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Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
School Name:
Winder-Barrow Middle School
School Mailing Address:
163 King St. Winder, GA 30680
LEA Name:
Barrow County Schools
LEA Title One Director/Coordinator Name:
Shannon Hammond
LEA Title One Director/Coordinator Signature: Date:
LEA Title One Director/Coordinator Mailing Address:
179 West Athens Street
Winder, Georgia 30680
Email Address:
shammond@barrow.k12.ga.us
Telephone:
770.867.4527
Fax:
770.307.1266
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 1 of 25
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Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
SWP/SIP Template Instructions
Notes:
All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists all components/elements marked
as “Not Met” need additional development.
Please add your planning committee members on the next page.
The asterisk (*) denotes required components as set forth in Section 1114 of the
Elementary and Secondary Education Act of 1965 (ESEA).
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 2 of 25
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Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
Title I Schoolwide/School Improvement Plan
Planning Committee Members:
NAME POSITION/ROLE
Dr. Jennifer Wood Principal
Mr. John McKay Assistant Principal
Lynne Hamilton Instructional Coach
Susan Sheffield 8th Grade Level Chair, Social Studies Teacher
Emily Jones 6th Grade Level Chair, Science/Social Studies Teacher
Anne Locke Ridgway 7th Grade Level Chair, Social Studies/ELA Teacher
Corey Sims Paraprofessional
Amanda Shepherd Counselor
Tommy Hamilton Special Education Coordinator/Special Education Teacher
Dr. Sheilah Barnett Connections Chair/Reading Applications Teacher
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 3 of 25
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Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
SIP Components
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Response:
A. We have developed our schoolwide plan with the participation of individuals who will
carry out the comprehensive schoolwide/school improvement program plan. Those
persons involved were . . . The ways they were involved were . . .
We have developed our school-wide plan with the participation of individuals who will carry
out the comprehensive school-wide/school improvement program plan. Those persons
involved were the principal, assistant principal, instructional coach, leadership team members,
all certified teachers, and paraprofessional staff. Our School Governance Team, which
includes parents, business partners, and teachers, also participated in the needs assessment
process. Individuals involved in completing our needs assessment helped collect, review, and
analyze information, participated in data analysis sessions, and completed surveys. The ways
these participants were involved were through parent and staff surveys, Professional Learning
Communities, School Governance meetings, leadership team, faculty, and Title I team
meetings. At these meetings, information was shared and discussed to identify strengths and
weaknesses and determine needs within our school. Participants analyzed the information and
brainstormed causes for weaknesses and strategies for improvement.
B. We have used the following instruments, procedures, or processes to obtain this
information:
The school level Title I Coordinator and Principal guided the faculty, staff, and parents in the
needs assessment process using the following instruments, procedures, and processes:
Parent surveys—completed in spring 2012; results shared and analyzed at Leadership,
School Governance Team, and Title 1 Team meetings
Staff surveys—completed in spring 2012; results shared and analyzed at Leadership,
School Governance Team, and Title 1 Team meetings
Achievement data, including CRCT scores (including subgroup data), AYP data,
Eighth Grade Writing Assessment (EGWA) scores, was retrieved from the Georgia
Department of Education (GADOE) website and shared and analyzed with School
Governance Team, Leadership Team, Professional Learning Communities by
content/grade level
Achievement data was retrieved from the State Longitudinal Data System (SLDS) and
utilized by all academic teachers, including Special Education, Gifted, and English
Language teachers, to compare 2012 and 2011 CRCT achievement of students they
taught this year. Using an instrument provided by the Principal, teachers analyzed
gains/losses for each student and determined the percentage of students at each
performance level for all students they taught this year, and wrote a reflection
analyzing their findings. During post-planning, the Principal, Assistant Principal,
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 4 of 25
5
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
and Instructional Coach met with each content area by grade level in end-of-year
reflection meetings to share results of these reports. Each group identified
strengths and weaknesses, including achievement in domains for each content,
brainstormed strategies to improve achievement, and set measureable goals for next
year
The 2012 CRCT Overview Report prepared by our district Testing Coordinator was
utilized to gather 2012 achievement data, including subgroup achievement data,
and to compare WBMS achievement with other Barrow County Schools System
(BCSS) middle schools. This report was provided to all staff and results were
discussed and analyzed in faculty meetings and Professional Learning
Communities.
2011-2012 Quality Assurance Team/Walk-Through data was reviewed by the
leadership team to analyze ongoing WBMS teaching practices and implementation
of standards-based classroom instruction
2011-2012 Attendance data was reviewed in Leadership Team meetings, Positive
Intervention Behavior Support meetings, and end-of-year reflection meetings
2011-2012 Discipline (School-wide Student Information System) data was reviewed in
Leadership Team meetings, Grade Level meetings, and Positive Intervention
Behavior Support meetings
C. At present, WBMS has no students eligible for the Title I Part C Migrant Education
Program. The following process is in place to identify and serve the needs of migrant
children: When students enroll in the Barrow County Schools System, all families
complete the “Parent Occupational Survey” provided by the Georgia Department of
Education. Completed surveys are reviewed by the district agent for migrant children to
determine any responses that may indicate eligibility for the Migrant Education
Program. The district agent interviews potentially eligible families and completes a
Certificate of Eligibility for review and approval by the Piedmont Regional Migrant
Education Agency (Region 3). Once eligibility is verified, the district agent for migrant
children works with WBMS administrative, counseling, and teaching staff to develop a
schedule and instructional plan to meet each student’s unique needs, including English
language services in either a collaborative or resource settings. Our counselor would
also work with our school social worker to address social and emotional needs of these
students, including providing schools supplies and referrals to community resources as
needed.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 5 of 25
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Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
D. We have reflected on current achievement data that will help the school understand the
subjects and skills in which teaching and learning need to be improved. For example:
WBMS CRCT Percentage Pass Rates
Grade Reading ELA Math Science Social Studies
Year 2011 2012 2011 2012 2011 2012 2011 2012 2011 2012
6 94 95 91 90 77 81 76 72 77 77
7 93 92 93 87 90 89 84 80 80 74
8 97 97 97 95 65 75 77 71 83 87
Total 94 95 94 91 78 81 79 76 80 80
The table above demonstrates that School-wide ELA achievement declined in 2012.
