School Name Freedom Middle School Principal Michael A. Jones

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					               School Name: Freedom Middle School         Principal: Michael A. Jones      Plan Year: 2008-2010

DeKalb County School System
CONSOLIDATED SCHOOL IMPROVEMENT PLAN
2008-2010

The Consolidated School Improvement Plan (CSIP) contains and/or is aligned with the following guidelines and mandates:

No Child Left Behind Act of 2001                                                   Federal and State mandate
                                                                                   Required for all DeKalb County Schools
AdvancEd (SACS CASI)                                                               Required for District-wide Accreditation
Georgia Department of Education Annual School Improvement Plan                     Georgia DOE mandate
                                                                                   Required for all DeKalb County Schools

AYP Addendum (as appropriate)                                                      NI, Corrective, and Restructuring Plans must
___NI School Improvement Focus Plan (NI-1 and NI-2)                                be implemented in the same year written with a
__X_Corrective Action Plan (NI-3 and NI-4)                                         two-year plan required. Revisions may be
___Restructuring Plan (NI-5+)                                                      made as new data becomes available.
Title I                                                                            Required for all Title I DeKalb County Schools
_X__New Title I Schoolwide Plan                                                    New Schoolwide Plans require a stakeholder
___Annual Addendum                                                                 survey and an intensive year-long research and
___Targeted Assistance Plan                                                        planning process

DeKalb County School System Plans                                                  Required for all DeKalb County Schools
Special Education Plan                                                             The Professional Learning Budget should be
Professional Learning Plan                                                         placed in the CSIP Appendix and copied to the
Library Media Plan                                                                 Department of Professional Learning.
Wellness Plan
School-Wide Discipline Plan




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               School Name: Freedom Middle School         Principal: Michael A. Jones   Plan Year: 2008-2010

Table of Contents

Section                                                                                                        Page #
Statement of Quality Assurance                                                                                      3
Integration of AdvancEd (SACS CASI) and Georgia DOE School Standards                                                4
Steering Committee Members and Signatures                                                                           5
Developing a Comprehensive Needs Assessment                                                                         6
Mission and Vision                                                                                                  8
Leadership and Governance                                                                                         10
Scientifically Based Research                                                                                     14
School Culture/Climate                                                                                            15
Teacher Involvement in Decisions Regarding the Use of Academic Assessments                                        18
Stakeholder Communication                                                                                         20
Instruction by Highly Qualified Teachers                                                                          23
Focusing Daily Lessons and Differentiating Instruction to Meet Student Needs                                      24
Providing Students with Effective, Timely Additional Assistance to Meet Student Needs                             27
Plans for Assisting Students during Transitions                                                                   29
Support Services for Student Learning                                                                             31
Strategies to Increase Parental Involvement                                                                       33
Coordination and Integration of Federal, State, and Local Services and Programs                                   35
Reading/ELA Action Plan                                                                                           36
Math Action Plan                                                                                                  42
Science Action Plan                                                                                               48
Social Studies Action Plan                                                                                        53
Attendance Action Plan                                                                                            58
Special Education Action Plan                                                                                     63
Library-Media Action Plan                                                                                         67
Professional Learning Action Plan                                                                                 67
Professional Learning Action Plan                                                                                 69
Teacher Retention                                                                                                 74
School Climate                                                                                                    76
Health and Wellness                                                                                               78

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                School Name: Freedom Middle School            Principal: Michael A. Jones        Plan Year: 2008-2010




Statement of Quality Assurance

To ensure that school improvement stakeholders have a common understanding regarding the development and implementation of the
Consolidated School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its
entirety. By his or her signature on this page, each party attests to the fact that he or she approves of the plan.

 I hereby certify that, to the best of my knowledge, the information contained in the attached Consolidated Schoolwide Improvement
 Plan (CSIP) is correct, complete, addresses all components required under Federal, State, and district laws, policies, and regulations,
 and that all specified assurances have been and/or will be met within the operating period of this plan.
 Principal:                                                                                                             Date:

 Area Assistant Superintendent:                                                                                        Date:

 Director, Department of Curriculum and Instruction:                                                                   Date:

 Coordinator, Office of School Improvement:                                                                            Date:

 Executive Director, Office of School Improvement:                                                                     Date:

 Executive Director of Assessment and Accountability:                                                                  Date:


Establishing a CSIP Facilitator, Steering Committee, and Subcommittees

The principal appoints a CSIP Facilitator and ensures that the Steering Committee (SC) is representative of all stakeholders. The CSIP
Facilitator is responsible for oversight of the CSIP throughout the planning process and the submission of the final document to the
principal for approval. The SC is comprised of the CSIP Facilitator and the chairpersons of all subcommittees. The SC and
subcommittees are responsible for the development, the on-going monitoring, and implementation of the CSIP. The SC will make
necessary revisions to the Plan, collect evidence files for Quality Assurance and perform the End-of-Year Review of the school’s
success in implementing the Consolidated School Improvement Plan.

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               School Name: Freedom Middle School          Principal: Michael A. Jones    Plan Year: 2008-2010



Integration of AdvancED (SACS CASI) and Georgia DOE School Standards

The following standards are incorporated and adhered to in this CSIP document:

     AdvancED (SACS CASI) Accreditation              Georgia School Standards
     Standards
1    Vision and Purpose                              Sequenced and Organized School Curriculum
2    Governance and Leadership                       Collaborative Planning for Curriculum Delivery
3    Teaching and Learning                           Systematic Process for Monitoring/Evaluating Curriculum Implementation
4    Documenting and Using Results                   Systematic Use of Data to Maximize Student Achievement
5    Resources and Support Systems                   Comprehensive School-Based Assessment and Evaluation System
6    Stakeholder Communications and Relationships    Data Analysis
7    Commitment to Continuous Improvement            Instructional Alignment with GPS and District Expectations
8                                                    Research-Based Instruction
9                                                    High Expectations for All Learners
10                                                   Shared Vision and Mission
11                                                   Comprehensive School Improvement Planning Process
12                                                   Collaborative Planning for Fiscal Management and Resource Distribution
13                                                   Safe, Productive, and Inviting Learning Atmosphere
14                                                   Active and Sustained Involvement of Student, Family, and Community
15                                                   Organizational Structures and Process for Stakeholder Involvement
16                                                   Stakeholder Needs Addressed through Services and Partnerships
17                                                   Professional Learning Communities
18                                                   Alignment of Professional Learning with School Goals and Best Practices
19                                                   Professional Learning Content
20                                                   Leadership Commitment to High Expectations
21                                                   Leadership Management and Organization
22                                                   Distributed Leadership and Planning
23                                                   Shared Governance
24                                                   School Culture Reflects and Reinforces Stakeholder Growth
25                                                   Community of Teaching and Learning


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                  School Name: Freedom Middle School     Principal: Michael A. Jones   Plan Year: 2008-2010

CSIP Steering Committee Members

Participant/Role                          Printed Name                            Signature
CSIP Facilitator                                  Quinton Ward

School Administrator                             Michael A. Jones

School Counselor                                   Debra Hanson

Special Education Representative                 Tanecia Raphael

Parent/Community Representative                 Yvette Wainwright

Leadership Chair                                 Michael A. Jones

Data Collection Chair                              Quinton Ward

Research Chair                                   Michael A. Jones

School Culture Chair                               Debra Hansen

Content Area Action Plans Chair                Brenda Johnson – Math
                                           Angela Sellers- Language Arts
                                              Joyce Johnson – Science
                                         Cassandra Ekemam – Social Studies
Library Media Chair                                Latonya Ketter

Professional Learning Liaison                          Cora Adu

Title I Teacher                                   Tamara Harris

Writing and Editing Chair                           Valerie Hill
Other                                  Cathy Goolsby & Ginori Simmons-Jones
                                               Instructional Coaches
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                School Name: Freedom Middle School            Principal: Michael A. Jones       Plan Year: 2008-2010

Developing a Comprehensive Needs Assessment (NCLB Mandate)
School Profile: See appendix for a copies of the Georgia DOE Report Card, AYP results, survey results, GAPSS analysis results,
AS-400 data, and other test scores as appropriate.

Describe how the school stakeholders and the CSIP Steering Committee developed a comprehensive needs assessment.
Include information about when, where, and how the team met*.
Towards the end of the 2007-2008 school year, a group of aspiring administrators and other teacher leaders were tapped to serve on
the Better Seeking Team. They were each invited to facilitate one of the newly formed school improvement teams. Each faculty
member signed up to serve on one of the committees. Using available data, each group met prior to the end of the school year, to
develop an action plan for their area of responsibility. These action plans were shared during the Better Seeking Team Retreat last
summer. The retreat provided an opportunity for reflection and feedback on each group’s plan.
    During the initial planning meeting in August, the Steering Committee developed an extensive list of existing data from the 2007-
2008 school year as well as non-existing data pieces that need to be included in order to develop a comprehensive needs assessment.
We then identified and agreed on a few data pieces that were relevant to this process. During the initial meeting with faculty, staff,
and parent representatives, we explained the process and timeline for draft submissions and completing the Consolidated School
Improvement Plan. We also assigned teams and gave them time to review the data pieces and to report out on their findings. Each
department chairperson was provided a copy of the CSIP manual along with the template. We studied plans of high performing
middle schools through the United States. Much of what we learned was already identified and in place based on the plans presented
at the Better Seeking Team Retreat.

