervention      Student
 Keys                            Activities, Strategies, Interventions             Resources            Implementation         Evaluation      (Artifacts)       Learning Data
                            Teachers and instructional leaders receive          Title I and Title IIA   August 11-May12     Principal/         Professional       Teachers will begin
Professional Learning and




                            professional development on a specific framework:                                               Leadership         Books/Materials/   to develop an
                                 Continue to develop Professional                                                          Team/Rising Star   Agenda             assessment plan.
                                     Learning Communities                                                                   Participants                          Teachers will
     School Culture




                                        Develop and implement an                                                                                                 redeliver
                                              assessment plan using                                                                                               information about
                                              Classroom Assessment for                                                                                            building common
                                              Student Learning                                                                                                    assessments.
                                        Utilize information from Building                                                  Department         Materials/
                                           Common Assessments in Atlanta                                                    Heads/Principal/   Agenda             Teachers will put
                                        Continue book study groups                                                         ILT                                   into practice
                                           Soup                                                                             Classroom          Professional       information they
                                           Seeds                                                                            Teachers           Books              have learned from
                                                                                                                                                                  book studies.




              Revised December 14, 2011                                                                                                                                                 97
                                                                                              2011-2012 School Improvement Plan
                                                                                                  Pierce County Middle School
   Teachers and instructional leaders receive          Title I and Title IIA   August 10-May 11   Leadership       Norms/Covenant    Staff articulates
   professional development on a specific framework:   Title I and Title IIA                      Team/Principal   Portfolio/        how the norms and
        Continue to implement collaborative                                                                       Calendar          covenants support
            planning time for professional learning                                                                                  the school.
                  Review norms and covenants                                                                                        Teacher teams
                  Fund Instructional Coach                                                       Instructional                      articulate how their
                  Plan horizontally and                                                          Coach                              collaborative work
                     vertically three days per dep.                                                                                  time is utilized to
                 One planning day per co-teaching                                                                                   plan for teaching
                     pair                                                                                                            and learning and
                 Schedule monthly Focus Mtgs                                                                                        how they
                        o Create an Assessment Plan                                                                Assessment Plan   consistently
                        o Continue to study                                                                                          implement
                             Standards-based Grading   Title VIB IDEA                                                                strategies in the
                             and Reporting                                                                                           SIP.
                        o Kansas Writing Strategies




Revised December 14, 2011                                                                                                                                   98
                                                                                                                                         2011-2012 School Improvement Plan
                                                                                                                                             Pierce County Middle School

Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.
Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6th-8th grades on the reading/language arts
portion of the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.
                                                                                                                                            Person(s) or             Means of Evaluation
                                                                                                  Funding                                     Positions
                                                                                                  Source,                                  Responsible for    Monitoring of    Evidence of Impact
GSS                                                                                             Funding Cost,            Timeline for      Monitoring and     Intervention         on Student
Keys                                              Activities, Strategies, Interventions          Resources              Implementation       Evaluation        (Artifacts)       Learning Data
                                               The implementation of the SIP and its impact
                                               upon student achievement are monitoring by the                                                                                  Leadership team can
                                               administration and the school leadership team.                                                                                  explain how the SIP
                                                    Schedule monthly Leadership Team                                 August 11-May12     Administration,/   Agendas/Minutes   impacts the work of
                                                                                                Title I , Title IIA                       BST Team           /SIP/Notebooks/   the school and
                                                                                                                                                             Observation       support student
    Professional Learning and School Culture




                                                                                                                                                             Forms             learning.




  Revised December 14, 2011                                                                                                                                                                          99
                                                                                                                                          2011-2012 School Improvement Plan
                                                                                                                                              Pierce County Middle School
Strategic Goal 1: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading and language arts.

Annual Measurable Objective(s): The percentage of students at Pierce County Middle School in 6th-8th grades on the reading/language arts portion
of the CRCT will increase from 96.3 in 2010, then to 97 % in 2011, then to 98% in 2012, and then to 99% in 2013.

                                                                                                                                              Person(s) or              Means of Evaluation
                                                                                                                                                Positions
                                                                                                   Funding Source,                           Responsible for    Monitoring of   Evidence of Impact
GSS                                                                                                 Funding Cost,         Timeline for       Monitoring and     Intervention    on Student Learning
Keys                                              Activities, Strategies, Interventions              Resources           Implementation        Evaluation       (Artifacts)     Data
                                             Use a systematic process for monitoring and          Title IIA , Title I   August 11-May12     Department Head     Observation     Teachers will conduct
                                             evaluating implementation of the curriculum                                                                        Instruments/    Awareness Walks
                                                  Develop a plan for conducting Awareness                                                                      Conference      monthly during the
                                                      Walks                                                                                                     Forms/Data      school year.
                                                  Conduct monthly Awareness Walks                                                          Department          Collected
                                                  Analyze CRCT data to identify strengths                                                  Heads/Principal/
  Professional Learning and School Culture




                                                      and weaknesses                                                    August 11-May12     Director of
                                                  Organize Coaching Cycle Cohorts for the                                                  Teaching and
                                                      purpose of improving instruction and                                                  Learning
                                                      student achievement
                                                          Observations of and conferences
                                                              with teachers for coaching
                                                              purposes (3-part cycle)
                                                          Coach will meet with each teacher
                                                              in the cohort individually for 2                          August 11-May12
                                                              complete coaching cycles (Pre-
                                                              Conference, Observation, and Post                                             Department Heads                    Teachers changing
                                                              Conference)                                                                                                       classroom practice as
                                                          Department Head will receive                                                                                         a result of
                                                              three days release time from                                                                                      professional learning.
                                                              classroom responsibilities per
                                                              cohort cycle in order to complete                         August 11-May12
                                                              this research initiative
                                                          Special Ed. Department will focus                                                SPED LEAD                           Teachers will conduct
                                                              on co-teaching strategies                                                     Teacher/Principal                   Awareness walks
                                                              currently being used at PCMS and                                                                                  specifically looking at
                                                              will have monthly meetings to                                                                                     co-teaching strategies
                                                              discuss observations and                                                                                          currently being used
                                                              strategies.                                                                                                       the classroom.

   Revised December 14, 2011                                                                                                                                                                              100
                                                                                                                                 2011-2012 School Improvement Plan
                                                                                                                                     Pierce County Middle School

Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing.
Annual Measurable Objective(s):  The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing
Assessment will increase from 91% in 2010, to 93% in 2011, to 96% in 2012, and then to 97% in 2013.
                                                                                                                                     Person(s) or              Means of Evaluation
                                                                                                                                       Positions
                                              Activities, Strategies, Interventions          Funding Source,                        Responsible for   Monitoring of      Evidence of Impact
GSS                                                                                           Funding Cost,     Timeline for        Monitoring and    Intervention       on Student Learning
Keys                                                                                           Resources       Implementation         Evaluation      (Artifacts)        Data
                                           Continue implementation of GPS Standards in                         August 11-May12     ELA Teachers       Pierce County      Teachers will analyze
                                           writing:                                                                                                   Writing Policy     MGWA Data.
                                                                                                                                                                         Students articulate the
                                           Implement the following strategies to improve                                                                                 writing process.
                                           writing:                                                                                                                      ELT writing classes
                                                 Follow the Pierce County Writing                                                                                       address weaknesses
                                                    Process                                                                                           Units              and strengths of
    Curriculum, Assessment & Instruction




                                                 Incorporate writing in Extended                                                                                        students.
                                                    Learning Time
                                                                                                                                                      MGWA Rubric
                                                  Write daily in every content area                                                                                     Teachers will use the
                                                                                                                                                                         MGWA Rubric to
                                                                                                                                                      Student            analyze students’
                                                                                                                                                      Portfolios         work on the Mock
                                                  Use MGWA rubric for assessment                                                                                        Writing Test and
                                                  Provide student choice                                                                             Student Samples    other writing
                                                  Generate a portfolio of student work to                                                                               selections.
                                                   differentiate levels of mastery                                                                                       Teachers will assess
                                                                                                                                                                         student reflections of
                                                  Utilize Writer’s Choice
                                                                                                               August 11-May12                                           writing pieces.
                                                  Celebrate student success
                                                                                                                                   SPED Teachers      Annual IEP goals   Teachers will analyze
                                                  Resource ELA class focusing on
                                                                                                                                                                         writing and students
                                                   writing and writing strategies during
                                                                                                                                                                         will articulate
                                                   connections.
                                                                                                                                                                         weaknesses and areas
                                                                                                                                                                         that need
                                                                                                                                                                         improvement