School-wide Science achievement, already low in 2011, declined even further in 2012.
School-wide Social Studies achievement declined significantly in seventh grade and showed
no improvement in sixth grade. While school-wide Math achievement has steadily increased
since 2008, Math continues to be an area of weakness for all WBMS students.
WBMS 2012 Asian Black Hispanic Econ. Dis. Sped EL
CRCT Pass
Rates
Reading 82.4% 90.7% 96.2% 92.1% 77.0% 73.1%
ELA 100.0% 86.1% 93.2% 88.7% 66.1% 75.0%
Math 93.8% 71.5% 88.2% 79.2% 44.1% 70.8%
Science 87.5% 57.2% 76.7% 71.2% 51.4% 48.0%
Social Studies 81.3% 69.7% 79.4% 74.7% 50.0% 44.0%
The table above lists school-wide CRCT achievement data by subgroup. Significant
weaknesses in achievement are noted for Black and Economically Disadvantaged students,
especially in the areas of Math, Science, and Social Studies. Students with Disabilities and
English Learner students demonstrate significant weaknesses in all content areas. Reading,
Science, and Social Studies are weak areas for Asian students.
WBMS 2011 Pass Rates EGWA
Black Hispanic White Econ. Dis. SWD EL
94% 96% 90% 91% 74% 91%
The table above reflects 2011 EGWA achievement for WBMS subgroups. Students have
shown steady improvement on the EGWA, with school-wide achievement increasing from
69% in 2010 to 92% in 2011 and remaining steady at 92% in 2012. However, writing
achievement for Students with Disabilities is significantly below other subgroups.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 6 of 25
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Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Review of AYP results for the 2010/2011 school year reveals that WBMS did not make AYP
due to math achievement in the Black subgroup, with a 64.8% pass rate. Though WBMS did
not have enough SWD students to counts as a subgroup, AYP results for this group in math
achievement in also low at 57.5%.
During the end-of-year reflection meetings, we also reviewed the teacher-created CRCT
reports analyzing progress and regression for students they taught, along with percentage of
pass rates at each performance level. Domain achievement within each content area and grade
level was also analyzed. Teachers compared outcomes for their groups of students and
brainstormed potential reasons for low achievement and/or regression, as well as strategies to
increase student achievement.
E. We have based our plan on information about all students in the school and identified
students and groups of students who are not yet achieving to the State Academic content
standards and the State student academic achievement standard, including:
Economically Disadvantaged students in all content areas
Black Students in all content areas
Students with Disabilities in all content areas
Students with limited English proficiency in all content areas
Seventh grade achievement in Social Studies and ELA
All students in Science
All students in Math
F. The data has helped us reach conclusions regarding achievement or other related data.
The major strengths we found in our program were:
Reading achievement in 6th, 7th, and 8th grade, including a 41% exceeds rate for
8th grade students in 2012
English Language Arts achievement in 6th and 8th grade
Social Studies achievement 8th grade
Middle Grades Writing Assessment Achievement (92%)
Of parents who responded to the Parent Survey, 89.7% have attended a
family/parent activity
Quality Assurance Team/Walk-Through Data revealed strength in instruction
aligned with standards, including teacher and student use of the language of the
standards and students able to explain what they were learning
End-of-year reflection meetings highlighted the impact of consistent
collaboration within content teams focusing on pacing, common assessment,
data analysis, and lesson planning in all content areas
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 7 of 25
8
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
The major needs we discovered were
Improve attendance for all students
Increase Science, Social Studies and Math achievement for all students
Close the achievement gap in Math for Black students, Economically
Disadvantaged students, and Students with Disabilities
Close the achievement gap in Science for Black students and English Learners
Close the achievement gap in Reading for Asian students and English Learners
Close the achievement gap in ELA for English Learners and Students with
Disabilities
Close the achievement gap in Social Studies for English Learners and Black
students
Close the achievement gap in writing for Students with Disabilities
Based on Quality Assurance/Walk-through data, increase lessons involving
higher order thinking skills, differentiation, and assessment
The root cause(s) that we discovered for each of the needs were …
(How did you get in this situation? What are some causes?)
Through data analysis, root causes analysis, and the brainstorming process, we
identified several root causes for weaknesses in student achievement at WBMS. Gaps
in learning were noted as a significant problem, particularly in math. We also noted a
potential connection between these learning gaps and lower achievement in our two
feeder elementary schools, which is below the county average. Research clearly
supports the need for emphasis on vocabulary instruction to close the achievement gap,
especially in math, science, and social studies. Becker found that vocabulary deficits
are strongly related to academic failure for students in grades three through 12 (as cited
in Ebbers & Denton, 2008). According to Marzano (2003), all researchers seem to
agree that students from different backgrounds have huge variations in vocabulary
knowledge. Townsend, Filippini, Collins, and Biancarosa (2012) found “a distinct gap
in general academic vocabulary knowledge . . . indicating the need for additional
support for middle school students who struggle with accessing instruction because
they do not have the academic language resources necessary to keep up with the pace
of mainstream classrooms” (p. 312). According to Beck and McKeown (2007), "There
are profound differences in vocabulary knowledge among learners from different
ability groups or socioeconomic backgrounds, from toddlers through high school" (p.