List the types of data analyzed and placed in the appendix.
    Standardized Test Data (i.e. CRCT, ITBS, CoGat, Writing Assessment)
    ESIS & IDMS Data (Discipline & Attendance)
    Perception Survey Data
    SAI Data
    Self-Assessment Reports
    OSI Review Data
    Diagnostic Data
    Benchmark Data (ELA, Math, Science, Social Studies)
    Survey Monkey (Technology assessment needs survey 8/26/09 & Co-Teaching assessment survey 09/03/2009)

We recognized and agreed that additional data pieces that are not mentioned above, i.e. focus walk, extracurricular participation,
mentoring data, peer observation data, etc. would also be monitored throughout the year.

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               School Name: Freedom Middle School          Principal: Michael A. Jones      Plan Year: 2008-2010

Identify the subgroups for which assessment results are disaggregated.
Asian/Pacific, *Black, Hispanic, White, Multi-Racial, *SWD, *ELL, and Economically Disadvantaged – Note - * denotes subgroups
affecting AYP Status.

*All needs assessments are required to include stakeholder perception results and GAPSS analysis results (through a Georgia DOE
Review, an OSI Review, or a Self-Assessment) in addition to test data. Conclusions based on data will be presented in the
Leadership and Governance section.




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               School Name: Freedom Middle School         Principal: Michael A. Jones       Plan Year: 2008-2010



School Mission and Vision


                                            DeKalb County School System                 School

 Vision                                     “Premier DeKalb Schools” – Setting the      Forever Reaching Educational Excellence
 What is our image of a successful school   standard for Excellence through unity and   by Developing our Minds
 for our stakeholders?                      purpose.
 Mission                                    The mission of the DeKalb County School     The mission of Freedom Middle School is
 How will we make our vision a reality?     System is to form a collaborative effort    to provide a conducive learning
                                            between home and school that maximizes      environment where teachers can teach and
                                            students’ social and academic potential,    students can reach and exceed their
                                            preparing them to compete in a global       potential, so they may compete in a global
                                            society.                                    society.
 Values                                      Value and promote parent                   A positive learning environment
 What beliefs and standards guide our           involvement                                 enhances a child’s learning success.
 mission?                                    Regard quality public education as         If the children do not learn the way we
                                                essential                                   teach, we must teach the way they
                                             Honor universal human rights                  learn.
                                             Contribute to the common good of our       To teach the whole child to the best of
                                                community                                   our capabilities, to inspire and ignite
                                             Hold high expectations for ALL                young growing minds, to help guide
                                                                                            them to be the best they can be, and to
                                                                                            motivate each child to reach his/her
                                                                                            fullest potential.
                                                                                         To empower the students’ minds, the
                                                                                            teachers are committed to developing
                                                                                            each student’s full potential by
                                                                                            implementing and utilizing various
                                                                                            modalities/styles to increase student
                                                                                            involvement in the classroom or
                                                                                            student achievement.

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School Name: Freedom Middle School   Principal: Michael A. Jones       Plan Year: 2008-2010


                                                                      To approach each student as a separate
                                                                       entity, therefore, develop an
                                                                       educational plan that will address each
                                                                       individual’s specific needs and
                                                                       interests while stressing the basic
                                                                       strengths.
                                                                      Parental support is a vital part of
                                                                       student achievement.
                                                                      All students can achieve.
                                                                      A partnership consisting of teachers,
                                                                       staff, administrators, parents, students,
                                                                       and community members is vital in
                                                                       helping our students achieve academic
                                                                       and social success.




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               School Name: Freedom Middle School           Principal: Michael A. Jones      Plan Year: 2008-2010

Leadership and Governance

Write a brief narrative for each question describing your conclusions drawn from the School Needs Assessment. All conclusions
should be based on data.

Describe the school’s strengths.
The focus of our work is closely aligned to the school’s vision and mission. We provide ongoing professional development to support
the instructional needs of our teachers. All subgroups with AYP implications experienced a decrease in the number of students
missing more than 15 days out of school. Our test participation rate in math improved for all subgroups. Academically, our greatest
strength has always been in reading and language arts. Our READ 180 program serves as a model for the district. Although math
continues to be a concern for us, we also improved in math in the number of students meeting and exceeding the standards overall.
We are exploring alternative strategies that will help to close the achievement gap between our students with disabilities and other
subgroups.

What evidence do you have to support this perception?
 Our test participation rate on the CRCT remained at 100% for all subgroups.
 Improvement in reading from 79.9% meeting and exceeding the standards to 84% meeting and exceeding the standards on the
  CRCT.
 Interview/questionnaire from the OSI review indicates that READ 180 strengthens the instructional program.
 A 7 percentage point gain in math for SWD and an 11.9 percentage point gain in math for ELL students (AYP report)
 The percentage of students absent more than 15 days decreased from 9.9% in Spring 2008 to 7.4% in Spring 2009. (AYP report)

Describe the school’s opportunities for improvement.
There is enormous potential for greatness at Freedom Middle School. 7 teachers were ELL endorsed over the 2009 Summer Break.
Freedom Middle School has made AYP only once since its inception in 2001 and we are currently classified as an NI4 school. We did
not make AYP in ELA/Reading and Math. Our most pressing issue is addressing the needs of our SWD, ELL and Level One students
in math, reading, language arts. In addition, there is a need for (1) increased parental involvement (2) improved classroom
management / school-wide discipline plan (3) better monitoring of Level I Plan implementation (4) better monitoring of benchmark
results (5) more training and collaboration with exceptional education/ content area teachers for increased student achievement for
SWD (6) more student centered activities/ instructional delivery (7) increased participation in tutorial program (8) increase the
percentage of all students meeting/exceeding the standard in mathematics (9) increased use of technology in the classroom by teachers
and students (8) improved academic rigor using the Georgia Performance Standards and standards-based instructional strategies. (10)
timelier interventions for students that are not meeting expectations and (11) improved staff and student attendance (12) better
communication between home and school (13) community volunteers at needed to serve as mentors for struggling students (14)
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                School Name: Freedom Middle School            Principal: Michael A. Jones       Plan Year: 2008-2010

students need more hands-on opportunities to understand the standards (15) additional training is needed on teaching the standards
(16) increasing academic enthusiasm and teacher expectation and (17) differentiating instruction in all academic areas for all students.

Freedom‘s student population is capable and talented in many areas, however we have challenges in overcoming barriers to student
achievement. These educational, social, emotional and economic barriers are what the parents, students, teachers, administrators, and
community will work together to overcome. Additionally, staff development is needed in the areas of differentiating instruction,
infusing higher order thinking into instruction, and co-teaching.

What evidence do you have to support this perception?
 33.5% of the students surveyed feel that their teachers motivate them (perception survey data)
 42.2% of the students surveyed feel their classes are interesting (perception survey data)
 30.3% of the students surveyed feel that their teachers allow them to do something different or move to the next topic when they
  already understand what is being taught (perception survey data)
 39.2% of the students surveyed feel that the class work challenges them to do their best (perception survey data)
 20.6% of the students surveyed said that they see adult volunteers in the school (perception survey data)
 The use of technology effectively integrated into instruction was observed in 26% of math classes observed (OSI data)
 Students effective used technology during the class period was observed in 3% of the math classes (OSI data)
 Instructional goals, activities, interactions, and classroom environment conveying high expectations for student achievement was
  observed in 17% of the math classes observed (OSI data)
 Over 80% of the teachers surveyed said they are comfortable with technology (Survey Monkey data)
 70.7% of the teachers surveyed said they would like to learn how to use an Interactive Whiteboard (Survey Monkey data)
 31.3% of the teachers surveyed said they use incorporate technology at least once a week during instructional delivery (Survey
  Monkey data)
 31.7% of our SWD students met or exceeded the standard on spring 2009 CRCT math.
 47.6% of our SWD students met or exceeded the standard on spring 2009 CRCT ELA/Reading
 1523 discipline referrals were written between 08/13/07 – 05/26/08




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                School Name: Freedom Middle School           Principal: Michael A. Jones        Plan Year: 2008-2010

Describe the current governance structure/decision-making process of the school.
Freedom Middle School has a collaborative governance structure that affords the stakeholders an opportunity to participate in the
decision making process of the school. Department chair meetings occur monthly with members of the administrative team to discuss
efforts regarding student achievement, as well as to discuss departmental issues/concerns and answer questions. Information from the
instructional team meetings is shared with the faculty during departmental and faculty meetings. During the monthly departmental
meetings, the department chairs share information from the departmental meetings with the administrative team in addition to sharing
effective instructional practices that teachers may utilize in their respective classrooms.
    The data that is collected during classroom observations, review of lesson plans, results of benchmark tests for ELA/Reading,
math, science and social studies as well as instructional concerns are discussed and shared during the departmental and team meetings.
Departments and/or teams decide how to use data collected and assist in developing plans for increased student achievement.
    In addition to the Leadership Team meetings and departmental meetings, the administrative team meets weekly to discuss what
procedures should be utilized to assist teachers in classroom instruction. Weekly grade level meetings are held with each administrator
to share and discuss the daily processes and procedures of the school. It is in this forum where issues specific to each grade level are
discussed, problems are ironed out, and questions are raised for how we can improve as instructional leaders and classroom managers.
The school’s data room provides a visual display of the most recent test scores according to grade levels, subjects, sub-groups, and
domains. The administration and teachers throughout the year to ensure that our academic interventions are based on test data use this
information. Our Design Team meets weekly to discuss the proper implementation of the CSIP. The Leadership Team, consisting of
teacher leaders representing every area of our academic program meets monthly to discuss new school initiatives. The subcommittees
of the Better Seeking Team include Instruction, Data and Testing, Discipline, Professional Learning, Parent and Community
Involvement, Attendance, B.I.G., Public Relations, and Sunshine. These School Improvement Committees offer guidance to the
Administrative Team as decisions and directives related to school improvement are made.