  Revised December 14, 2011                                                                                                                                                                        101
                                                                                                                             2011-2012 School Improvement Plan
                                                                                                                                 Pierce County Middle School

Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing.
Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing
Assessment will increase from 91% in 2010, to 93% in 2011, to 96% in 2012, and then to 97% in 2013.
                                                                                                                                Person(s) or                 Means of Evaluation
                                                                                            Funding                              Positions
                                                                                            Source,                           Responsible for   Monitoring of
 GSS                                          Activities, Strategies, Interventions       Funding Cost,       Timeline for    Monitoring and     Intervention       Evidence of Impact on
 Keys                                                                                      Resources        Implementation      Evaluation        (Artifacts)      Student Learning Data
                                                                                                          August 11-May12     ELA Teachers      Portfolio of     Students provide examples
                                           Utilize technology to reinforce mastery:                                                             Students’        of student work that has
                                                 Continue to implement MyAccess in                                                             Writing          been enhanced by
                                                     grades 7th and 8th                   Title I                                                                technology.

                                                                                                                                                                 Students articulate how
                                                                                                                                                                 technology supports their
    Curriculum, Assessment & Instruction




                                                                                                                                                                 learning.

                                           Use a systematic process for monitoring and
                                           evaluating implementation of the curriculum:
                                                Reevaluate anchor work samples as                        September 2011      ELA Teachers      Writing          Teachers analyze results of
                                                    models based on the Georgia MGWA                                                            Exemplars        Mock MGWA and
                                                                                                                                                                 determine the correlation
                                                                                                                                                                 with the 8th grade MGWA.


                                                  Participate in Mock MGWA in 6th and                    January2012         ELA Teachers      MGWA test        Writing portfolios will be
                                                   7th grades                                                                                                    evaluated according to PC
                                                                                                                                                                 writing standards.



                                                  Monitor writing portfolio                              May 2012            PCMS Writing      Student
                                                                                                                              Coordinator       Portfolios




  Revised December 14, 2011                                                                                                                                                                    102
                                                                                                                                        2011-2012 School Improvement Plan
                                                                                                                                            Pierce County Middle School
Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing.
Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing
Assessment will increase from 91% in 2010, to 93% in 2011, to 96% in 2012, and then to 97% in 2013.

                                                                                                                                            Person(s) or
                                                                                                                                              Positions                Means of Evaluation
                                                                                                    Funding Source,                        Responsible for   Monitoring of       Evidence of
GSS                                                                                                  Funding Cost,     Timeline for        Monitoring and    Intervention        Impact on Student
Keys                                              Activities, Strategies, Interventions               Resources       Implementation         Evaluation      (Artifacts)         Learning Data
                                                    Conduct Awareness Walks                                                              ELA Teachers
                                                                                                                                                             Standards-based     Teachers observe
                                                                                                                      August 11-May12                        Awareness           other during writing
                                                                                                                                                             Checklist           instruction.
                                                                                                                                                             Schedule of AWs
  Professional Learning and School Culture




                                             Utilize collaborate planning for curriculum          Title VI B          August 11-May12     ELA Teachers       Sign-in Sheet       Teachers
                                             planning:                                                                                                       Agenda/Minutes      collaborately revise
                                                   Plan horizontally and vertically to develop                                                              Checklists/Units/   units/checklists/
                                                      and revise standards-based units,                                                                      Rubrics             Rubrics
                                                      checklists, rubrics, etc.


                                                    Plan with Leadership Team monthly                                August 11-May12     Leadership Team    Sign-in             Leadership Team uses
                                                                                                                                                             Sheets/Agenda/      the MGWA data to
                                                                                                                                                             Minutes             revise writing
                                                                                                                                                                                 initiatives.
                                                    Revise instructional calendar/pacing                             August 11                              Instructional       Instructional
                                                     guide/writing requirements/units                                                                        Calendar/Pacing     adjustments are made
                                                                                                                                                             Guide/Units         within the units.
                                                                                                                                                             Minutes
                                                                                                                      August 11-May12
                                                    Continue to plan with Business Teachers                                              Business           Minutes             Business teachers
                                                                                                                                          Teachers/ELA                           instruct students in
                                                                                                                                          Teachers                               the research process
                                                                                                                                                                                 and assess their work.




   Revised December 14, 2011                                                                                                                                                                              103
                                                                                                                  2011-2012 School Improvement Plan
                                                                                                                      Pierce County Middle School
Strategic Goal 2: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in writing.
Annual Measurable Objective(s): The percentage of students at PCMS 8th grade meeting or exceeding the standard for Middle Grades Writing
Assessment will increase from 91% in 2010, to 93% in 2011, to 96% in 2012, and then to 97% in 2013.

                                                                                                                       Person(s) or
                                                                                                                         Positions              Means of Evaluation
                                                                                   Funding Source,                    Responsible for   Monitoring of     Evidence of
GSS                                                                                 Funding Cost,     Timeline for    Monitoring and    Intervention      Impact on Student
Keys                                       Activities, Strategies, Interventions     Resources       Implementation     Evaluation      (Artifacts)       Learning Data
                                                                                                                      Grade Level
                                              Meet with other content areas                                          Teachers/ELA
                                                                                                     August 11                                            Teachers provide
                                               concerning Writing Across the                                          Teachers/         Minutes/Sign-in
                                                                                                                                                          support to one
                                               Curriculum                                                             Instructional     Sheet/Units
                                                                                                                                                          another to improve
                                                                                                                      Coach
                                                                                                                                                          instruction.
                                                                                                                                                          Instructional
    Curriculum, Assessment & Instruction




                                                                                                                                                          adjustments will be
                                                                                                                                                          evident in units.




  Revised December 14, 2011                                                                                                                                                     104
                                                                                                                                      2011-2012 School Improvement Plan
                                                                                                                                          Pierce County Middle School

Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased
from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.
                                                                                                                                        Person(s) or
                                                                                                                                          Positions                Means of Evaluation
                                                                                              Funding Source,                          Responsible for   Monitoring of      Evidence of Impact
GSS                                                                                            Funding Cost,      Timeline for         Monitoring and    Intervention       on Student Learning
Keys                                          Activities, Strategies, Interventions             Resources        Implementation          Evaluation      (Artifacts)        Data
                                           Research-based instruction is standard                               2009-2013              Principal/BST     GLISI Materials,   Leadership Team can
                                           practice:                                                                                   Leadership Team   Master Schedule,   articulate to the faculty
                                                  Continue Brazosport 8-Step Process                                                                    Teachers           the importance of
                                                     of School Improvement                                                                               Schedule           “staying the course” on
                                                         Apply strategies from GLISI’s                                                                                     school initiatives.
                                                            Base Camp and Summit
    Curriculum, Assessment & Instruction




                                                 Continue utilizing Learning-Focused
                                                  strategies to improve math.                                   August 2011            Language Arts     Units/Graphic      Teachers will
                                                        Review essential question                                                     Teachers and      Organizers/Word    consistently use common
                                                            writing                                                                    Instructional     Walls/Student      design for unit
                                                        Assess/Evaluate introductory,                                                 Coach             Work               development based on
                                                            extend/refine lessons, and                                                 Principal/BST                        research-based
                                                            summarizing activities in units                                            Leadership Team                      strategies.
                                                        Develop/Edit unit checklist
                                                        Inventory each unit based
                                                           developed checklist                                                                                              The administrators
                                                        Attend Learning-Focused                                September 2010         3 Math Teachers   Unit Checklist     assess the components of
                                                            Math Training 6-12                                                                           Training           the units.
                                                                                                                                                         Materials
                                                  Utilize SAI Survey and School Keys         School – Survey   August 10- May 2013    Counselor         Data               Administrators and
                                                   results to address strengths and           Monkey                                   Principal/BST     Sheets/Graphs/     depart heads articulate
                                                   weaknesses within the school.              $20.00                                   Leadership        Charts             the purpose of SAI
                                                                                                                                       Team/Dep Heads                       survey and how results
                                                                                                                                                                            affect the SIP.