252).
Additional root causes of low of achievement include:
Limited parental involvement
Attendance
Discipline/Behavior Management
Lack of student engagement
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 8 of 25
9
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*1. A comprehensive needs assessment of the entire school that addresses all academic areas
and other factors that may affect achievement.
Structure and usage of Acceleration and Enrichment time (A&E)
G. The measurable goals/benchmarks we have established to address the needs are:
LA Achievement Goals
Math Achievement Goals 2012 2013
2012 2013 7th 87% 95%
6th 81% 86%
7th 89% 93%
8th 75% 85%
Social Studies Achievement Goals
Science Achievement Goals
2012 2013
2012 2013
th 6th 77% 82%
6 72% 80% th
7 74% 81%
7th 80% 85%
th 8th 87% 90%
8 71% 80%
WBMS 2013 Asian Black Econ. Dis. Sped EL
CRCT
Subgroup
Achievement
Goals
Reading 88% 85% 80%
ELA 75.1% 80.0%
Math 80% 85% 60.1% 80%
Science 70% 80% 70% 70%
Social Studies 80% 85% 70% 70%
SWD achievement on the EGWA will increase from 74% to 80%
The percentage of WBMS students with 16 or fewer absences will increase from 90.7%
to 93%.
Quality Assurance/Walk-through Data Goals:
o high-order thinking in classroom instruction will increase from 62% to 80%
o Assessment will increase from 57% to 75%
o Differentiation will increase from 65% to 75%
All of these goals will be measured on our 2012-2013 Balanced Score Card.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 9 of 25
10
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*2. Schoolwide reform strategies that are scientifically researched based.
Response:
2(a). School-wide reform strategies that provide opportunities for all children in the school to
meet or exceed Georgia’s proficient and advanced levels of student performance.
2(b). Are based upon effective means of raising student achievement.
2(c). Use effective instructional methods that increase the quality and amount of learning time.
2(d). Address 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
approved under the Elementary and Secondary Education Act of 1965 (ESEA).
Research-based reform strategies will be utilized to improve student achievement at WBMS.
Instruction will be differentiated by content, process, and product to promote engagement
and meet students’ interests and readiness levels.
Instruction will align with curriculum maps/Frameworks to ensure all students have the
opportunity to learn the curriculum outlined in the Common Core Georgia Performance
Standards (CCGPS) for all content areas.
Teachers will collaborate in weekly Professional Learning Communities, by content and
grade level, to plan instruction and assessments, monitor pacing, analyze data, identify
students in need of re-teaching/remediation, and design targeted interventions.
The school-wide writing program will be continued, using the GADOE published EGWA
rubric and resources as guides; the program will include scheduled mock writing
assessments throughout the year in all grades, writing across the curriculum activities,
emphasis on the writing process, and writing in a variety of genres.
Quality learning time will be increased through a daily 35 minute Acceleration and
Enrichment (A&E) period embedded into our instructional day. Our schedule will be
restructured to reduce the size of A&E classes and to allow for more targeted,
individualized instruction during this specialized learning time with the majority of A&E
classes at approximately 15 students or fewer, especially for supplemental reading and
math instruction; student assignment to A&E will reassessed each nine weeks and
students will be reassigned based on progress and needs; this flexible grouping approach
will allow us to meet the needs of targeted populations and students struggling the most
with meeting standards.
Quality learning time will be increased and the needs of targeted populations will also be
met by restructuring our schedule to include time for academic teachers to provide one-
on-one or small group instruction during planning time to students identified as
struggling or in need of re-teaching and remediation.
A systematic, school-wide focus on reading will be implemented by setting aside one day
per week for Silent Sustained Reading during our 35 minute Acceleration and
Enrichment time (A&E); reading will also be promoted by establishing the expectation
that students keep a novel for personal reading with them at all times and encouraging
students to read throughout the school day; teachers will support and model these
behaviors
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 10 of 25
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Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*2. Schoolwide reform strategies that are scientifically researched based.
A systematic, school-wide focus on indirect and direct vocabulary instruction will be
implemented across content areas using Marzano’s Six-Step Process for teaching
vocabulary and other research-based vocabulary instruction strategies; this strategy will
be linked with our reading focus and will utilize reading across the curriculum and will
emphasize academic vocabulary and domain/content specific vocabulary instruction.
Common assessments will be utilized in all academic content areas; data from common
assessments will be analyzed in Professional Learning Communities/Content Meetings
quarterly; findings will be utilized for remediation and re-teaching.
An Instructional Coach (IC), funded through Title I, will work in partnership with
teachers to support the use of proven teaching methods and accelerate teacher
professional learning; the IC will work closely with teachers to implement the CCGPS
and facilitate Professional Learning Communities/Content Meetings; the IC will serve as
the school-level Title I coordinator through extended day employment.
Thinking-Maps® will be utilized across content areas.
Marzano’s 9 instructional strategies will be utilized across content areas (2001).
Read 180 and Voyager Math, two research-based intervention systems, will continue to
be utilized, especially to support students who demonstrate low proficiency on state
mandated achievement tests.