Describe how the school leadership makes instructional decisions regarding staffing, creating a master schedule, selecting
instructional initiatives, and providing professional learning opportunities.

Staffing for each school year is determined based on student enrollment. Teacher placement is determined by certification area,
teacher interactions, teacher preference, and the results of student achievement. Changes to the master schedule are made based on
district and/or state level curriculum initiatives as well as student course interest. Professional development needs are based on SAI
data, teacher survey data, as well as results of focus walks. All initiatives are researched-based ideas. Teachers meet monthly in
professional learning communities. The PLC’s consist of team meetings, data delves, Better Seeking Team, Leadership Team, Design
Team, Department Meetings, grade level content meetings, and school improvement committees.




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                School Name: Freedom Middle School             Principal: Michael A. Jones        Plan Year: 2008-2010



Briefly describe how the leadership communicates and enlists the assistance of central office personnel to ensure that SACS
standards are met in the areas of non-instructional support (facilities, finance, transportation, nutrition, and health).

Students at Freedom Middle School receive health and nutrition training through scheduled physical education and health classes.
The Physical Education Department utilizes the Fitness program to test students’ fitness levels at the beginning and end of each school
year. Our school conducts the School Health Index for Physical Activity, Health Eating and a Tobacco-Free Lifestyle assessment
annually.

The district’s Finance department to ensure sound fiscal responsibility at the local school level conducts audits annually.
Recommended changes are immediately implemented as requested. Monthly budget reports and bank statements are reviewed
thoroughly for accuracy.

The Plant Engineer assesses the needs of the school facilities. A work order is then placed through the service center. The work order
is placed on the calendar and repairs are made at the designated time. If repairs are not made in a timely matter, the area office is
contacted for additional support to assist in getting the repairs completed.
The district provides transportation in a safe, professional, and efficient manner to students that attend our school for all approved
activities. This includes travel to and from school, educational field trips, and other qualifying athletic events and competitions. Safety
tips are provided to parents, student, and motorist to ensure a safe school environment.
Our school safety plan is designed to ensure that our school is an orderly and purposeful place where students and staff are free to
learn and teach without the threat of physical violence and psychological harm.




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                  School Name: Freedom Middle School          Principal: Michael A. Jones        Plan Year: 2008-2010

Selecting Appropriate Interventions Using Scientifically Based Research

All interventions or initiatives provided by the Georgia Department of Education or DeKalb County School System are predicated on
scientifically-based research and do not require citations. If an individual school chooses to select an intervention or initiative in
addition to the sources provided, then a citation and abstract of the pertinent research is required. Please use the format below and add
addition interventions, initiatives, and abstracts as needed. Cited research should directly align with the intervention it supports.

If your school is currently undergoing the Schoolwide Title I Planning process, this section is required.



Identified Need                          Action Plan and Page #         Citation and Abstract

NOTE: All interventions identified
in this plan can be found in the state
keys or DCSS approved programs.




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                School Name: Freedom Middle School             Principal: Michael A. Jones        Plan Year: 2008-2010


School Culture/Climate
Describe the methods utilized to ensure a school culture that is pervasively academic and demonstrates high expectations for
teaching and learning. Freedom Middle School sets high academic standards for both our students and teachers which set the tone for
an instructionally driven school. Through a collaborative effort, faculty and staff encourage students to build self-discipline, self-respect,
and personal responsibility. Staff learning is reinforced through opportunities in which teachers share ideas and work collaboratively to
implement such ideas. Teachers and students share an underlying set of expectations which shape everything about Freedom. Those
expectations include effective use of data, personal and professional growth, shared sense of commitment and responsibility, and valued
learning that enhances both curriculum and instruction. Professional development opportunities, which address instructional as well as
technological needs, are scheduled monthly. Professional learning communities were developed to allow teachers the opportunity to
develop collaborative, collegial relationships that foster reflection, inquiry, and sharing.
        Classroom observations, both formal and informal, offer an opportunity for school leadership and curriculum leaders to observe
the implementation of “best practice.” When necessary, coaching is provided to make sure that, within the framework of teacher
individuality, these efforts are being utilized to improve classroom practice and effectiveness. Incentives and celebration for faculty/staff
are planned according to (1) performance (2) attendance (3) personal efficacy and responsibility
Additional examples of policies, procedures, programs, and innovations that are in place include:
      Lesson plans are submitted weekly to the grade level administration with feedback provided
      All teachers provide a minimum of (1) one hour of tutoring weekly
      Pull-outs of students who do not meet mastery on benchmark exams
      Project based interdisciplinary instruction
      All 7th and 8th grade students participate in social studies and science fair
      All 6th grade students participate in the social studies fair and also complete a science research project.
      3 – week local benchmarks and mock writing assessment to identify students needing additional assistance
      Faculty, staff, and student mentors
      Academic awards ceremony twice per year
      Ram of the Month—Student Recognition Program
      Student Support Team/ RTI ( Response to Intervention)
      Implementation of district’s promotion/retention policy
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                School Name: Freedom Middle School            Principal: Michael A. Jones       Plan Year: 2008-2010


      Student planners provided to all students at no cost
      All teachers are required to infuse technology into their lessons
      Freedom Students are able to join the following academic clubs: Balanced Equations Math Club, The Reading Bowl Club and
       The Science Club.
      Student leaders and those demonstrating high academic performance qualify for National Junior Honor Society and/or Student
       Government
Freedom Middle School’s students are reminded of the importance of meeting standards daily, not only those connected to academics,
but those standards related to behavior as well. They are constantly reminded of the rules found in their student handbook, such as
always walking on the right side of the hallway. The school addresses individual student needs with Math Tools, Ramp Up Language
Arts (6th Grade Students only), Ramp Up Math (6th and 7th)World Language classes, Accelerated Extended Learning Time classes,
inclusion instructors assigned to content area departments, and peer tutors. In addition, students that need Level I support receive added
instruction in math and reading during ELT. Freedom fosters extracurricular activities geared toward academic achievement including
the Math Club, Science Club, Reading Bowl Club and National Junior Honor Society.
Faculty, staff, and administration select students for “RAM of the Month” for exhibiting the qualities of being a good student based on
improved academic achievement, reading, attendance and citizenship. Awards range from certificates, medals, and treats. On a smaller
scale students may be recognized in print in the quarterly newsletter and during morning announcements. Honors and Awards Day are
scheduled twice per year. Students are recognized for their hard work and improvement based upon their grades as evidenced on their
mid year report card and the final progress report. Also at 9-week intervals, student will be recognized for excelling in their subjects.
Although this recognition is not on the same scale as Honors and Awards Day, nonetheless it acknowledges those students who are
doing well to their peers and the school body. Both programs can be very effective in motivating struggling students.



Describe how the school-wide discipline plan is developed and/or revised*.
A sub-committee of the Better Seeking Team developed the School-Wide Discipline plan. It is a comprehensive living document that is
the framework for all student behavior at Freedom. It ensures consistent high expectations for student behavior through school rules,
policies, and procedures that are implemented in a fair and consistent manner to provide an environment conducive to learning. Students
are provided time to do timeout forms where they may reflect on their behavior and consult with their teacher/administrator on what
expectations are needed for future endeavors. The Code of Student Conduct is reviewed with all students within the first week of
attendance. Students are then assessed on their knowledge acquisition. The results are filed in the discipline office. The Discipline


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               School Name: Freedom Middle School            Principal: Michael A. Jones      Plan Year: 2008-2010

Committee for updates reviews the plan annually. The faculty and staff for consideration provide feedback in the annual plan for the
following year. In addition, each grade level team develops Team Discipline Plans.
Describe the methods utilized to address the social and emotional growth of each student.
Freedom Middle School has a number of programs that are in place to support the social and emotional needs of our students. Students
are allowed to participate in extracurricular activities such as athletics, dance team, pep squad, FBLA ( Future Business Leaders of
America, FCCLA (Family, Career and Community Leaders of America, TSA (Technology Student Association and the No Place for
Hate Club. These activities foster teamwork, a sense of belonging, and sportsmanship. Students receive emotional support through grade
level counselors, the Graduation Coach, and the Student Support Specialist who meet with students individually, in support groups as
well as in the classroom setting. Students are also provided additional support through programs such as mentoring.