  Revised December 14, 2011                                                                                                                                                                             105
                                                                                                                                 2011-2012 School Improvement Plan
                                                                                                                                     Pierce County Middle School
Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased
from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.
GSS                                           Activities, Strategies, Interventions          Funding Source,     Timeline for      Person(s) or     Means of Evaluation
Keys                                                                                          Funding Cost,     Implementation       Positions       Monitoring of    Evidence of Impact on
                                                                                               Resources                          Responsible for    Intervention     Student Learning Data
                                                                                                                                  Monitoring and      (Artifacts)
                                                                                                                                    Evaluation
                                           Implement and align instruction with GPS                            August 11-May12    Teachers                            Students will show the
                                           Standards in math:                                                                                                         standards and elements
                                                                                                                                                                      to improve skills.
                                                                                                                                                                      Students reinforce
                                                                                                                                                                      achievement of
                                                                                                                                                                      standards mastery.
                                           Establish practices and procedures focused on
    Curriculum, Assessment & Instruction




                                           improving instruction:

                                                  Continue to implement the Reading                           August 11-May12    All Teachers      Student Reading   Students can articulate
                                                   Across the Curriculum (RAC) – 25                                                                 Logs              the expectations
                                                   books/1 million words                                                                                              regarding the Reading
                                                  Provide list of 25 essential vocabulary                                                                            Across the Curriculum
                                                   words by grade level and implement                                                               Vocabulary list   Standard.
                                                   assessment plan




                                                  Utilize differentiation instruction                         August 11-May12    Department        Units, Student    Teachers provide
                                                   strategies                                                                     Teachers          Choice,           instruction differently
                                                  Provide peer coaching                                                                            Observations,     based on student needs
                                                                                                                                                    Awareness         and interest.
                                                                                                                                                    Walks, Peer
                                                                                                                                  All teachers      Coaching
                                                  Examine student work weekly                                 August 11-May12                      Student work      Teachers examine
                                                                                                                                                    Agenda            student work and
                                                                                                                                                                      compare to the
                                                                                                                                                                      standards.

  Revised December 14, 2011                                                                                                                                                                     106
                                                                                                                             2011-2012 School Improvement Plan
                                                                                                                                 Pierce County Middle School


Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased
from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.
                                                                                                                                 Person(s) or
GSS                                      Activities, Strategies, Interventions           Funding Source,     Timeline for          Positions                   Means of Evaluation
Keys                                                                                      Funding Cost,     Implementation      Responsible for        Monitoring of     Evidence of Impact
                                                                                           Resources                            Monitoring and         Intervention     on Student Learning
                                                                                                                                  Evaluation            (Artifacts)            Data

                                            Utilize websites:
                                               www.USATestPrep.com                    Title I              June 10-May 11      Summer School         Analysis of       Student achievement
                                               www.georgiastandards.org                                                        Teachers/Teachers     student results   will increase.
                                                  and www.gaoas.org
                                               www.CRCTonline.com
                                               www.illuminations.nctm.org
                                               www.thinkfinity.org
  Curriculum, Assessment & Instruction




                                               www.teachertube.com
                                            Utilize technology to reinforce mastery
                                               USA Test Prep                          Title I, Title VIB   August 10- May 11   All Teachers          Student           Students can provide
                                               Online Assessment System                                                                              Achievement       examples of student
                                               UnitedStreaming                                                                                       Data/Unit         work that has been
                                               Brain Pop                                                                                             Plans/Media Log   enhanced by
                                               School Website                                                                                                          techonoloy.
                                               GeoGebra
                                               Geometer’s Sketchpad



                                                                                                            July 2011
                                            Purchase additional technology to         Title I                                  Technology            Lap Tops, LCD     Technology
                                             support learning                                                                   Coordinator,          Projectors,       supports students’
                                               LCD Projectors                                                                  Director of Student   Mimios, Elmos     learning.
                                               Lap Tops                                                                        Achievement/
                                               Mimios                                                                          Federal Programs
                                               Elmos
                                               Presentation Carts



  Revised December 14, 2011                                                                                                                                                                    107
                            2011-2012 School Improvement Plan
                                Pierce County Middle School




Revised December 14, 2011                                       108
                                                                                                                                    2011-2012 School Improvement Plan
                                                                                                                                        Pierce County Middle School
Strategic Goal 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased
from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.
                                                                                                  Funding                          Person(s) or               Means of Evaluation
                                                                                                  Source,        Timeline for        Positions       Monitoring of
GSS                                           Activities, Strategies, Interventions             Funding Cost,   Implementation    Responsible for    Intervention   Evidence of Impact on
Keys                                                                                             Resources                        Monitoring and      (Artifacts)   Student Learning Data
                                                                                                                                    Evaluation

                                         Systematic and data driven interventions that
                                         address learning weaknesses and support to
                                         accelerate:
                                              Continue to implement a system of
                                                  support (Pryamid of Intervention and
                                                  RTI) for at-risk students including English
  Curriculum, Assessment & Instruction




                                                  Language Learners, Migrant, and                               August 11-May12   RTI Teachers
                                                  Students with Disabilities:                   Title I                                                                Students move in and out of
                                                        Tier II and Tier III during the                                                                               interventions based on
                                                            school day                                                                                                 frequent, ongoing,
                                                        Provide voluntary after-                                                                   RTI Policies and   formative, and summative
                                                           School and before program                                                                Procedures         assessments.
                                                           (6th-8th)                                                                                Pryamid of
                                                         Provide resource class during                         August 11-May12   Teachers          Intervention
                                                          ELT for SWD                                                                               Minutes/Agendas    Teachers will provide
                                                                                                                                                                       instruction based on needs
                                                        Provide working lunch as                               August 11-May12   Sp. Ed Teachers                      of students
                                                         support                                                                                    Portfolio/         SWD will meet or exceed
                                                        Provide CRCT Test Prep                                                                     Schedule           on CRCT.
                                                        Provide Acceleration for 8th
                                                         grade                                                                                      Lesson Plans
                                                                                                                                                                       Students who did not meet
                                                                                                                                                                       CRCT on 1st administration
                                                                                                                                                                       will meet or exceed on
                                                                                                                                                                       second administration.




  Revised December 14, 2011                                                                                                                                                                          109
                                                                                                                              2011-2012 School Improvement Plan
                                                                                                                                  Pierce County Middle School
STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be
increased from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.
GSS      Activities, Strategies, Interventions  Funding Source,       Timeline for     Person(s) or           Means of Evaluation
Keys                                                                                  Funding Cost,          Implementation   Position(s)
                                                                                                                                                 Monitoring of    Evidence of Impact on
                                                                                       Resources                              Responsible for
                                                                                                                                                 Intervention       Student Learning
                                                                                                                              Monitoring and
                                                                                                                                                  (Artifacts)             Data
                                                                                                                              Evaluation
                                   Ensure that students know, do, and                Prof. Learning,        August 11-May12   Teachers
                                   understand the core content                       Title I and Title VI
                                        Examine student work
                                        Meet regularly by department and                                                                       Agenda/Material   Teachers will meet in
                                            grade level to assess student progress                                                                                departments once a
                                                                                                                                                                  month and grade level
                                                                                                                                                                  weekly to examine
                                                                                                                                                                  student work.
       Planning and Organization




                                           Revise Scope and Sequence of Math                               August 2011       Math Teachers     Scope and         Teachers articulate the
                                                                                                                                                Sequence Chart    changes that were made
                                                                                                                                                                  to scope and Sequence
                                                                                                                                                                  Chart.