Teachers will monitor students absences and contact parents of students with 3 or more
absences; teachers will also notify the counselor when students have 3 or more absences;
the attendance committee will monitor student absences and work with teachers and
parents to promote attendance; referrals to the Student Attendance Review Board will be
made for students with excessive absences.
WBMS will continue to utilize Positive Behavior Intervention Support (PBIS), a
proactive, problem-solving model that aims to prevent inappropriate behavior through
teaching and reinforcing appropriate behaviors, to decrease office referrals for all
students.
The Mentoring Program will continue to be utilized to reduce discipline referrals,
improve attendance, and increase student achievement within subgroups. The goal of the
mentoring program is to establish a caring, supportive relationship with the mentee;
mentors will act as role models and establish and visit them at school for one hour every
other week during connections or lunch time.
Teachers will incorporate technology into instruction through the use of Promethean
Boards in all academic classrooms, the computer lab, and the mobile iTouch Lab. E-
Beams, a portable interactive white-board, are available for use in classrooms without
Promethean Boards.
Depending on funds, a Title I paraprofessional will be employed to support instruction
for students struggling to reach proficiency on state standards.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 11 of 25
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Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*2. Schoolwide reform strategies that are scientifically researched based.
Research:
Townsend, D., Filippini, A., Collins, P., & Biancarosa, G. (2012). Evidence for the importance
of academic word knowledge for the academic achievement of diverse middle school
students. The Elementary School Journal, 112(3), 497-518.
Marzano, R., Pickering, D. J., & Pollack, J. E. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Ebbers, S. M., & Denton, C. A. (2008). A root awakening: Vocabulary instruction for older
students with reading difficulties. Learning Disabilities Research & Practice (Blackwell
Publishing Limited), 23(2), 90-102. doi:10.1111/j.1540-5826.2008.00267.x
Barkley, S. (2005). Quality teaching in a culture of coaching. New Brunswick, NJ: R&L
Education.
Knight, J. (2005). Instructional coaching: A partnership approach to improving instruction.
Thousand Oaks, CA: Corwin Press.
We will determine if students’ needs have been meet by analyzing student progress using
formative and summative assessments throughout the year. We will also measure effectiveness
using our Balanced Score Card and spring 2013 CRCT and EGWA scores.
*3. Instruction by highly qualified professional staff.
Response: We will provide instruction by highly qualified teachers who meet the standards
established by the state of Georgia. One hundred percent of WBMS staff is highly-qualified
in the area they teach, and all new hires or transferred personnel will meet this standard. The
BCSS Director of Human Resources maintains the personnel database and ensures highly
qualified status for all staff. In the event that a non-highly qualified substitute cannot be
employed during the absence of a regular classroom teacher, parents of that teacher’s students
will be notified via first class mail, per No Child Left Behind requirements. Title I funds will
not be utilized to pay the salary of a non-highly qualified teacher, substitute, or
paraprofessional.
Highest Degree Level N % of Total
4 Year Bachelors 25 49.0%
5 Year Masters 20 39.2%
6 Year Specialist 4 8.8% This table lists degree levels for WBMS
Doctoral 2 3.0% teachers. Thirty-three WBMS teachers
Beyond Bachelors GA WBMS are highly qualified in multiple subjects.
Comparison 63.1% 51.0%
Current WBMS instructional staff includes:
Two administrators
One instructional coach
One full time and one part time English as a Second Language Teacher
Nine special education teachers
One gifted teacher
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 12 of 25
13
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*3. Instruction by highly qualified professional staff.
26 academic teachers
Nine connections teachers
Current WBMS support staff includes:
One media specialist
One counselor
One secretary
One registrar
One attendance/discipline clerk
One part-time school nurse
One bookkeeper
Four custodians
Nine lunchroom personnel
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
WBMS continuously seeks to recruit and retain highly qualified teachers. A review of Title
II-A equity data indicates that all schools in Barrow County are staff equitably in regards to years
of teacher experience. According to a May 7, 2012 Georgia PSC Equity System MySPA data
report, the annual teacher retention rate for WBMS is 96.1%. WBMS utilizes an internal teacher
mentoring program. All teachers new to WBMS, including new and experienced teachers, are
paired with a mentor teacher.
BCSS focuses on the recruitment, training, and retention of highly qualified, effective, and
experienced teachers. BCSS cooperates with teacher education programs of local universities to
accept practicum students and student teachers. This partnership is one strategy to recruit highly
effective and highly qualified teachers. School administrators and teachers participate in local
job fairs as another strategy for recruiting highly qualified teachers. All vacancies are posted on
the BCSS website and/or TeachGeorgia.org, and all practices relating to recruitment and hiring
adhere to equal opportunity policies and regulations.
*4. Professional development for staff to enable all children in the school
Response:
A. We have included teachers, principals, paraprofessionals and other staff in developing our
Professional Learning (PL) plan to address root causes of our identified needs. The
WBMS annual Professional Learning plan is developed with input from all stakeholders.
The list below reflects the top five Professional Learning needs WBMS staff identified in
the spring 2012 Needs Assessment survey:
o Using technology in the classroom
o Planning and implementing differentiated instruction
o Classroom Management
o Planning and implementing engaging instruction
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 13 of 25
14
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*4. Professional development for staff to enable all children in the school
o Planning lessons that meet the needs of diverse learners
Our school-based 2012-2013 Professional Learning plan will incorporate PL on these teacher-
requested topics. The new CCGPS will also be a significant focus of PL for all teachers in
next year. We will continue and extend our PL on the district focus on feedback, assessment,
and differentiation, as aligned with the standards-based classroom rubric and GADOE
Teacher Keys. To address the need to improve reading comprehension across content areas,
especially in science and social studies, we also plan PL on direct and indirect vocabulary
instruction and effective reading and writing across the curriculum strategies. We also plan
follow-up and “refresher” PL on Thinking Maps®, which were implemented school-wide at
WBMS in 2010.