Grade level counselors and the graduation coach schedule classroom guidance for all students once per month. During these sessions the
counselors facilitate guidance which addresses target guidance curriculum topics as well as topics of interest for students. Some topics
are revisited periodically, in order to remind students of their importance. Topics such as tolerance/ anti-bullying, positive character
traits, career awareness & preparation, the importance of goal setting and peer relationships. Counselors also facilitate group sessions
which address topics specific to some of the students. These topics may include, but are not limited to: improving attendance, loss/
divorce, self esteem, behavior management and character education.




*See appendix for a copy of the current school-wide discipline plan.




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                School Name: Freedom Middle School           Principal: Michael A. Jones       Plan Year: 2008-2010




Teacher Involvement in Decisions Regarding the Use of Academic Assessments (NCLB Mandate)

Explain how data resulting from academic assessments are used to inform and revise daily instruction.
Freedom Middle School has a data room, created data notebooks, and posted data throughout the room related to each AYP category
and tests. During the monthly data delve sessions; benchmark results are analyzed to determine student deficiencies based upon the
standards that were assessed. An item analysis is used to determine the percentage of students who missed each question based on the
standards that have been presented. The teachers then modify their instruction and assignments to strengthen areas of weakness. The
emphasis is on Level 1 students and “bubble” students. All content area departments to allow teachers to create lessons with the end
in mind and follow a defined time schedule use curriculum-pacing guides.

Before mid-October, Professional Learning Communities convene in the Data Room to interpret the data, receive their data notebooks
as well as training in the use of templates to assist in identifying the weakest domains of the students, by both team and grade level.
Content meetings focus on planning lessons to address the weakest domains. Further training is provided throughout the year to allow
the staff an opportunity to analyze the data in their notebooks against the Full Academic Year students and the strategies needed to
meet the school’s mission statement.

Following upcoming extensive training in the co-teach model, weekly planning sessions will be conducted between the regular
education teacher and the special education teacher to decide which co-teaching model will be most effective. These planning
sessions will be based on the data discussed during the data talks and the activities and lesson suggested during the study groups. The
regular education teacher and the inclusion teacher will determine who will deliver which aspect of the lesson. The data gathered
from the special education teacher and the regular education teacher will be brought together to drive how the lesson will be designed.
Hence, there will be continuity with the other content area teachers, yet instruction will be modified further to compensate for the
dynamics of the inclusion setting.


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                School Name: Freedom Middle School            Principal: Michael A. Jones        Plan Year: 2008-2010

A hands-on workshop focusing on differentiating instruction in the classroom is needed to interpret data from academic assessments.
Our faculty needs additional practice looking at data and transforming the results into lesson plans that are effective for all students’
not just verbal/linguistic learners. Currently, our staff has been trained to determine the performance level of the students they work
with using CRCT data. Within the subject they can identify the domains that the student has a problem with and develop the Level 1
objectives and goals from this data. One professional learning activity that would be most beneficial would be to correlate the test
results with the teacher that most recently provided the classroom instruction. This would allow the administration and department
chair to identify areas that were covered very well based upon strong results on the CRCT or areas that need improved teaching by the
teacher.
Describe how teachers are involved in the decision-making process of selecting, implementing and monitoring academic
assessments.
Each academic area meets weekly by grade to discuss instructional strategies based on the information gained from assessments. At
these meetings, teachers analyze student work and present assignments ways of conducting flexible grouping and instructional
delivery methods conducive to lesson differentiation. Based on student performance on local benchmark assessments, teacher
recommendations are used to place students in ELT, math tools, and READ 180 classes.




Describe how teachers are involved in the decision-making process of selecting, implementing and monitoring academic
assessments.
Each academic area meets weekly by grade to discuss instructional strategies based on the information gained from assessments. At
these meetings, teachers analyze student work and present assignments ways of conducting flexible grouping and instructional
delivery methods conducive to lesson differentiation. Based on student performance on local benchmark assessments, teacher
recommendations are used to place students in ELT and READ 180 classes.




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                School Name: Freedom Middle School           Principal: Michael A. Jones        Plan Year: 2008-2010




Stakeholder Communication (NCLB Mandate)
1. Provide Individual Student Assessment Results and Interpretation to Parents

Describe the process by which teachers and administrators interpret and articulate assessment results to stakeholders.
Once individual test scores are received at the local school, results are mailed home along with an interpretation guide. During pre-
planning week faculty participate in analyzing the most recent school wide AYP data. Test data for the entire Freedom student body
is explained, as well as the progress of each subgroup. Teachers receive instructions on giving “Test Talks” with each of their ELT
students to address their most recent CRCT results. The “Test Talks” teach students how to interpret his/her scores and how to
identify on which domains the student needs to focus. The student is then asked to set goals for the current year. All teachers receive
multiple training sessions throughout the year on data analysis and AYP. The Data Room at Freedom Middle School allows teachers
quick access to information concerning individual students as they relate to identified NCLB subgroups.

Teachers assess student work with the use of rubrics, portfolios, teacher-made assessments, and projects. Individual student test data
is collected throughout the year using the ITBS, COGAT, PSAT, MGWA, and the CRCT. The information received from these
assessments is made available through parent conferences.

The assistant principal for instruction meets with each ELA and math teacher to explain the development of Level 1 plans. Meetings
are scheduled with the parents of all Level 1 students to explain student performance and test data and develop a Level 1 plan for each
student. Counselors and teachers meet to discuss test data and school performance data when developing students’ schedules based on
individual instructional needs. Counselors also meet with parents and students on an ongoing basis to explain test data.

2. Provisions for Public Reporting of Disaggregated Data

Describe the various ways by which your school will communicate to the widest possible range of stakeholders (e.g., parents
and community) the results of the disaggregated data. Our school newsletter, RamPage, is mailed quarterly to parents, feeder
schools, area office officials, surrounding churches, and school board members to notify them of the availability of the CSIP. A
message from Freedom’s calling post will also be used to notify parents of the CSIP. The school website is updated monthly to
further inform stakeholders of the availability of the Consolidated School Improvement Plan. School Council meetings, PTSA
meetings, and informal conferences are all ways in which the disaggregated data is communicated. Individual student assessment
results for the ITBS, CoGat, and the Middle Grades Writing Assessment are given to the students to take home with summaries of test
data. PSAT data is shared with parents during a meeting to help them interpret the data. Individual CRCT results are mailed home
during the summer along with an interpretation guide.

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               School Name: Freedom Middle School           Principal: Michael A. Jones      Plan Year: 2008-2010



The Counseling Department is able to assist by having some of our correspondences translated into some of the languages represented.
Outside agencies have been helpful in providing translators to speak at some of our parent meetings and parent-teacher conferences.
This will allow for more of our parents to be armed with the knowledge needed to assist their children.




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                School Name: Freedom Middle School             Principal: Michael A. Jones         Plan Year: 2008-2010




Public Dissemination of the School Improvement Plan to all Stakeholders

Describe the methods and media by which the CSIP will be communicated with school stakeholders, including staff members,
student, parents, and community members. *
Freedom Middle School’s CSIP will be made available to the public in the following ways:
      Link on school’s website
      Hard copies available for review in the Freedom media center
      Local school council minutes
      A copy of the CSIP in the school’s data room.
      Notification of the availability of the plan will be sent in our first edition of our school newsletter, RamPage.
      A message from Freedom’s calling post will also be used to notify parents of the CSIP.
      Title I parent meetings
      Discussion of some of the goals when speaking to parents about their child’s success/ challenges.



* Translation or interpretation of the plan, to the extent feasible, shall be provided for any language that a significant percentage of the
parents of participating students in the school speak as their primary language.




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                School Name: Freedom Middle School             Principal: Michael A. Jones        Plan Year: 2008-2010




Instruction by Highly Qualified Teachers (NCLB Mandate)

Describe the policies and procedures used to ensure adherence to Federal mandates regarding “Highly Qualified” instructors.
All employees of the DeKalb County School System are required to complete a minimum of 20 hours annually of professional
learning. Teachers not certified in their core academic area(s) must secure their certification either via passing a state administered
test or completing an educational program at an accredited institution. DeKalb County School System, in conjunction with the
Georgia Professional Standards Commission, is responsible for verifying the appropriate certification of each teacher.
   The staff at Freedom receives ongoing training to maintain their level of qualification. Throughout the year, the Professional
Learning Committee offers in-service training on subjects that are pertinent to the development of the entire staff; such plans include
study groups, modeling by coaches or lead teachers, model classrooms, or other concerns that further support the classroom teachers.