  Revised December 14, 2011                                                                                                                                                                 110
                                                                               2011-2012 School Improvement Plan
                                                                                   Pierce County Middle School
STRATEGIC GOAL 3:By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased
from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.
GSS      Activities, Strategies, Interventions       Funding       Timeline for       Person(s) or            Means of Evaluation
Keys                                                  Source,      Implementation     Position(s)
                                                                                                       Monitoring of    Evidence of Impact on
                                                                                                                     Responsible for
                                                                              Funding Cost,                                                Intervention       Student Learning Data
                                                                               Resources                             Monitoring and
                                                                                                                                            (Artifacts)
                                                                                                                     Evaluation


                                                                                                                                       ELT Schedule
                                   Provide skill-based instruction during                         August 11-May12   ELT Teachers      Lesson Plans/
                                    Extended Learning Time                                                                             Unit
                                                                                                                                                              Student achievement will
                                                                                                                                       Units/Rubrics/         increase as shown by the
                                   Review rigor/relevance of units and                            August 11-May12   Grade Level       Performance            CRCT.
                                    Benchmark Assessment questions                                                   Teachers          Tasks/Checklists/Stu
                                    (based on CRCT data)                                                                               dent Work/Samples/     Teachers incorporate in
    Planning and Organization




                                                                                                                                       Awareness Walks        units a consistent
                                                                                                                                                              understanding or rigor
                                                                                                                                                              and relevance that guides
                                                                                                                                                              common expectations.
                                                                                                                                       Benchmarks
                                 Categorize Benchmark questions by                                August 11-May12   Grade Level       Assessments
                                  Depth of knowledge                                                                 Teachers                                 Teachers will explain how
                                                                              Prof. Learning ,                                                                the assessment questions
                                                                              Title I, Title VI                                                               emphasize higher-order
                                                                                                                                                              thinking.
                                                                                                                                       Units/Perf. Tasks
                                 Develop/Incorporate performance tasks       Prof. Learning ,     August 11-May12   Grade Level
                                  In each unit                                Title I , Title VI                     Teachers                                 Performance Tasks reflect
                                                                                                                                                              the rigor of the standards.
                                                                                                                                       Student learning
                                 Provide copies of standard(s) to students                        August 11-May12   All Teachers      journals               Students explain teacher
                                   prior to beginning new unit for the                                                                                        expectations as they relate
                                   purpose of identifying language and        Prof. Learning ,                                                                to standards.
                                  vocabulary within the standards/            Title I
                                        Provide journals



  Revised December 14, 2011                                                                                                                                                                 111
                                                                                                                       2011-2012 School Improvement Plan
                                                                                                                           Pierce County Middle School

STRATEGIC GOAL 3: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in math.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the math portion of the CRCT will be increased
from 93.4% in 2010, then to 95% for 2011, then to 97% in 2012, and then to 99% in 2013.
GSS      Activities, Strategies, Interventions     Funding Source,     Timeline for     Person(s) or             Means of Evaluation
Keys                                                                             Funding Cost,        Implementation    Position(s)
                                                                                                                        Responsible for      Monitoring of    Evidence of Impact on
                                                                                  Resources                                                  Intervention     Student Learning Data
                                                                                                                        Monitoring and
                                                                                                                                              (Artifacts)
                                                                                                                        Evaluation
                                   Ensure that students know, do, and                                                   Special Ed.       Teachers’
                                   understand the core content                                                          Teachers/ESOL     Schedule/Master
                                       Continue to provide a variety of                             August 11-May12    Teacher/Migrant   Schedule
                                          models to meet the needs of special   Title VIB IDEA                          Coordinator
                                          education students, ESOL, Migrant:    Title I Title IIIB
       Planning and Organization




                                                Inclusion
                                                Resource
                                                Self-contained
                                       Continue to provide a variety of
                                          strategies to teach Math:
                                                                                                                        ELT Teacher       Units/Awareness    Student achievement will
                                                ELT Math
                                                                                                                        RTI Teacher       Walks              increase in Math
                                                Differentiated Instruction
                                                                                                                                                             Special education teachers
                                                                                                                                                             will provide a variety of
                                                                                                                                                             strategies for students.
                                              Math Academy                     Title I              August 11-May12    Math Academy                         Students will be provided
                                                                                                                        Teacher                              opportunities to receive
                                                                                                                                                             additional math support.




  Revised December 14, 2011                                                                                                                                                               112
                                                                                     2011-2012 School Improvement Plan
                                                                                          Pierce County Middle School
STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be
increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.
GSS        Activities, Strategies, Interventions             Funding           Timeline for           Person(s) or                               Means of Evaluation
Keys                                                         Source,          Implementation            Position(s)
                                                                                                                                         Monitoring of     Evidence of Impact
                                                             Funding                                 Responsible for
                                                                                                                                         Intervention     on Student Learning
                                                               Cost,                                 Monitoring and
                                                                                                        Evaluation                        (Artifacts)            Data
                                                            Resources
                                          Continue to implement and align instruction with         August 11-May12   Teachers           Student Reading   Students will show the
                                          GPS Standards in science:                                                                     Logs              standards and elements
                                                                                                                                                          to improve skills.
                                          Establish practices and procedures focused on                                                                   Students reinforce
                                          improving instruction:                                   August 11-May12   All Teachers                         achievement of
                                                                                                                                                          standards mastery
                                                 Continue to implement the Reading                August 11         Department         Vocabulary list   Students can articulate
   Curriculum, Assessment & Instruction




                                                  Across the Curriculum (RAC) – 25                                   Teachers                             the expectations
                                                  books/1 million words and utilize database                                                              regarding the Reading
                                                  of articles                                      August 11-May12   Science Teachers                     Across the Curriculum
                                                 Utilize list of 25 essential vocabulary                                                                 Standard
                                                  words by grade level
                                                 Distribute list to students and parents
                                                   and incorporate graphic                         August 11-May12   Science Teachers   Units, Student    Daily exposure and
                                                  organizers to assist students in learning                                             Choice,           vocabulary immersion
                                                  vocabulary and how those words relate                                                 Observations,     will result in higher
                                                  to/used in the standards                                                              Awareness         student achievement in
                                                                                                                                        Walks             science.

                                                 Utilize differentiation instruction strategies   August 11-May12   All teachers       Student work      Teachers provide
                                                                                                                                        examples          instruction differently
                                                                                                                                                          based on student needs
                                                                                                                                                          and interest.



                                                 Examine student work monthly                                                                            Teachers examine
                                                                                                                                                          student work and
                                                                                                                                                          compare to the
                                                                                                                                                          standards.



Revised December 14, 2011                                                                                                                                                           113
                                                                                     2011-2012 School Improvement Plan
                                                                                          Pierce County Middle School
STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be
increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.
GSS        Activities, Strategies, Interventions           Funding Source,        Timeline for     Person(s) or             Means of Evaluation
Keys                                                        Funding Cost,        Implementation    Position(s)
                                                                                                   Responsible for      Monitoring of         Evidence of
                                                             Resources                                                  Intervention           Impact on
                                                                                                   Monitoring and
                                                                                                                         (Artifacts)            Student
                                                                                                   Evaluation
                                                                                                                                            Learning Data
              Utilize websites:                           Title I               August 11-May12   Summer School     Analysis of student   Student
                 www.USATestPrep.com                                                              Teachers          results               achievement will
                                                                                                   Teachers                                increase.
                  www.georgiastandards.org
                  and www.gaoas.org
                 www.CRCTonline.com

              Utilize technology to reinforce mastery     Title I , Title VIB   August 11-May12   All Teachers      Student               Students can
                 USA Test Prep                                                                                      Achievement           provide examples
                 Online Assessment System                                                                           Data/Unit             of student work
                 UnitedStreaming                                                                                    Plans/Media Log       that has been
                 Brain Pop                                Title VIB, QBE                                                                  enhanced by
                 School Website                                                                                                           techonoloy.