B. We have aligned professional development with the State’s academic content and student
academic achievement standards. The CCGPS will be the framework and context of PL
related to instructional practices.
C. We have devoted sufficient resources to carry out effectively the professional development
activities that address the root causes of academic problems. For example, our IC will
facilitate school-based PL and will lead the WBMS PL committee. PL will be regularly
scheduled, usually weekly or bi-weekly, during teacher planning or faculty meetings. We
will utilize Title I funds to supplement state funds to purchase materials for use during
these meetings, such as professional books, copy paper, chart paper, and markers. Other
resources we will utilize to meet our PL needs include our district office and local RESA.
D. We have included teachers in professional development activities regarding the use of
academic assessments to enable them to provide information on, and to improve, the
achievement of individual students and the overall instructional program.
During Professional Learning Communities/content meetings, which will be held weekly
by content/grade level during common planning, teachers will develop and evaluate
formative and summative classroom assessments, analyze student achievement on these
assessments, and use this data to drive classroom instruction and remediation needs. The
IC and principal will facilitate, support, and guide Professional Learning Communities.
Teachers will access results of standardized tests for students they teach via SLDS.
Teachers will be asked to reflect on these results individually and as content groups and to
modify instructional plans for the coming year accordingly. The leadership team and
content leaders from each grade level lead data analysis sessions where teachers study this
data, examining achievement by domain and by individual students. Each content area is
asked to develop achievement goals and a plan to help students achieve these goals.
Teachers will also be asked to work with students to set achievement goals.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 14 of 25
15
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*5. Strategies to increase parental involvement.
Response:
A. We have involved parents in the planning, review, and improvement of the comprehensive
schoolwide program plan by . . .
Parents serve on our School Governance Team, Title One Committee, and the PTO board. These
teams work together with the school administration to determine needs of students and parents.
The goal of WBMS is to work with parents to encourage them to become involved in their
children’s education. Our Family Engagement Specialist and Community and Family
Engagement Committee will provide feedback and suggest new ideas for engaging parents as
well. The PTO and other parent activities are designed to attract parents from all socio-economic
groups and ethnic origins.
B. We have developed a parent involvement policy included in our appendices that
includes strategies to increase parental involvement (such as family literacy services)
describes how the school will provide individual student academic assessment results,
including a interpretation of those results
makes the comprehensive schoolwide program plan available to the LEA, parents,
and the public (internet, newspaper, newsletters)
compacts required – include with policy
Parent Involvement checklist included
*6. Plans for assisting preschool children in the transition from early childhood programs to
local middle school programs.
Response:
A. Following are our plans for assisting elementary children in the transition from early
childhood programs. Also included are transition plans for students entering middle
school or high school and entering form private schools plus students entering our school
throughout the school year . . .
WBMS will use several processes already in place to assist students through the transition from
elementary school to middle school to high school.
Fifth to sixth grade transition. In spring 2013, WBMS counselor will visit both feeder elementary
schools and provide fifth grade students with a general orientation to WBMS. During this
assembly, fifth graders will receive information regarding WBMS administrators, counselors,
media center, daily schedule, connection classes, and afterschool activities. In spring, 2013, the
fifth graders will visit WBMS and attend another assembly where they will meet administrators,
enjoy a performance by our band and chorus, and hear information regarding sports from one of
our coaches. Parents are also invited to participate in this orientation. During this visit, selected
sixth grade students will tour the fifth grade students throughout our building and grounds,
introducing them to staff and showing them our facilities.
Shortly after the fifth graders visit to our school, we will host a Parents’ Night for parents
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 15 of 25
16
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
of rising sixth graders. Sixth grade teachers, our school nurse, counselors, school resource
officer, and administrative staff will attend this meeting. This meeting serves as an opportunity
for parents to tour the school, learn about academic expectations, and receive information about
immunization and dress code requirements. During this meeting, administrative staff will also
share information about managing the emotional and developmental challenges that students
experience as they enter their pre-teen years. Just before school begins in the fall, we will hold an
Open House, where parents and students receive their teacher assignments.
Eighth to ninth grade transition. In January 2013, the WBMS counselor will hold an eighth grade
assembly where they will present a general informational overview of high school. Following
this meeting, a panel of high school students will visit WBMS and participate in smaller,
informal question and answer sessions with eighth grade students. Eighth grade teachers will also
attend a Middle School Teachers for Registration Overview sponsored by the high school
counselors, where teachers will receive specific and up-to-date information about the process of
selecting classes for rising freshman. In February, high school counselors will visit WBMS and
provide information regarding classes, registration, and graduation requirements to eighth grade
students. Additionally, high school student and staff representatives from Career, Technical, and
Agricultural education (CTAE) will visit WBMS for Tabletop Presentations regarding the
variety of classes offered through this program. Parents of rising freshman will be invited to
Ninth Grade Parent night hosted at Winder-Barrow High School, focusing on what to expect in
high school, including registration and academic pathway information. Finally, usually in late
February, middle and high school staff will work together to organize and facilitate individual
Parent and Student Conferences where students meet with their assigned high school advisor.
*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 overall
instructional program.