Describe policies, procedures, initiative, and programs in place to recruit and retain highly qualified instructors at this school.
DeKalb County School System uses its Human Resources Department to pre-screen teacher candidates prior to the end of the school
year. An abundance of teacher candidates are attracted to the area from local and nationwide career fairs and from the Education
Departments of numerous university systems, including Georgia State University, Mercer University, University of Georgia, Agnes
Scott College, Spelman College, Kennesaw State University, West Georgia University and Emory University.

During the fall semester, the principal will begin to attend regional teacher job fairs to recruit highly qualified teachers. Along with
other administrators, the principal also attends the annual DeKalb County Teacher Job Fair. The district’s HR portal is checked on a
regular basis for potential candidates. Particular attention is paid to the area of certification to determine if the potential candidate
qualifies for the position. Through the year, the principal monitors staff certification through the HR portal. As much as possible,
department chairs are involved in the interview process. A focus is placed on hiring teachers who majored in the content area sought
via the vacancy. Once hired, each new and beginning teacher is assigned a mentor and a Teacher Support Specialist (TSS) to work
with them throughout their first three years on staff. New teacher meetings occur monthly to discuss topics that are relevant to the
needs of the new teachers. In addition, the new teachers receive professional development as needed and/or recommended by the
county.


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                School Name: Freedom Middle School           Principal: Michael A. Jones        Plan Year: 2008-2010



Focusing Daily Lessons and Differentiating Instruction to Meet Student Needs (NCLB Mandate)

Describe how administrators, teachers, and instructional support personnel ensure the use of a standards based curriculum
delivery. Freedom Middle School require teachers to submit weekly lesson plans that are reviewed by department chairs and grade
level administrators who provide feedback. Artifact focus walks and other focus walks are conducted periodically using the EWalk
observation software and various other paper templates to ensure that performance standards are prominently displayed, student
expectations and procedures are clear, student work with relevant commentary is displayed, and instructional delivery techniques are
effective. Teachers receive timely feedback in writing following each Periodically, formal and informal observations are conducted
by administrators, instructional coordinators, instructional coaches and department chairpersons. Freedom’s Language Arts and
Mathematics Instructional coaches assist in monitoring the effective implementation of the GPS to include Springboard strategies.

The instructional coaches along with members of the school’s instruction committee, provide training throughout the year for all
teachers on the GPS model classrooms. As a results, all classrooms have word walls, 3-part lessons are written daily, instructional
boards, essential questions, etc. The expectation of model classrooms throughout the building is monitored through ongoing formal
and informal observations and through lesson plans. Instructional coaches meet on a weekly basis with the language arts,
mathematics, and resource teachers to review standards, plan lessons/units, prioritize learning needs and plan for reteaching.

Describe how adminsitrators, teachers, and instructional support personnel plan for, implement, and monitor research-based
instructional delivery that is effective and appropriate to student needs.
To provide overarching guidance and direction, the Assistant Principal for Instruction coordinates testing, interdisciplinary units,
weekly lesson plan submission, in-services, and appropriate resources to highlight student performance and academic development.
Informal observations are made weekly via focus walks by administrators, department chairs, instructional coaches, county
coordinators, and the state facilitator.
   Instruction is monitored through lesson plans, teacher evaluations and focus walks. Administration also look for objectives, GPS
standards, word walls, evidence of the 3-part lesson and essential questions to be clearly displayed in the classroom. Another means
of monitoring is interviewing students to determine if they know the standard they are studying and what they are learning in the class.
Student work should be clearly displayed in the class with teacher commentary on the student work based on the standards.
Additional training will be provided this year on Marzano’s High Impact Instructional Strategies. All students will participate in the
science fair and the social studies fair.




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                School Name: Freedom Middle School            Principal: Michael A. Jones        Plan Year: 2008-2010




Explain the role of the Student Support Team (SST) in identifying students at risk and the process established to customize,
monitor, and evaluate effective strategies used to address students academic barriers.
The Student Support Team (SST) provides an interdisciplinary approach which incorporates the skills of the counselors and school
psychologist within an informal setting to develop, monitor and update strategies used to improve student behavior and performance.
Students are identified by parent, teacher, or counselor as needing educational or non-educational support. Students are prioritized
based on the date of referral or the determination that an immediate plan of action is required. Teachers are trained on how to
correctly assess if there is a legitimate learning or behavior issue. Freedom’s SST chairperson, the counseling department, and
pertinent teachers meet on a regular basis to discuss strategies, provide a timeline for review, or make a determination if further
testing/evaluation are required. The committee has established that the ultimate goal for student achievement is the least restrictive
environment.

At the beginning of the school year each grade level counselor distributed the names of students who had SST folders. Teachers were
requested to review the strategies from the previous year and to monitor the student’s behavior, and or academic functioning. The
grade level counselors monitor the student’s functioning by reviewing data such as the monthly progress reports. Students who are
experiencing challenges as evidenced on the progress report or classroom assessments are discussed. Teachers are asked to collect
data relating to the effectiveness of strategies implemented. Counselors collect data such as attendance records, progress reports and
previous data. This is used to consult with our school psychologist. SST meetings are scheduled to discuss the data. The student’s
parents are invited to attend. The gathering allows for a dissemination of information, as well as a discussion of additional strategies
and a plan of action. There are times when the Committee may decide that a formal evaluation is warranted. The Committee may also
suggest schedule changes or referral to other personnel for assistance, such as the Intervention Specialist or the Graduation Coach.
New referrals are made by the parent, team teacher or counselor due to academic and or behavior concerns. Teachers are asked to
provide pre and post data before making the referral. Once the appropriate data is collected the initial meeting is scheduled. Again,
parents are strongly encouraged to attend. The parent’s input is especially important in determining whether the concern is isolated to
the school or if problems exist at home. From time to time parents also can provide missing data which will be helpful in looking at
the overall functioning of the child.

Describe how plans are developed and implemented to address the needs of students who have not met expectations.
Level One students are determined based upon CRCT scores. If CRCT scores are not present, benchmark data, student work samples
and/or ITBS scores are used to determine placement. The teams develop a plan for accelerated, differentiated, and additional
instruction based upon the domains in which there is a weakness. The language arts and/or math teachers, with the assistance of the
other content area teachers, formulate the plan that will be used to achieve student progress. After the plan is produced, a meeting is
held with the team, counselor, grade level administrator, connections teacher, student and parent to discuss the viability of the plan and

                                                                   25
                School Name: Freedom Middle School             Principal: Michael A. Jones        Plan Year: 2008-2010

make revisions as necessary. Once all stakeholders have signed off on the plan, a timeline is established for periodically determining
if the goals and/or strategies attempted are working.

Describe the procedures in place to identify and address the needs of students who have met expectations in order to facilitate
their progress toward exceeding expectations.
Students identified as Level 2 and 3 learners may be considered for High Achievers. Level 3 learners may be referred for additional
testing for Gifted placement. These courses are designed to increase the rigor for the students through more challenging assignments,
introduction to more higher-order thinking skills, and discussions with students of similar ability levels. All level 2 and 3 students are
scheduled into advanced ELT classes. Students receive benchmark assessments in these classes to determine if progress is being
made. In addition, “bubble” students are double-dosed in Math Tools.

Describe the school-wide policies, procedures and programs in place to address the needs of gifted, talented, and high
achieving students through academic rigor (advanced academics). How does the school schedule and classroom instruction
ensure academic rigor, promote student engagement, and increase student achievement for students with high ability levels?

Freedom Middle provides high achievers and Gifted students with an accelerated pace of instruction, rigorous workloads, and
increased project-based assignments. Each grade level has one team of core content teachers with at least one teacher on the team
who are certified in gifted education. These students are sometimes used as peer tutors in their classes. Providing Students with
Effective, Timely Additional Assistance to Meet Student Needs (NCLB Mandate)




                                                                    26
                School Name: Freedom Middle School            Principal: Michael A. Jones       Plan Year: 2008-2010




Providing Students with Effective, Timely Additional Assistance to Meet Student Needs (NCLB Mandate)

Describe how and when students in need of additional assistance are identified.
Freedom Middle School’s counseling and administrative staff review spring and summer CRCT data to identify students who do not
meet expectations on the CRCT spring assessment. Student performance in reading, language arts, and math determine targeted
support needed. Students that do not meet expectations are scheduled into a yearlong READ 180 course. All remaining level one
math students receive additional support in ELT math.

Each fall teachers are provided with test data in which they develop a team profile where students are identified as Level 1, 2, or Goals
are developed to ensure students meet the Annual Measurable Objective (AMO). Students are placed in Gifted and High Achiever
classes based on their test and classroom performance, teacher observations, benchmarks, student work samples, portfolios and need
assessments. Students are scheduled into ELT courses each 9 weeks to receive additional support in their area of difficulty.

The grade level counselors monitor student performance monthly by reviewing the failure reports for each progress reporting period.
Unsuccessful students are identified and advisement meetings are held with these targeted students.