              Purchase additional technology to support                         August 11-May12   Technology        Lap Tops, LCD         Technology
               learning                                                                            Coordinator       Projectors,           supports
                 LCD Projectors                                                                                     MIMOs, ELMOS/         students’
                 Lap Tops                                                                                           Inventory             learning.
                 Mimios
                 Elmos
                 Presentation Carts
                 Computers
                 Lab Equipment




Revised December 14, 2011                                                                                                                                     114
                                                                                     2011-2012 School Improvement Plan
                                                                                          Pierce County Middle School
STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be
increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.
GSS           Activities, Strategies, Interventions            Funding          Timeline for        Person(s) or                                           Means of Evaluation
Keys                                                            Source,       Implementation         Position(s)
                                                                                                                                                    Monitoring of     Evidence of Impact
                                                            Funding Cost,                           Responsible
                                                                                                  for Monitoring                                    Intervention          on Student
                                                              Resources                                                                              (Artifacts)        Learning Data
                                                                                                                                and Evaluation
                                            Systematic and data driven interventions that address
                                            learning weaknesses and support to accelerate:
                                                  Continue to implement a system of support
                                                      (Pryamid of Intervention and RTI) for at-     Title I   August 11-May12   RTI Teachers     RTI Policies and     Students move in and
                                                      risk students including English Language                                                   Procedures           out of interventions
                                                      Learners, Migrant, and Students with                                                       Pryamid of           based on frequent,
                                                      Disabilities:                                                                              Intervention         ongoing, formative,
                                                             Tier II and Tier III during the                                                    Minutes/Agendas      and summative
   Curriculum, Assessment & Instruction a




                                                                school day                                                                                            assessments.
                                                             Provide voluntary after-                        August 11-May12   Teachers
                                                               school program (6th-8th)                                                          Portfolio/           Graduation coach
                                                                                                                                                 Schedule             provides support/
                                                                                                                                                 Sign-in Sheets
                                                                                                                                                 Summer School Plan   Students who did not
                                                            Provide accceleration for 8th                                      Teachers                              meet CRCT on 1st
                                                             grade students who did not meet                                                                          administration will
                                                             standards including ELL/ Migrant/                                                                        meet or exceed on
                                                             SWD                                                                                                      second
                                                                                                                                                                      administration.


                                                            Provide CRCT Test Prep                 Title I   April 2012        Teachers         Teachers’ Records




Revised December 14, 2011                                                                                                                                                                    115
                                                                                             2011-2012 School Improvement Plan
                                                                                                 Pierce County Middle School




STRATEGIC GOAL 4: By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in science
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be
increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.
GSS     Activities, Strategies, Interventions               Funding            Timeline for           Person(s) or          Means of Evaluation
Keys                                                        Source,          Implementation             Position(s)
                                                                                                                       Monitoring of   Evidence of Impact
                                                        Funding Cost,                                Responsible for
                                                                                                                       Intervention        on Student
                                                          Resources                                  Monitoring and
                                                                                                                        (Artifacts)      Learning Data
                                                                                                       Evaluation


Revised December 14, 2011                                                                                                                                   116
                                                                                                                                   2011-2012 School Improvement Plan
                                                                                                                                       Pierce County Middle School
                                          Ensure that students know, do, and understand    Prof. Learning,     August 11-May12         Teachers            Agenda/Material    Teachers will meet
                                          the core content                                 Title I and Title                                                                  in departments once
   Curriculum, Assessment & Instruction

                                                Examine student work                      VI                                                                                 a month and grade
                                                Meet regularly by department and grade                                                                                       level weekly to
                                                   level to assess student progress                                                                                           examine student
                                                                                                                                                                              work.

                                                 Continue to implement Balanced           Title I             August 11-May12         Department                             Teachers will
                                                  Assessment approach when assessing                                                   Heads/Principal/                       implement strategies
                                                  students                                                                             ILT                                    that match the
                                                                                                                                                                              students’ learning
                                                                                                                                                                              styles.
                                                                                                                                                                              Teachers will share
                                                                                                                                                                              best practices with
                                                                                                                                                                              staff.

                                                 Revise Scope and Sequence of Science                         August 2011             Science Teachers    Scope and
                                                                                                                                                           Sequence Chart     Teachers articulate
                                                                                                                                                                              the changes that
                                                                                                                                                                              were made to scope
                                                                                                                                                                              and Sequence Chart
                                                 Provide skill-based instruction during   Title VIB IDEA      August 11-May12         ELT Teachers        ELT Schedule       Student achievement
                                                  Extended Learning Time in science                                                                        Lesson Plans/      will increase as
                                                          Set scope and sequence of ELT                                                                   Unit               shown by the CRCT.
                                                           science for team and
                                                          connection teachers




STRATEGIC GOAL 4: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be
increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.
GSS         Activities, Strategies, Interventions       Funding Source,         Timeline for        Person(s) or                                                   Means of Evaluation
Keys                                                                                          Funding Cost,       Implementation         Position(s)
                                                                                               Resources                               Responsible for    Monitoring of      Evidence of Impact on
                                                                                                                                                          Intervention       Student Learning Data
                                                                                                                                       Monitoring and
Revised December 14, 2011                                                                                                                                                                            117
                                                                                                                                 2011-2012 School Improvement Plan
                                                                                                                                     Pierce County Middle School
                                                                                                                                       Evaluation        (Artifacts)


                                             Review rigor/relevance of units and      Prof. Learning          August 11-May12      ScienceTeachers   Units/Rubrics/      Teachers incorporate in
                                              Benchmark Assessment questions                                                                          Performance         units a consistent
                                              (based on CRCT data)                                                                                    Tasks/Checklists    understanding or rigor and
                                                                                                                                                                          relevance that guides
                                                                                                                                                                          common expectations.
                                                                                                                                                      Student             Teachers will explain how
                                           Continue to categorize Benchmark                                   August 11-May12      ScienceTeachers   Work/Samples/       the assessment questions
                                                    questions by Depth of                                                                             Benchmarks          emphasize higher-order
   Curriculum, Assessment & Instruction




                                                    knowledge                                                                                         Assessments         thinking.


                                                                                       Prof. Learning, Title   August 11-May12      ScienceTeachers   Units/Perf. Tasks   Performance Tasks reflect
                                           Develop/Incorporate performance tasks      I , Title VI                                                                       the rigor of the standards.
                                             in each unit
                                                                                                               August 11-May12      ScienceTeachers   Standards           Students explain teacher
                                           Provide copies of standard(s) to                                                                          Grade Level/        expectations as they relate
                                            students prior to beginning new unit       Prof. Learning Title                                           Science Dept.       to standards
                                            for the purpose of identifying             I, Title VI                                  ScienceTeachers   Meeting Agenda
                                            language and vocabulary within the                                                                        and Minutes
                                            standards
                                                                                                                                                      Units/              Students explain the
                                           Incorporate writing in units                                       August 11-May12                        Performance         expectations of the school
                                               Set minimal requirements for writing                                                                  Tasks/Rubrics/      wide science plan/Student
                                                across the science curriculum within                                                                  Checklists          Work Samples.
                                                each unit of study (including
                                                vocabulary and number of samples)


                                               Use journal writing and/or                                                                            Journals            Students are able to
                                               portfolio assessments in science                                                                                           communicate scientific
                                                                                                                                                                          ideas through written
                                                                                                                                                                          expressions
STRATEGIC GOAL 4:                                            By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be
increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.
GSS          Activities, Strategies, Interventions           Funding          Timeline for         Person(s) or                                                  Means of Evaluation

Revised December 14, 2011                                                                                                                                                                               118
                                                                                                                            2011-2012 School Improvement Plan
                                                                                                                                Pierce County Middle School
Keys                                                                                        Source,       Implementation        Position(s)       Monitoring of     Evidence of Impact on
                                                                                          Funding Cost,                       Responsible for     Intervention      Student Learning Data
                                                                                           Resources                          Monitoring and       (Artifacts)
                                                                                                                                Evaluation
                                             Develop grade-level template for                            August 11-May12    Science            Lab Report          Increase student
                                              writing scientific lab reports.                                                Teachers           Template/Student    proficiency in writing
                                                                                                                                                Work                lab reports and
                                                                                                                                                                    communicating
                                                                                                                                                                    scientific ideas
                                             Establish database of scientific charts,                    August 11-May12    Science            Electronic          Use of GPS science
   Curriculum, Assessment & Instruction




                                              graphs, diagrams, etc. to be utilized by                                       Teachers           Database of         materials in non-science
                                              all teachers for the purpose of improving                                                         Resources on the    classrooms will
                                              student achievement in informational text                                                         Shares Drive        establish cross-
                                                                                                                                                                    curricular importance of
                                                                                                                                                                    scientific thinking skills
                                             Evidence of higher-order thinking are                       August 11-May12    Science Teachers   Units/Perf Tasks/   Performance Tasks
                                              reflected in performance tasks chosen by                                                          Rubrics/Student     display mastered
                                              students:                                                                                         Work/Checklists/S   standards and student’s
                                               Real-world applications and                                                                     amples/             ability to think critically
                                                   experiences are tied to discovery                                                            Awareness Walks     about scientific concepts
                                                   learning through labs and hands-on                                                                               (what they know and
                                                   activities embedded in units                                                                                     can do).
                                                     o Provide field trips
                                                     o Invite guest speakers
                                                     o Establish guidelines for labs
                                                          and activities related to
                                                          curriculum