Response:
Summary analysis of WBMS achievement on standardized tests, available on the GADOE
website, on SLDS, and provided by the district testing coordinator, will continue to be shared
with all teachers at WBMS. Standardized achievement data will be analyzed at leadership
meetings and in small group Professional Learning Communities. Teachers will also utilize
ongoing formative and summative classroom assessments to monitor student mastery of the
CCGPS in each content area. Teachers will analyze and compare results of common
assessments by grade level and content area to assess the progress individual and whole group
learning progress. Teachers will share common assessment outcomes and make subsequent
recommendations to meet individual student needs and also to address programmatic
instructional needs to the IC and Principal. Teachers will respond to assessment analysis by
planning individualized instruction for students, including implementing Response to
Intervention when needed. Teachers will also respond by analyzing pacing and making any
necessary adjustments. Teachers will also utilizing flexible groupings (especially during A&E),
and modifying instructional strategies to meet individual student needs and improve the overall
instructional program.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 16 of 25
17
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
*8. Coordination and integration of Federal, State, and local services and programs.
Response:
The Barrow County School System does not consolidate its federal funds. Each federal program
is operated separately. Students can receive services (remediation, acceleration or enrichment)
from any combination of the following as determined through need and program guidelines:
Title I, EIP, ESOL, Gifted Education, Special Education, Counseling, and/or Instructional
Extension.
8(a). List of State and local educational agency programs and other federal programs that will be
included.
Response: Title I-C funds are used to provide instructional support to Migrant students. Title II
funds are used in the district for professional learning and class size reduction. Title III funds are
used to provide supplemental supplies and services to our ELL students. State and federal
special education funds (IDEA and VI-B) are used to pay for the excess costs of providing
special education and related services to children with disabilities. CTAE funds (local, state, and
federal) are used for salaries for CTAE teachers, supplies for CTAE instruction, and program
improvement such as professional learning and equipment upgrades. The district receives
funding through an EHCY grant that is used to provide supplemental instruction and supplies for
identified homeless students.
8(b). Description of how resources from Title I and other sources will be used.
Response: Title 1 funds will be utilized to fund an Instructional Coach who will provide
professional learning and support to teachers for the purpose of implementing
standards- and research-based instructional strategies. The Instructional Coach will also support
teachers in disaggregating data and developing assessments and benchmarks to monitor student
progress. Title 1 funds will also be utilized to support parental involvement and communication
with parents about students’ progress. Pending availability, Title I funds will also be utilized to
fund a Title I paraprofessional to support math instruction.
8(c). Plan developed in coordination with other programs, including those under the School-to-
Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied Technology
Act, and National and Community Service Act of 1990.
Response: The district Title I Coordinator works to ensure that all Title I programs in the district
are integrated with and do not conflict with other federal programs and laws. This plan was
developed in coordination with federal laws and programs including but not limited to the
School-to-Work Opportunities Act of 1994, the Carl D. Perkins Vocational and Applied
Technology Act, and the National Community Service Act of 1990.
*9. Activities to ensure that students who experience difficulty mastering standards shall be
provided with effective, timely assistance, which shall include:
Response: We are providing activities to ensure that students who experience difficulty
mastering proficient or advanced levels of academic achievement standards shall be provided
with effective, timely additional assistance.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 17 of 25
18
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
9(a). Measures to ensure that students’ difficulties are identified on a timely basis.
Response: Teachers are able to identify students’ difficulties on a timely basis because SLDS
data is available for all students they teach via our district SIS. In addition, the following
measures are in place to ensure timely identification of students experiencing learning difficulties
in day-to-day instruction
Analysis of common formative and summative assessments during collaborative planning
and in Professional Learning Communities
Monthly distribution of PBIS data, including student behavior and discipline information
Quarterly Report Cards and progress reports every four weeks
Quarterly Mock Writing tests with timely feedback, including student conferencing
Mock CRCT tests with timely feedback
Implementation of Response to Intervention and the Student Support Team, with students
identified in Tier 3 receiving individualized instruction
9(b). Periodic training for teachers in the identification of difficulties and appropriate assistance
for identified difficulties.
Response:
Teachers receive annual training on Response to Intervention, English Learner services, Gifted
services, Special Education services, and classroom and behavior management
9c). Teacher-parent conferences that detail what the school will do to help the student, what the
parents can do to help the student, and additional assistance available to the student at the
school or n the community.
Response:
Teacher-parent conferences will be ongoing throughout the year based on teacher and/or parent
request. During conferences and Parent Night activities, teachers, parents, and students will
discuss and identify strategies to promote mastery of the CCGPS. Parents will be informed via
direct communication, email, phone, and flyers of supplemental learning opportunities.
10. Description of how individual student assessment results and interpretation will be
provided to parents.
Response: Each spring, test results are sent home in a hard copy for parents to review. Some
parents find reading and interpreting the results a daunting task. During Parent/Teacher
Conferences or at any time upon parent request, teachers assist parents in understanding the test
data and what it means for their child. Language Line or interpreters are provided if needed to
bridge a language barrier.
11. Provisions for the collection and disaggregation of data on the achievement and assessment
results of students.
Response: Teachers will administer state achievement assessments using secure, standardized
procedures outlined by the school testing coordinator and the system test coordinator. Following
administration, tests will be sent to the appropriate scoring agency who then secures all test data.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 18 of 25
19
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
Test data is obtained by the district testing coordinator via the secure Georgia Department of
Education Portal. When data is received it is disaggregated by the system level testing
coordinator and shared with school administrators who will promptly share this information with
teachers. School administrators have been trained to utilize spreadsheet data and identify target
students and groups. Teachers will further disaggregate the data to identify individual student
needs as well as needed program and instructional improvements.
12. Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response: The statistical validity and reliability of the instruments administered are maintained
by the Georgia Department of Education. Teachers and staff are continually trained on test
security and administration in order to ensure that testing results will be sound reflections of
student learning. Test data is maintained in a database format as well as in spreadsheets in order
to keep data shared between schools and the central office as consistent and secure as possible.
At the local level, school testing coordinators, teachers, and staff will continue to be trained for
each test to insure that the results are statistically valid and reliable. All administration, storage,
and coding procedures as outlined in the testing manuals will be followed to insure test security
and its proper administration. Test data will be handled in a confidential manner at the system
and school levels.
13. Provisions for public reporting of disaggregated data.
Response: For each major assessment, press releases will be prepared by the district office
highlighting both the overall results of the testing as well as data disaggregated by subgroups.
These press releases will be shared with local newspapers, radio stations, and other media
outlets. In addition, the Barrow County Schools webpage will contain test scores and press
releases available for public viewing. The State Report Card will be available to the public
through the Georgia Department of Education DOE website. This report card will provide data
from state mandated tests as well as school demographics. Adequate Yearly Progress reports
will also be found on this site.
14. Plan developed during a one-year period, unless LEA, after considering the
recommendation of its technical assistance providers, determines that less time is needed to
develop and implement the schoolwide program.
Response: During the 2011-2012 school year, stakeholders of Winder-Barrow Middle School
reviewed, evaluated and revised its schoolwide Title I plan. This plan will be revisited each
school year.
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).
Response:
Our writing team worked together to complete our needs assessment, study data, and
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 19 of 25
20
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
select strategies to address identified needs. Our School Governance Team, which includes
parents, business partners, and teachers, also participated in the initial writing stages. The writing
team communicated as needed through face-to-face meetings and email throughout the year,
sharing our plan and seeking input from other stakeholders. Drafts of the plan were distributed to
school staff, including paraprofessionals, our Media Specialist, our School Resource Officer,
School Nurse and Cafeteria Manager via email. We also discussed the plan during grade level
meetings, seeking out suggestions and input from teachers and paraprofessionals. We have
involved parents and students in the planning, review, and improvement of the comprehensive
school wide program plan by:
Inviting parents to participate in the writing of our school wide plan via our list serve,
during PTO and Title 1 Parent night meetings, and by posting notices on our school
website
Asking our School Governance, made up of business members, parents, and teachers to
review and make any suggestions concerning the school wide plan
Making plan available to PTO members and officers for suggestions
Holding classroom discussions with students regarding our plan
This plan will be reviewed, evaluated, and revised by our stakeholders annually.
16. Plan available to the LEA, parents, and the public.
Response:
A copy of this plan will be on file with our Barrow County Title I Coordinator (LEA) and at the
school. Parents and the public may view this plan in our front office, our parent resource center,
and on-line via our school website. Our plan will also be available during Open House, PTO
meetings, and other Parent events.
17. Plan translated to the extent feasible, into any language that a significant percentage of
the parents of participating students in the school speak as their primary language.
Response:
To the maximum extent possible, translations of this plan will be available in other languages
that are represented in our school population. Teachers will utilize the translators available
through the Language Line and/or the district Spanish translator for translation needs.
18. Plan is subject to the school improvement provisions of Section 1116.
Response: This plan is subject to the school improvement provisions of Section 1116 of NCLB.
State academic assessments and other indicators are used to annually review the progress of the
school to determine whether adequate yearly progress is being made.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 20 of 25
21
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
Winder Barrow Middle School
Parental Involvement Policy & Plan
2012-2013
Plan Development & Distribution
This parental involvement plan is developed by the School Governance, the Parent-Teacher
Organization (PTO), and the Winder Barrow Middle School (WBMS) Leadership Team. Using
standardized test data and school demographic information, this plan is created to address the
needs expressed by parents and teachers through formal and informal suggestions from the above
mentioned groups. The plan will be discussed at parent events and a copy will be available to all
parents.
Parent Meetings/Training and Resources
Annual Title I meetings will be held each fall. Parent meetings will be held in conjunction with
PTO meetings as well as on other dates throughout the school year. The parental
education/involvement activities scheduled (tentatively) for this coming year are events that have
been successfully attended previously, in addition to some new opportunities. These events
include: Open House; Curriculum Night(s); Science/Reading/Math Night; Rising 6th Grade
Parent Meeting; Fine Arts Show; and High School Fair to inform parents of classes offered.
Workshops will be held throughout the year for parents in conjunction with the school system’s
Family Academy. Topics include computer skills, child care, and helping your child with
homework.
Monthly updates about individual student growth, achievement, and behavior will be sent home.
Parent conferences will be held throughout the year. In addition to scheduled parent
conferences, teachers maintain contact with parents by phone and email. Conference times are
offered at flexible hours to accommodate parent schedules. Barrow County provides the services
of a Spanish and/or Hmong interpreter as needed. The Language Line is used to communicate
with non-English speaking parents or caregivers. Materials and a Title 1 funded computer will
be available in our family resource center.
Parents Involvement in the Title I Program Planning
Parents serve on our School Governance Team, Title One Committee, and the PTO board. These
teams work together with the school administration to determine needs of students and parents.