Describe how and when data is reviewed to ensure that student progress is occurring.
At the beginning of the year the AMO goals, subgroup data, and Level one, two, and three student data are reviewed with the staff.
Throughout the year monthly data delve sessions are conducted by administration to analyze benchmark data, attendance data, and
discipline data. Performance tasks and authentic assessments help teachers gauge who needs additional assistance weekly through the
analysis of student work. Teachers and administrators monitor attendance and academics through progress monitoring tools. Students
who are frequently absent are identified and appropriate referrals are made to an administrator/counselor. Teachers meet on a weekly
basis in content area meetings, monthly Data Delve sessions, and through faculty and department meetings. Benchmark and daily
assessments are used to inform and revise daily instruction.

Counselors meet with previously identified unsuccessful students to determine progress. These advisement sessions are used to
commend students for improvement as well as to offer additional strategies if improvement is still needed.

List training opportunities provided to teachers in the identification of student difficulties, data analysis, and the appropriate
assistance for identified difficulties.

                                                                   27
                School Name: Freedom Middle School            Principal: Michael A. Jones        Plan Year: 2008-2010


    AYP Score Interpretation In-service
    Project I.C.E./Co-Teaching
    Level 1 Parent Meetings
    SST/504 In-service
    Data Delve Meetings
    Professional Learning Planning Days
    Wilson Reading Training
    Read 180 Training
    Weekly Content Meetings
    Springboard Training Sessions
    S.I.O.P. Professional Development
    RTI In-service
    ACESSS Test In-Service

Describe any academic or behavioral growth opportunities provided outside the regular classroom environment in order to
assist students in identifying and reaching their goals.

All level ones students who participate in extracurricular activities are required to participate in weekly tutoring a minimum of (2)
hours either with an assigned teacher or through tutorial agencies. Bus transportation is provided two days a week for all students
staying after school for academic support.

The Counselors and the school psychologist provide group guidance to students who are in need. One such group is for students who
were retained as 8th grade students. These students meet to discuss individual goals for becoming successful in their classes. A review
of their progress and teacher evaluations is a part of their meetings. This non-threatening environment allows for a discussion of past
adverse attitudes and behaviors which led to failure. Students are equipped with skills to assist them in attaining success.

The Counselors, graduation coach school psychologist, and intervention prevention specialist also provide individual advisement and
guidance for students who are experiencing academic and, or behavioral challenges. Students are identified by teachers, parents,
failure reports and discipline referrals. Some students may also receive the services of the school social worker when it is determined
that outside situations are impacting the students success.




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                School Name: Freedom Middle School           Principal: Michael A. Jones        Plan Year: 2008-2010




Plans for Assisting Children during Transitions (NCLB Mandate)

Describe your plans for assisting all other levels of student transition (new students, PreK to Kindergarten, elementary to
middle, middle to high, early childhood programs, Special Education, English Language Learners Program, group home
participants, etc.).
The transition from elementary to middle school starts spring semester with visits to all feeder elementary schools by the
administrative team, counselors, and the Graduation Coach. The purpose of the visits is to introduce students to the middle school
process. Students and parents are also encouraged to visit Freedom Middle School’s campus prior to the start of their 6th grade year.
Based on teacher recommendations and/or students’ CRCT performance, incoming 6th grades are invited to attend Ram Academy, an
engaging and activity-filled summer workshop designed to promote a smooth transition into middle school.
The following practices are also in place:
      Summer packets of work in math, reading/ELA, science, and social studies are mailed home to current and rising students. In
       October, Curriculum Night/Portfolio Night is held in order for parents to learn about the curriculum as well as review their
       child’s progress through portfolio review. This is followed by additional information through the FMS newsletter, web links,
       calls, calling post, and conferences with individual parents are continually utilized to address concerns and help students with
       transition difficulties.
      In October an 8th Grade Parent Night is scheduled to address the importance of the 8th grade year. Some things that are
       addressed include testing, 8th grade dues, academic and behavioral expectations.
      As students move from Eighth Grade to high school, much attention is given to their successful transition. A parent/student
       presentation is given by our high school administrators and counselors to explain diploma choices and Ninth Grade class
       options. Parents are again invited to meet with counselors in completing the students’ four-year plans and 9th grade class
       choices. Finally, counselors present classroom guidance lessons on transitioning into high school.
      IEP reviews for Students with Disabilities are held by February of the current school year to determine course
       recommendations for the following school year. The LTSE and Department Chair for Special Education may be invited to IEP
       reviews to make course recommendations for elementary to middle school and middle school to high school transitions.

                                                                  29
              School Name: Freedom Middle School                    Principal: Michael A. Jones              Plan Year: 2008-2010


   The LTSE at each of the feeder elementary schools print Tie-Net list and provide the names of their special education students
    as part of the registration process for rising 6th grade students.
   The Assistant Principal for Instruction makes sure that every special education student is accurately placed prior to the
    beginning of the school year.
   A transition plan is required for Students with Disabilities. The transition plan is developed by the IEP committee during the
    8th grade year before an individual student turns 16 or the transition plan may be developed at an earlier age if the IEP team
    determines that it is necessary. Student preferences, needs, interests and post-secondary goals are addressed on the Transition
    Plan. These goals must be realistic, appropriate, measurable and related to education, employment, and independent living.
    High school diploma choice is addressed annually at IEP reviews in the 8th grade, and upon entry and upon completion of a
    program. The middle school counselor participates as part of the IEP committee to make course recommendations regarding
    Diploma Choice for high school.
   As new students enroll at Freedom Middle School, the counseling secretary reviews the registration paperwork and has the
    parent complete the registration form and other required forms. Next, the counselor for the student’s grade level meets with
    the student and parent to review the student’s previous grades, classes, and other relevant information. All information is
    assessed in order to determine class placements and create the student’s schedule. In order to familiarize the student with
    Freedom and the layout of the building, the counselor may walk the student (as well as parent, if desired) to his/her classrooms,
    introducing the new student to his/her new teachers as it is possible. The other way new students may be oriented to their new
    school and schedule is by having a knowledgeable and friendly student walk the new student around. At Freedom, the same
    counselor stays with the class of student as they move from 6th grade through 8th grade. Both student and parent are informed
    of grade-level requirements for promotion.
   Freedom has a number of students included in the English Language Learners Program. The ELL students receive intensive
    remedial English instruction three times per week by one of our ESOL certified specialists. The ESOL certified specialists use
    resources such as Rosetta Stone, USA Learns English, and Shining Star text material to reinforce student learning. They are
    mostly assigned to one team per grade level where they are scheduled with general education students in each of the content
    area classes. Some of our ELL students receive instruction for about four and a half hours each day at the DeKalb
    International Student Center. This program is designed for those students who enter the DeKalb County School System from
    foreign countries speaking no English. Over a period of weeks in this program, they are taught basic American school routines
    and given a crash course in survival English. These students end their school day at Freedom.
   A parent meeting will be held in March (feeder schools help to determine date/agenda) with feeder schools parents of fifth graders. To address the
    needs of the ELL population, an interpreter will be available. The purpose is to help parents prepare their students to make the move to middle school
    and to explain how FMS will help. Early registration is done with all rising 6th, 7th and 8th grade students in February and March. The counselors meet
    with current students each spring to complete early registration. The counseling department and the assistant principal for instruction work with the
    feeder school assistant principals and counselors to pre-register all rising 6th graders.
                                                                              30
                School Name: Freedom Middle School           Principal: Michael A. Jones        Plan Year: 2008-2010


      Support Services for Student Learning
Describe how the school provides support through counseling and academic advisements that provides access to an adult
advisor, mentor, or counselor.
Freedom uses Instructional Coaches to support students of all grade levels who scored at Level 1 in Math and/or Language Arts.
Counselors address the academic needs of students by identifying those students who are failing more than (2) two core subjects in 4 ½
week periods based upon the failure reports for each progress reporting period. These students are met with during an advisement
session. These individual meetings consist of reviewing current functioning in each academic class, a review of the latest progress report
(teacher comments), a written plan of action and a phone call to the parent/guardian to apprise them of school resources. These students
are monitored each time a new progress report is issued. Counselors often speak with the team teachers to gain insight as to why the
student is not meeting expectations.
Counselors routinely deliver classroom guidance lessons on topics such as study skills and test-taking skills. Furthermore, counselors
will meet and talk with students who accumulate unexcused absences, thereby supporting the need for good attendance by all Freedom
students. The Graduation Coach facilitates a faculty mentoring program, which pairs at-risk students with a staff, faculty, or community
member. Twice per month during ELT students receive guidance on study skills, character education, test-taking strategies, and
organizational skills through the Teachers as Advisors Program. School counselors are also able to provide support for students through
the Mentoring program. Adult volunteers complete a background check and comprehensive training to equip them for success as they
work with DeKalb students.
   All students that require support through IEP, 504, etc…..guidelines are appropriately serviced according to their needs. A system
has been established that allows for timely support for any student once the need becomes apparent. Every student with special needs is
assigned a case manager. This case manager reviews the student’s individualized education plan and informs the student’s teachers
about disabilities and modifications. Additionally, teachers who are trained to support special needs students attend content-area and
team meetings to share and plan with regular education teachers.
Counselors and the ESOL teachers work with the International Center to provide translators when needed.