STRATEGIC GOAL 4:                                           By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be
increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.
                                                                                                     Person(s) or
                                                                     O




        Activities, Strategies, Interventions                 Funding           Timeline for                                                             Means of Evaluation
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Revised December 14, 2011                                                                                                                                                                         119
                                                                                              2011-2012 School Improvement Plan
                                                                                                  Pierce County Middle School
                                                               Source,          Implementation        Position(s)        Monitoring of     Evidence of Impact
                                                             Funding Cost,                          Responsible for      Intervention          on Student
                                                              Resources                             Monitoring and        (Artifacts)        Learning Data
                                                                                                      Evaluation
       Ensure that students know, do , and understand the
       core content
             Provide inclusion model to meet the                               August 11-May12   Special Ed.           Teacher’s          Special Education
                 needs of special education students,       Title VIB IDEA                        Teachers/ESOL         Schedule/Master    teachers will provide
                 ESOL, migrant                              Title IIIB                            Teacher/Migrant       Schedule           a variety of strategies
                                                                                                                                           for students.
       Teachers and instructional leaders receive
       professional development on a specific framework:
             Continue to develop Professional              Title I and Title   August 11-May12   Principal/
                 Learning Communities                       IIA                                   Leadership            Assessment Plan    Teachers will begin
                      Develop and implement an                                                   Team/Rising Star      Template           to develop an
                         assessment plan using Classroom                                          Participants                             assessment plan.
                         Assessment for Student Learning
                                                                                                  Department            Agenda/Material
                                                                                                  Heads/Principal/ILT


                                                                                                                        Professional
                                                                                                                        Books
        Teachers engage in a process of collaborative
        planning for curriculum implementation:
             Continue to implement collaborative           Title I and Title
                planning time for professional learning     IIA                 August 11-May12   Leadership            Norms and          Staff articulates how
                 Review norms and covenants                                                      Team/Principal        Covenants          the norms and
                 Fund Instructional Coach                                                        ILT                   Portfolio/Calend   covenants support the
                                                                                                                        ar                 school




STRATEGIC GOAL 4:              By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in science.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the science portion of the CRCT will be
increased from a baseline of 83.3 in 2010, to 85% in 2011, to then to 88% in 2012, then to 91% in 2013.
GSS          Activities, Strategies, Interventions            Funding           Timeline for       Person(s) or              Means of Evaluation

Revised December 14, 2011                                                                                                                                            120
                                                                                                               2011-2012 School Improvement Plan
                                                                                                                   Pierce County Middle School
Keys                                                                            Source,           Implementation     Position(s)        Monitoring of    Evidence of Impact on
                                                                              Funding Cost,                        Responsible for      Intervention       Student Learning
                                                                               Resources                           Monitoring and        (Artifacts)             Data
                                                                                                                     Evaluation
                                   Plan horizontally and vertically three
                                   days per department                       Title I and Title   August 11-May12   Principal/ILT/     Sign-in Sheet      Teacher teams
                                   Schedule monthly Focus Meetings          IIA                                   Teachers           Agenda             articulate how their
                                   o      Plan an Assessment Plan                                                                     Agenda             collaborative work time
                                   o      Continue to study Standards-                                                                Assessment Plan    is utilized to plan for
                                          based Grading and Reporting                                                                 Draft of Report    teaching and learning
                                                                                                                                      Card               and how they
                                                                                                                                                         consistently implement
                                                                                                                                                         strategies in the SIP.
   Planning and Organization




                                  Provide additional resources for          QBE                 August 11-May12   Principals/Dept.   School Budget/     Allocated vertical
                                   science department for materials and      Title I                               Heads/Science      Purchase Orders/   planning time along
                                   technology                                                                      Teachers           Inventories/       with other resources
                                   o       Consumable materials for                                                                   Personnel          will directly impact
                                            teaching science                                                                          Assignments/       student achievement.
                                   o       Replace stock items as needed                                                              Master Schedule/
                                   o       Purchase new aids that                                                                     Agendas/ Minutes
                                           supplement GPS curriculum

                                  Conduct a needs assessment of                                 August 11-May12   Dept. Head/        Agenda/Minutes/    Technology and lab
                                   technological and laboratory equipment                                          Science Teachers   Needs Assessment   equipment can be
                                                                                                                                      and Results        utilized by teachers and
                                                                                                                                                         students to improve
                                                                                                                                                         student interest and
                                                                                                                                                         achievement.




STRATEGIC GOAL 5: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social
studies.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be
increased from a 87.6% in 2010, to 90% in 2011, to 92 in 2012, and then to 94% in 2013.
GSS    Activities, Strategies, Interventions        Funding Source,      Timeline for     Person(s) or            Means of Evaluation

Revised December 14, 2011                                                                                                                                                           121
                                                                                           2011-2012 School Improvement Plan
                                                                                               Pierce County Middle School
Keys                                                          Funding Cost,   Implementation         Position(s)       Monitoring of        Evidence of
                                                               Resources                           Responsible for     Intervention         Impact on
                                                                                                   Monitoring and       (Artifacts)      Student Learning
                                                                                                     Evaluation                                Data
       Implement and align instruction with GPS
       standards in social studies:
             Revise units to align with standards
             Create unit materials that include the        Title I           August 10-May 11   SS Teachers           Units             Students will show
                 following:                                                                                                              the standards and
                     Setting Criteria                                                                                                   elements to
                     Self-Assessment                                                                                                    improve skills
                     Conferencing/Reporting
       Establish practices and procedures focused on
       improving instruction:
             Continue to implement the Reading                               August 11-May12    SS Teachers           Student Reading   Students articulate
                 Across the Curriculum (RAC) – 25                                                                      Logs              the expectations
                 books/1 million words                                                                                                   regarding the RAC
             Revise/Edit list of 25 essential                                                                         Vocabulary        standard.
                 vocabulary words by grade level                                                                       Lists             Daily exposure and
             Distribute list to students & parents,                                                                                     vocabulary
                 incorporate using word walls & graphic     Title I           August 11-May12    SS Teachers           Gallopade         immersion result in
                 organizers to assist student in learning                                                              materials         higher achievement
                 voc & how those work relate to and used                                                                                 in social studies.
                 in the standards.
             Utilize differentiated instructional
                 strategies                                 IDEA                                 Special Ed Teachers   IEP               Teachers provide
             Work collaboratively to plan student                                                                                       instruction
                 instruction & examine student work         Prof. Learning    August 11-May12    SS Teachers                             differently based
                                                                                                                                         on student interest.




Revised December 14, 2011                                                                                                                                       122
                                                                                                                        2011-2012 School Improvement Plan
                                                                                                                            Pierce County Middle School

STRATEGIC GOAL 5: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social
studies.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be
increased from a 87.6% in 2010, to 90% in 2011, to 92 in 2012, and then to 94% in 2013.
GSS     Activities, Strategies, Interventions          Funding         Timeline for      Person(s) or            Means of Evaluation
Keys                                                                                        Source,       Implementation         Position(s)
                                                                                                                               Responsible for   Monitoring of   Evidence of Impact
                                                                                          Funding Cost,                                          Intervention        on Student
                                                                                           Resources                           Monitoring and
                                                                                                                                                  (Artifacts)      Learning Data
                                                                                                                                 Evaluation
                               Utilize technology to reinforce mastery:
                                     Scan pages to digital form for resource                             August 11-May12   SS Teachers          Units           The increased use of
                                     Use Internet website and use software              Title I                            SS Teachers          Software        multimedia resources
                                         programs:                                                                                               Programs        instruction along with
                                                  USA Test Prep                                                                                                 better use of time will
   Planning and Organization




                                                  Online Assessment System                                                                                      increase student
                                                  United Streaming                                                                                              achievement.
                                                  Brain Pop                                                                                                     Teachers will use
                                                  www.USATesstPrep.com                                                                                          resources
                                                  www.georgiastandards.org                                                                                      electronically.
                               Continue utilizing Learning-Focused strategies to                                                                                 Teachers will
                               improve the social studies program                        Title I          August 11-May12   SS Teachers          Units/graphic   consistently use
                                     Review essential question writing                                                                          organizers/     common design for
                                     Assess/Evaluate introductory,                                                                              Vocabulary      unit development
                                         extend/refine lessons, and summarizing                                                                  lists           based on research-
                                         activities in units                                                                                                     based strategies.
                                     Revise/Edits units based on gaps from                                                                      Units           The administrators
                                         checklist analysis                                                                                      checklists      assess the
                                     Complete an ongoing sequence of                                                                                            components of the
                                         teaching events for activities for each unit.                                                                           units through
                                                                                                                                                                 checklist completion.