The goal of WBMS is to work with parents to encourage them to become involved in their
children’s education. Our Family Engagement Specialist and Community and Family
Engagement Committee will provide feedback and suggest new ideas for engaging parents as
well. The PTO and other parent activities are designed to attract parents from all socio-economic
groups and ethnic origins.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 21 of 25
22
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
Parental Notification
Winder-Barrow Middle School will utilize a variety of resources to communicate to parents:
Dates will be posted on the WBMS website
Parent Link will call home to deliver personalized messages
Student agendas will be used to record upcoming events
Student folders will be sent home weekly and utilized to communicate what students will
be learning, learning progress, inform parents of upcoming events, opportunities for
learning support, and district and community services and activities
All students at WBMS use agendas, and teachers, as well as parents, use this vital tool for
communication on a regular basis. Agendas contain homework information, upcoming test
dates, and teacher comments. Test data is explained to parents at conferences and at various
meetings as necessary when data is available. Letters are also provided to parents to explain how
to interpret the test results. WBMS is highly receptive to parental input and welcomes any
suggestions from parents.
Educating Teachers & Staff on Working with Parents
The WBMS staff participates in school-based staff development activities on a regular basis. In
addition, professional learning opportunities are available throughout the year at school, the
district office, North East Georgia RESA, and through continuing education programs.
Professional development opportunities include working with families in poverty. In summer
2012, WBMS staff are participating in a book study on Eric Jenson’s Teaching with Poverty in
Mind: What Being Poor Does to Kids’ Brains and What Schools Can Do About It. Professional
Learning opportunities will also address English Language Learners (ELL), Response to
Intervention, engaging parents in student learning and data discussions, formative assessments
and standards-based teaching, and meeting the needs of homeless children and youth.
Community Involvement
At WBMS we seek to involve the community in as many aspects as possible. A mentor program
is in place for At-Risk students. WBMS has matched many students with adult community
mentors who meet with them on a regular basis. PTO members also play a strong role in
supporting the educational needs of our students. Our Partners in Education (PIE) provide
mentors, role models, and other incentives and rewards for our students. PIE members serve as
judges for our spelling bee and participate in other activities throughout the year.
Strong ties have been formed with our feeder elementary schools (Statham Elementary and
Holsenbeck Elementary), Winder-Barrow High School, and local colleges and universities.
These relationships allow for opportunities that help encourage students to graduate from high
school and attend college, which assists with their visualization of the world beyond school.
Some of these opportunities include: elementary students visiting WBMS; 8th grade students
visiting the high school; and tours of post secondary schools.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 22 of 25
23
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
A strong network of support is provided for students and parents at WBMS. The motto of
WBMS is Powerfully United in the Pursuit of Success (PUPS). The message “All students will
graduate from high school” is sent to students and parents on an ongoing basis. Together with
Statham Elementary, Holsenbeck Elementary, and Winder Barrow High School, WBMS works
to help students gain the skills necessary for this goal.
Opportunities for Reaching All Parents
Conferences are held throughout the year with all parents. Agendas, Weekly Student Folders,
the district ParentLink call-out system, periodic newsletters, Curriculum Night, PTO meetings,
band and chorus concerts, as well as other methods are used to communicate with parents
throughout the school year. The Language Line or district translator is utilized to communicate
with parents who speak other languages.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 23 of 25
24
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
Student Name:__________________________HomeBase Teacher: ____________
(Please print)
Winder-Barrow Middle School
2012-2013 Title I School-Parent Compact
Winder-Barrow Middle School and the parents of the students participating in activities,
services, and programs funded by Title I, agree that this compact outlines how the parents,
the entire school staff, and the students will share the responsibility for improved student
academic achievement and the means by which the school and parents will build and
develop a partnership that will help children achieve the State’s high standards.
SCHOOL RESPONSIBILITIES
Winder-Barrow Middle School will provide high-quality curriculum and instruction in a
supportive and effective learning environment that enables the participating children to
meet the State’s student academic achievement standards as follows:
All teachers and staff will:
provide instruction based on the Common Core Georgia Performance Standards.
provide parent-teacher conferences as needed and requested by parents and teachers.
respectfully and accurately inform parents of their child’s progress (weekly student folders,
progress reports every 4 ½ weeks and report cards every 9 weeks).
create a caring, inclusive, stimulating, and safe school/classroom environment.
respect cultural differences of students, their families and other staff members.
provide reasonable access to staff. Parents may call the school or email the teacher to
schedule a conference.
provide parents opportunities to participate in their child’s education through volunteering,
observing, mentoring, and PTO.
PARENT RESPONSIBILITIES
We, as parents, will support our children’s learning.
As a family we will:
make sure that my child attends school everyday and arrives on time.
support the school’s policies and procedures.
make sure that homework is completed and send my child to school prepared with
appropriate materials.
check my child’s agenda for important notices.
volunteer and participate, as appropriate during the school year.
attend parent/teacher conferences to discuss my child’s academic progress.
STUDENT RESPONSIBILITIES
As a student, I will share the responsibility to improve my academic achievement and
achieve the State’s high standards.
As a student I will:
do my homework everyday and ask for help when I need to.
give my family all notices and information received by me from my school.
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 24 of 25
25
Georgia Department of Education
Title I
Schoolwide/School Improvement Plan
show respect for myself, my school, teachers, and others.
abide by the school and bus rules and procedures.
come to school prepared with my necessary supplies.
believe that I can and will learn.
________________________________ _______________________________ ______________
Principal Signature Teacher Signature Date
________________________________ ________________________________
Parent Signature Student Signature
Dr. John D. Barge, State School Superintendent
April 2011 ● Page 25 of 25
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