Describe how counselors, social workers, Prevention/Intervention specialists, and other student support personnel work with
the district office and outside agencies to meet student needs.
Social worker referrals are made to outside agencies in order to provide additional resources to students and their families who are
experiences challenges and/or in crisis.




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               School Name: Freedom Middle School           Principal: Michael A. Jones      Plan Year: 2008-2010

School Counselors: Our counselors help to identify students who are in need of additional resources. Counselors also identify
students who are eligible to participate in activities outside of the school because of need or as an incentive. Programs such as No
Place for Hate, Prejudice Awareness, DeKalb Rape Crisis Center-Healthy Relationships; DeKalb Rotary Club & AIDS Atlanta; Kaiser
Permanente – Secrets Play (AIDS Awareness).

Graduation Coach: DeKalb County Prosecutors Office, GALS Leadership Conference; Clark-Atlanta’s Minority Recruitment Fair.

Student Support Specialists: Drug education, groups including ISS, Red Ribbon Week

Social Workers: Child Abuse Training for faculty/staff; Truancy Program, DeKalb County Juvenile Court Strategies to Increase
Parental Involvement (NCLB Mandate)




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                School Name: Freedom Middle School            Principal: Michael A. Jones       Plan Year: 2008-2010

Strategies to Increase Parental Involvement (NCLB Mandate)

Describe the parent/community outreach activities and initiatives in place.
At Freedom Middle School, parents are provided with opportunities to receive specific information on state standards and assessments
during PTSA meetings, school council meetings, individual parent conferences, and team conferences. The Counseling Department
also maintains a binder, which has information about various community programs available for students and parents. Additionally,
parents have access to the district’s Parent Resource Centers to check-out materials, attend workshops, and gain understanding of the
state’s standards and assessments.

Through the year, the district’s assessment office disseminates letters to parents through the school that explains the state standards
and assessments. The following strategies/activities are utilized and/or will be initiated this year to promote active parent involvement
on an ongoing-basis:
     Workshops, for parents, provided by the Counseling Department and the staff of Jolly Elementary School’s Parent Center will be
        offered mornings and evenings based on the needs of our parents. Interpreters from the International Center are provided at all
        meetings for our non-English speaking parents.
     Two Parent/Teacher Conference Nights are held following the distribution of progress reports at the 9 week grading period for
        each semester. Interpreters are available.
     Parent conferences are also held during team planning at parents’ requests or when a team has a need to meet with parents.
        These are ongoing throughout the year. Interpreters are available.
     A minimum of three parent and community events will be held within the community that our students reside in. (location to be
        determined)
     The school newsletter is sent home quarterly and available online; it provides information pertaining to upcoming parent
        conferences, department news, team news
     Quarterly local school council meetings
     Quarterly PTSA meetings
     Open House and Curriculum/Portfolio Night
     8th Grade Parent Night
     AYP Night
     Principal’s Quarterly “Chew & Chat” Sessions

Describe how parents and community members are involved in the school decision-making process.
Input by parents and community into the school decision-making process is done on an advisory level via the PTSA Executive Board
meetings as well as the monthly School Council meetings.

                                                                   33
                School Name: Freedom Middle School          Principal: Michael A. Jones      Plan Year: 2008-2010



Describe the level of involvement of parents and community members in the development of the CSIP.
Parent and community involvement has historically been low at Freedom Middle School. Several factors contribute to the low parent
and community participation. The issue of poverty, the school’s location, and the high mobility rate of our students are just a few.
We realize that there is no magic bullet and that we must do everything we can to address this issue. During school year 2007-2008
the faculty participated in a book study of Ruby Payne’s Frameworks for Understanding Poverty to better understand the needs of our
stakeholders. In June 2008 members of the Leadership Team attended the National Model Schools Conference and attended a session
titled, “Community Engagement for Urban Schools”. The session was extremely insightful and encouraged us to think outside of the
box when identifying ways to involve our parents. As a result of attending that session we have decided to meet our parents where
they are by planning at least two parent meetings to occur in the community in which several of our students live.
    A reorganization of the school’s PTSA began during the 2007-2008 school year. The officers participate in ongoing training to
help improve the quality of Freedom’s PTSA program. They have been actively pursuing more community support for the school.
The locally formed Parent and Community Involvement Committee meets monthly to discuss ways to get parents more involved in
the life of the school, thereby impacting the school improvement process. Parents were provide a needs survey during Open House to
determine topics for parent workshops. The outcomes included training on the Using the Parent Portal to Monitor Student Progress as
well as How to assist their child with Homework. In addition to the PTSA, we also have a very active band booster program.
    The results of the annual CSIP Reflection Survey, in addition to other surveys are provided to parents for input into the school
improvement process. Representatives from the PTSA served on various committees during the planning stages of the development
of the 2008-2009 Consolidated School Improvement Plan.

Briefly describe the process used for developing and implementing Title I compacts and Parent Involvement Policies (if
applicable).* The Title I compacts and Parent Involvement policies were discussed and developed by the Parent Involvement
Committee during CSIP planning. The compacts and involvement policies are reviewed and approved at PTSA meetings annually.




*Title I schools only




                                                                 34
                School Name: Freedom Middle School            Principal: Michael A. Jones       Plan Year: 2008-2010

Coordination and Integration of Federal, State, and Local Services and Programs
Funding Sources                       Provide a narrative explanation of how funds will be used to support student achievement
                                      and/or school improvement in relation to the components of this plan.
Federal Funds                         Monies will be used to fund (3) teacher positions to support class size reduction; salaries for (6)
                                      teachers for after school tutoring two days per week; contracted service support for weekly pull-
                                      outs; web-based program for study practice; CRCT Coach Books; Release time for teacher
                                      planning and observations will occur each quarter; Conference participation; professional
                                      learning materials; transportation two days per week for after school tutoring participation;
                                      ConnectEd calling post; student planners
State Funds

School Improvement Grant               Monies will be used to fund salaries for (8) teachers for after school tutoring two days per
(Needs Improvement Title I             week; contracted service support for weekly pull-outs; web-based program for study practice;
Schools Only)                          release time for teacher planning and observations will occur each quarter; Conference
                                       participation; professional learning materials; transportation two days per week for after school
                                       tutoring participation; ConnectEd calling post; student planners, 2 eWalk licenses will be
                                       purchased along with Palm PDA’s to facilitate in the adequate monitoring of instruction and to
                                       aid in the facilitation of school wide Focus Walks.
Reduced Class Size                     2 Teachers have been hired in the area of Language Arts and Math to reduce class size to
                                       facilitate the proper implementation of America’s Choice
Local Professional Learning Funds      The school is given a professional learning budget from the DeKalb County School System, and
                                       those funds are utilized to implement our Professional Learning Plan to promote our target
                                       goals of raising student achievement, improving attendance, closing achievement gaps, and
                                       promoting a positive school culture.
Grants (list)                          Monies received through the T3 Grant will be used to purchase technology to student
                                       engagement in math and science; release time for professional development, i.e. project-based
                                       learning
PTSA                                   Our PTSA is very supportive of our vision, mission, and school improvement goals, and they
                                       frequently donate their time, services, and a portion of their budget to support those endeavors.
Partners in Education

Copies of all budgets referenced in this section should be placed in the appendix.


                                                                   35
               School Name: Freedom Middle School          Principal: Michael A. Jones      Plan Year: 2008-2010


Reading/English/Language Arts Action Plan (NCLB Mandate)
     Annual Measurable Objective: By spring 2010, the all students sub group will increase their achievement in
        Reading/Language Arts on the Georgia Criterion Referenced Competency Test (CRCT) from 83.1% meeting or exceeding the
        standard to 89% meeting or exceeding the standard.
     By spring 2009, students with disabilities sub group will increase their achievement in Reading/Language Arts on the Georgia
        Criterion Referenced Competency Test (CRCT) from 47.6% meeting or exceeding the standard to 73.3% meeting and
        exceeding standard.
     By spring 2009, ELL students will increase their achievement in Reading/Language Arts on the Georgia Criterion Referenced
        Competency Test (CRCT) from 58.7% meeting or exceeding the standard to 73.3% meeting and exceeding standard.
Intervention                                    Professional Estimated             Timeline and Means of Evaluation
                                                Learning        Cost and           Positions
                                                                                                  Evidence of         Evidence of
                                                Needed          Funding            Responsible
                                                                                                  Monitoring          Impact
                                                                Sources
I 2: 2.3 – PA 1:                                Resources                           August 2008                       Pre/mid/post
Participate in professional learning on         and training        $40,000               –        PL schedules,     tests
differentiated instruction. Appropriate         provided by       Consolidated          May           sign in sheets, CRCT
support and follow-up is planned quarterly by local school           School             2010          agendas and     ITBS
the leadership team and in collaborative        and DCSS          Improvement                         minutes         AYP
teacher meetings. Follow-up support may         personnel to          Plan            Principal                       GAPSS
include planning teacher meetings on            support:                                 API       Classroom         Writing Test
management of formative assessment data to                                          ELA, ESOL         arrangements    Progress
guide differentiated instruction, facilitating  Differentiated                       and Special                      Reports
work groups, varying tasks, etc., scheduling    Instructional                            Ed.       Sample            IEPs
demonstration lessons and teacher               In-Services                          Department       activities and
observations, videotaping classes for                                                  Chairs         performance
additional professional learning.                                                       ELA           tasks in lesson
     Utilize a collaborative instructional     Project I.C.E.                      Instructional     plans
        model for all inclusion classes to      Co-Teaching                            Coach
        ensure exposure to and support for      Workshop                               LTSE        Group
        content area.                                                               ELA, ESOL,        assignment
     Implementation of America’s Choice S.I.O.P.                                    and Special      charts
        Curriculum Design.                      Sheltered                           Ed. teachers,
     Enroll all ELA teachers in an ELL         Instruction                          PL Liaison,  Student choice
        endorsement class in order to ensure    Workshop                             Counselors       in assignments,
                                                                36
                School Name: Freedom Middle School                 Principal: Michael A. Jones    Plan Year: 2008-2010