Revised December 14, 2011                                                                                                                                                                  123
                                                                                                                    2011-2012 School Improvement Plan
                                                                                                                        Pierce County Middle School
STRATEGIC GOAL 5: By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be
increased from a 87.6% in 2010, to 90% in 2011, to 92 in 2012, and then to 94% in 2013.
GSS     Activities, Strategies, Interventions          Funding         Timeline for      Person(s) or            Means of Evaluation
Keys                                                                                    Source,       Implementation         Position(s)
                                                                                                                                                Monitoring of    Evidence of Impact
                                                                                      Funding Cost,                        Responsible for
                                                                                                                                                Intervention         on Student
                                                                                       Resources                           Monitoring and
                                                                                                                                                 (Artifacts)       Learning Data
                                                                                                                             Evaluation
                               Utilize technology to reinforce mastery:
                                     Scan pages to digital form for resource                         August 11-May12   SS Teachers             Units            The increased use of
                                     Use Internet website and use software          Title I                            SS Teachers             Software         multimedia resources
                                         programs:                                                                                              Programs         instruction along with
                                                USA Test Prep                                                                                                   better use of time will
                                                Online Assessment System                                                                                        increase student
                                                United Streaming                                                                                                achievement.
                                                Brain Pop                                                                                                       Teachers will use
                                                www.USATesstPrep.com                                                                                            resources
                                                www.georgiastandards.org                                                                                        electronically.
   Planning and Organization




                                     Purchase & maintain additional
                                         technology to support teaching & learning   Title VI         August 2011       Site-based technology   Inventory of     Technology guides,
                                                Mimios                              SPLOST,                            coordinator             technology       supports, & corrects
                                                Elmos                               QBE                                                                         student learning.
                                                Response device systems,
                                                 “clickers”
                                             o Batteries needed yearly
                                                 Wireless Routers/Printers
                               Systematic & data driven interventions that address   Title I          August 11-May12   RTI Teachers, RTI       RTI Policies &   Students move in &
                               learning weaknesses & support to accelerate:                                             Coordinator             Procedures,      out of interventions
                                                 Continue to implement a system                                                                Pyramid of       based on frequent,
                                                  of support (Pyramid of                                                                        Intervention,    ongoing, formative &
                                                  Intervention & RTI for at-risk                                                                Minutes,         summative
                                                  students including ELL, Migrant                                                               Benchmark        assessments.
                                                  & SWD                                                                                         analysis of
                                              o Tier II & Tier III during the                                                                   data             Teachers routinely
                                                  school day                                                                                    disaggregation   analyze evidence of
                                              o Provide voluntary before/after                                                                                   student learning to
                                                  school program                                                                                                 provide remediation
                                              o Provide CRCT Test Prep               Prof. Learn.                       Connections Support     Teachers’        for those who are at-
                                              o Provide management resources                                                                    Records          risk.


Revised December 14, 2011                                                                                                                                                                  124
                                                                                                                     2011-2012 School Improvement Plan
                                                                                                                         Pierce County Middle School
STRATEGIC GOAL 5:                                     By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies.
Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be
increased from a 87.6% in 2010, to 90% in 2011, to 92 in 2012, and then to 94% in 2013.
GSS     Activities, Strategies, Interventions          Funding         Timeline for      Person(s) or            Means of Evaluation
Keys                                                                                   Source,         Implementation         Position(s)
                                                                                                                                                Monitoring of   Evidence of Impact
                                                                                     Funding Cost,                          Responsible for
                                                                                                                                                Intervention        on Student
                                                                                      Resources                             Monitoring and
                                                                                                                                                 (Artifacts)      Learning Data
                                                                                                                              Evaluation
                               Ensure that students know, do & understand the       Prof. Learning     August 11-May12   SS Teachers            Agendas         Teachers will meet in
                               core content                                         Title I                                                                     departments at least
                                   o Examine student work                                                                                       Student work    once every 2 months
                                   o Meet regularly by department & grade-                                               Department             samples         and grade-level
                                        level to assess student progress                                                 Heads/Principals/ILT   Units           weekly to examine
                                   o Continue to develop balanced assessments                                                                                   student work.
                                   o Revise Scope & Sequence for social                                                  SS Teachers            Scope &         Teachers will
                                        studies                                                                                                 Sequence        implement strategies
                                                                                                                                                                that match the
                                                                                                                                                                students’ learning
   Planning and Organization




                                                                                                                                                                styles.
                                                                                                                                                                Teachers will edit
                                                                                                                                                                unit plans to reflect
                                                                                                                                                                changes in the Scope
                                                                                                                                                                & Sequence Charts.
                                   o   Review rigor/relevance of units &            Prof. Learning     August 11-May12   SS Teachers            Units/          Teachers incorporate
                                       benchmark assessment questions (based                                                                    Benchmark       in units a consistent
                                       on CRCT data through grade-level &           Prof. Learning ,                                            Analysis        understanding or
                                       department strand analysis)                  Title I Title IV                                            documentation   rigor and relevance
                                   o   Categorize benchmark question by depth                                                                   Units/          that guides common
                                       of knowledge                                                                                             Culminating     expectations.
                                   o   Incorporate performance tasks or other                                                                   activities      Teachers will
                                       means of alternative assessment in unit                                                                  Standards       document DOK of
                                   o   Provide copies of all standard(s) for the                                                                Resource        benchmark questions.
                                       purpose of identifying language &                                                                        Guides          Tasks or authentic
                                       vocabulary within the standards                                                                          Journals        assessments reflect
                                   o   Incorporate writing opportunities within                                                                 Units/          the rigor of the
                                       the units                                                                                                Performance     standard(s).
                                   o   Set minimum requirements for writing                                                                     tasks           Students explain
                                       across the social students curriculum to                                                                 Rubrics/        teacher expectations
                                       include essential questions & required voc                                                               Checklists      as they relate to stand


Revised December 14, 2011                                                                                                                                                                 125
                                                                                                              2011-2012 School Improvement Plan
                                                                                                                  Pierce County Middle School
STRATEGIC GOAL 5:                                 By 2013-2014, all students will reach high standards, at a minimum attaining proficiency or better in social studies.

Annual Measurable Objective(s): The percentage of students meeting or exceeding standards on the social studies portion of the CRCT will be
increased from a 87.6% in 2010, to 90% in 2011, to 92 in 2012, and then to 94% in 2013.
GSS     Activities, Strategies, Interventions          Funding         Timeline for      Person(s) or            Means of Evaluation
Keys                                                                              Source,       Implementation         Position(s)
                                                                                                                                          Monitoring of     Evidence of Impact
                                                                                Funding Cost,                        Responsible for
                                                                                                                                          Intervention          on Student
                                                                                 Resources                           Monitoring and
                                                                                                                                           (Artifacts)        Learning Data
                                                                                                                       Evaluation
                               o    Continue to add to the database of         Title I          August 11-May12   SS Teachers             Folder on the     Use of GPE-based
                                    graphically presented information (maps,                                                              Shares Drive      graphics for social
                                    charts, tables, etc.) to be used by all                                                                                 studies in diverse
                                    teachers for the purpose of improving                                                                                   classrooms will
                                    student achievement in interpreting such                                                                                reinforce cross-
                                    informational media.                                                                                                    curricular
                               o    Plan horizontally and vertically three                      August 11-May12   SS Teachers             Sign-in sheets,   connections and
                                    days per department                                                                                   agenda,           promote higher-order
                               o    Schedule monthly Focus Meetings                                                                       product, units    thinking.
   Planning and Organization




                                    Plan an Assessment Plan                                                                                                Teacher teams
                                    Continue to student Standards-based                                                                                    articulate how their
                                        instruction                                                                                                         collaborative work
                                                                                                                                                            time is utilized to
                                                                                                                                                            plan for teaching &
                                                                                                                                                            learning and how
                                                                                                                                                            they consistently
                                                                                                                                                            implement strategies
                                                                                                                                                            in the SIP.
                               o   Provide additional resources for social     QBE              August 11-May12   SS Teachers             Department
                                   studies department for materials to         Title I                                                    Budget,
                                   supplement unique curriculum (class sets                                                               purchase
                                   of the Gallopade student workbook).                                                                    orders,
                                                                                                                                          inventories




Revised December 14, 2011                                                                                                                                                          126
                                                                      2011-2012 School Improvement Plan
                                                                          Pierce County Middle School
STRATEGIC GOAL 6: Improve Graduation Rate for Pierce County School System

GSS                                              Activities, Strategies, Interventions               Funding Source,    Timeline for        Person(s) or             Means of Evaluation
Keys                                                                                                  Funding Cost,    Implementation        Position(s)
                                                                                                                                           Responsible for     Monitoring     Evidence of Impact on
                                                                                                       Resources                                                    of          Student Learning
                                                                                                                                           Monitoring and
                                                                                                                                                               Interventio            Data
                                                                                                                                             Evaluation
                                                                                                                                                                    n
                                                                                                                                                                (Artifacts)
                                                        Develop and implement a system of           Local funds       August 11-May12   RTI Coordinator       RTI Minutes    Students move in and
                                                         support (Pyramid of Intervention and RTI)                                       Teachers                             out of interventions
   Parent Involvement and Community Engagement




                                                         for at-risk students                                                            Special Ed Coord.                    based on assessments.

                                                        Implement Advisor/Advisee Program                             August 11-May12   All faculty           Agendas/       Transition plan
                                                          Work in conjunction with PCHS –                                                                                    promotes graduation
                                                             9th grade transition program                                                                                     rate.
                                                          Provide CHOICES Program in                                                    OTC Consultant        Agenda         Students will increase
                                                             conjunction with OTC                                                                                             their knowledge of
                                                                                                                                         Teachers/Staff                       career paths
                                                        Continue Transition Coordinator for                           August 11-May12   Transition                           Transition plan will
                                                         Special Education Population                                                    Coordinator                          increase graduation
                                                          Continue transition plan                                                                            Transition     rate.
                                                          Continue communication plan for           Title VIB IDEA                      Special Ed Lead       Plan           Better communication
                                                             parents and community with school       ARA                                 Teacher               Agenda/Plan    improves success.
                                                                                                     Prof. Learning
                                                        Continue to implement “Graduation                             August 11-May12   Faculty               Signs/Banne    Awareness of
                                                         Counts” Campaign                                                                                      rs/T-Shirts    importance of
                                                                                                                                                                              graduation
                                                        Promote attendance                                                                                                   The # of students who
                                                          Fund attendance clerk                     Local             August 11-May12   Attendance Clerk/     Notebook/C     miss over 15 days will
                                                          Continue attendance campaign                                                  Counselor             ontracts/Po    be below 15%.
                                                          Follow county attendance policy                                                                     wer School
                                                          Provide incentives for perfect            School Funding                      Principal/Counselor   Data
                                                             attendance
                                                                                                                                                               Pictures




Revised December 14, 2011                                                                                                                                                                              127
                                                                                                                2011-2012 School Improvement Plan
                                                                                                                    Pierce County Middle School

Strategic Goal 7: To support teacher effectiveness in meeting goals
GSS                         Activities, Strategies, Interventions               Funding Source,   Timeline for      Person(s) or               Means of Evaluation
Keys                                                                             Funding Cost,    Implementation    Position(s)           Monitoring of    Evidence of
                                                                                  Resources                         Responsible for       Intervention     Impact on
                                                                                                                    Monitoring and         (Artifacts)       Student
                                                                                                                    Evaluation                           Learning Data
                            Retention of Highly Qualified Teachers             Title I            June 2012         Teachers/ILT          Materials/        Teachers articulate
                                                                                                                                          Agenda/           how professional
                            Provide professional development for teachers                                                                 Evaluation of     learning impacts
                            implementing exemplary practices in teaching:                                                                 Prof. Learning    the organizational
                                  Attend Gifted Conference                                       August 11-May12   Gifted Teacher                          effectiveness of the
                                            Attend Gifted Trainings                                                                                        school and the
                                  Attend TESOL Conference                     GLRS                                 ESOL Teacher          Conversation      focus of the school.
                                  Attend System Level Committee Mtg           Title I                              RTI Committee         with
                                  Attend Math training through RESA                                                Principal/RTI         administration    Teachers articulate
                                     and ETTCs                                                                      Coordinator/ILT                         and demonstrate
   nning and Organization




                                  Attend Counselors Trainings/Power           Title I                              Administrators/ILT                      their understanding
                                    School                                                                          7 Teachers                              of content through
                                  Attend Special Ed Training                                                                                               lessons they design
                                            Developing Behavior                                                                                            and implement
                                              Intervention Plans (B. Wright)                                        3 Math Teachers                         with rigorous
                                            Kansas Writing Strategies                                              2 Counselors                            student
                                            Provide planning days for         Title VI IDEA                                                                performances
                                             GAA                                                                    9 Special Ed          Professional      accomplished.
                                                                               Title I                              Teachers              resources
                                     Attend monthly focus group meetings
                                                                                                                                                            Teachers
                                     Provide vertical planning
                                                                                                                                                            implement and
                                          opportunities for teachers
                                                                                                                    2 Teachers                              articulate their
                                     Hold monthly SIPlanning Meetings
                                                                               Prof. Learn                                                                  knowledge of PD
                                      with Leadership Team
                                                                                                                    All teachers,         Book Studies      in lessons for
                                                                                                                    administrators, ILT   Sign-in Sheets/   students.
                                                                                                                                          Minutes/Agendas




Revised December 14, 2011                                                                                                                                                          128
                                                                                                                  2011-2012 School Improvement Plan
                                                                                                                      Pierce County Middle School

Strategic Goal 7: To support teacher effectiveness in meeting goals
GSS                            Activities, Strategies, Interventions              Funding Source,   Timeline for      Person(s) or               Means of Evaluation
Keys                                                                               Funding Cost,    Implementation    Position(s)           Monitoring of    Evidence of
                                                                                    Resources                         Responsible for       Intervention     Impact on
                                                                                                                      Monitoring and         (Artifacts)       Student
                                                                                                                      Evaluation                           Learning Data

                                                                                                                                                              Teachers articulate
                               Provide professional development for teachers     Title I            August 11-May12                         Materials/        how professional
                               implementing exemplary practices in teaching:                                                                Agenda/           learning impacts
                                                                                                                      RESA Consultant       Evaluation of     the organizational
                                      Train teachers how to develop higher-                                                                Prof. Learning    effectiveness of the
                                       order thinking skills for all students                                                                                 school and the
                                      Attend GSTA Conference yearly                                                  Science Teachers      Conversation      focus of the school.
                                      Attend Core Standards Training                                                 ILT/Teachers          with              Teachers articulate
                                      Attend Standards-Based Grading and                                             All Teachers          administration    and demonstrate
                                       Reporting Training                                                                                                     their understanding
   Planning and Organization




                                      Attend GMEA Conference                                                         Principal/ILT         Notes             of content through
                                      Attend Harbin and Hartley Law                                                                                          lessons they design
                                       Conference                                                                     Chorus/Band                             and implement
                                                                                                                      Teachers              Notes             with rigorous
                               Develop strong teacher leaders at the building                       August 11-May12   Principal/Assistant                     student
                               level:                                                                                 Principal                               performances
                                                                                                                                                              accomplished.
                                       Utilize and fund department heads
                                       Encourage teachers to apply for Master                                                                                Teachers changing
                                        Teacher status                           Local Funding 1                      Department Heads      Minutes/Agendas   classroom practice
                                             o Master Teacher Conference         Title IIA                            Master Teachers       Conversation      as a result of
                                             o Workshops                                                                                    with              professional
                                                                                                                                            administration    learning. Research-
                                       Participate in RESA Teacher Leader                                                                                    based strategies are
                                        Academy                                                                                                               implemented to
                                                                                                                                                              ensure the
                                                                                                                                                              achievement of all
                                                                                                                                                              learners.




Revised December 14, 2011                                                                                                                                                            129

				
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