        that there are highly qualified teachers                                                         etc.
        in place to teacher English Language       ELL
        Learners                                   endorsement
     Co-taught classes use the three              and
        preferred instructional models to best     certification
        support students’ mastery of the           coursework
        standards; station teaching, parallel
        teaching and alternative teaching
     Use of Project ICE Change Coach to
        assist with implementation of ICE
I 1: 1.3 – PA 2:                                   Resources              $7,000        August 2008    School           Pre/mid/post
Teachers are engaged in planning                   and training       Title 1 School-   – May 2010       Improvement     tests
professional learning experiences for the          provided by             Wide                          Plan which      CRCT
school and articulate the intended results of      local school       Title 1 School      Principal,     includes        ITBS
professional learning. This includes working       and DCSS           Improvement        API, ELA,       professional    Progress
with the principal and other staff to develop      personnel to           Budgets        ESOL, and       learning        Reports
plans for monitoring the implementation of         support:                              Special Ed.   Evaluation of    GAPSS
classroom strategies, creating a system of                                               Department      professional    AYP
following-up support, and identifying the          Professional                         Chairs, ELA      learning        IEPs
results of these strategies on student learning.   Learning                             Instructional    developed to
                                                   Communities                          Coach, LTSE,     demonstrate
      Analysis of leading and lagging             Initiative                           ELA, ESOL,       implementatio
       indicators in a timely fashion as to                                              and Special     n and impact
       provide data for changes in instruction America’s                                Ed. teachers,  Awareness
                                               Choice Staff               $2000          PL Liaison,     walk
                                                                      Title 1 School     Counselors      documentation
                                                   In-service on           Wide                        Feedback forms
                                                   Grade Master       Title 1 School                   Student work
                                                                      Improvement                      Benchmark
                                                                          Budget                         assessments,
                                                                                                         etc.

I 2: 2.2 – PA 1:                                                                        August 2008
Determine the higher-order thinking skills         Resources          No local funds        –          PL agendas,      Pre/mid/post
                                                                       37
               School Name: Freedom Middle School               Principal: Michael A. Jones   Plan Year: 2008-2010


needed to understand and apply the standards.    and training            needed        May              minutes, and      tests
Teachers develop high-level questions for        provided by                           2010             sign-in sheets    CRCT
assessments as well as performance tasks that    local school                                         Open-ended         ITBS
require critical thinking, application, etc.     and DCSS                            Principal,         questions on      Writing Test
Teachers also ask high-level questions needed    personnel to                       API, ELA,           assessments       Progress
to assess students’ understanding of concepts    support:                           ESOL, and         Rubrics            Reports
during instruction.                                                                 Special Ed.       Classroom          GAPSS
     Implementation of America’s Choice                                            Department          Assessments       AYP
        Rigor and Readiness Curriculum           Critical                          Chairs, ELA        Posted Essential   IEPs
        Design to increase rigor and identify    Thinking                          Instructional        Questions,
        resources to develop lesson plans that   workshop                          Coach, LTSE,         standards, etc.
        correlate to and support the Georgia                                       ELA, ESOL,         Collaboratively
        Performance Standards (GPS)              Summarizing                        and Special         developed
     Use summarizing strategies to              strategies                        Ed. teachers,        performance
        analyze, prioritize and publish          workshops                          PL Liaison,         tasks
        information                                                                 Counselors        Student work
     Provide instruction that focuses on        Ongoing                                                samples
        Grammar and Sentence Construction        America’s                                            Focus Walks
        and Research and Writing Process         Choice                                               Professional
        through meaningful, standard based,      training                                               Learning Logs
        student centered, inquiry driven         and follow up                                        Peer
        differentiated instruction                                                                      Observations
     Increase comprehension and                                                                        and Interviews
        vocabulary skills through the use of                                                          OSI Results
        classroom libraries based on content
        and Developmental Reading
        Assessments (DRA), and Lexile levels
        to meet the 25 book standard.
     Use state-approved word to word
        dictionaries to identify key terms to
        improve vocabulary and
        comprehension for ELL students
     Increase comprehension and
        vocabulary skills through the use of
                                                                    38
               School Name: Freedom Middle School         Principal: Michael A. Jones    Plan Year: 2008-2010


       classroom libraries based on content
       and lexile levels to meet the 25 book
       standard
                                                                               August 2008                       Pre/mid/post
C 3.2 – PA 1:0                                  None needed   No local funds        –         Common            tests
Teachers regularly analyze student work                          needed           May           assessments      CRCT
according to the GPS standards to determine                                       2010        Student work      ITBS
if students are meeting or exceeding grade                                                      samples          Writing Test
level expectations. Based on the analysis and                                    Principal,   Teacher           Progress
use of current research, teachers make                                          API, ELA,       meeting          Reports
decisions to better meet student needs (e.g.,                                    ESOL and       minutes          GAPSS
providing additional time, revising                                             Special Ed.   Teacher           IEPs
instructional strategies, etc.).                                                Department      meeting          AYP
      Use tuning protocol and lesson study                                    Chairs, ELA      agendas
        process to hone lessons and provide                                    Instructional  Focus Walks-
        teachers with a mechanism for                                          Coach, LTSE,     Portfolio
        improvement of delivery and content.                                   ELA, ESOL,       Review
                                                                                and Special  Peer
                                                                               Ed. teachers,    Observations
                                                                                PL Liaison,     and Interviews
                                                                                Counselors    OSI Results
                                                                               August 2008
A 1: 1.2 – PA 1:                                None needed   No local funds         -        Standards-based   Pre/mid/post
Provide students with specific commentary                        needed            May          teacher          tests
on student work and connect the comments to                                        2010         commentary on    CRCT
the elements within the standards.                                                              student work,    ITBS
     Allow time for students to make                                            Principal,     etc.             Writing Test
       revisions on work based on teacher                                       API, ELA,     Focus Walks-      Progress
       conferences and commentaries.                                             ESOL and       Portfolio        Reports
                                                                                Special Ed.     Review           GAPSS
                                                                                Department                       AYP
                                                                               Chairs, ELA                       IEPs
                                                                               Instructional
                                                                               Coach, LTSE,

                                                               39
                 School Name: Freedom Middle School                Principal: Michael A. Jones    Plan Year: 2008-2010


                                                                                       ELA, ESOL,
                                                                                       and Special
                                                                                       Ed. teachers,
                                                                                       PL Liaison,
                                                                                        Counselors
                                                                                       August 2008
A 3: 3.1 – PA 4:                                    None needed         $10385.55            -             Safety net     Pre/mid/post
Place students who are not meeting                                     Consolidated        May              rosters        tests
standard(s) into groups according to                                     School            2010            Student        CRCT
assessment results and assign them to safety                           Improvement                          benchmark      ITBS
net instruction which occurs before, during,                              Grant         Principal,          data           Writing Test
and after school. Programs such as, Saturday                                           API, ELA,           Other          Progress
School or evening classes are also considered                                           ESOL and            program        Reports
as a means for meeting additional                                                      Special Ed.          rosters with   GAPSS
instructional needs. All extended learning                                             Department           assessment     IEPs
sessions are monitored for effectiveness by                                           Chairs, ELA           results        AYP
analyzing data from assessments on a regular                                          Instructional        Formative
basis.                                                                                Coach, LTSE,          assessment
     Use domain specific instruction with                                            ELA, ESOL,           Summative
        the use of CRCT Coach Books                                                    and Special          assessment
     Use Navigator Materials for extended                                            Ed. teachers,
        day opportunities                                                              PL Liaison,
     Provide transportation for after school                                          Counselors
        tutoring
Technology Integration:                                                               August 2008-
I 2.7 – PA 2:                                       Resources             $3696        May 2010         PL agendas,       Pre/mid/post
Effectively use technology to provide real          and training       Consolidated                       minutes, and     tests
world application, to enhance students’             provided by          School          Principal,       sign-in sheets   CRCT
research skills, and to differentiate instruction   local school       Improvement         API,         Media             ITBS
to maximize student learning via the purchase       and DCSS              Grant        Technology         center/lab use   Writing Tests
and Placement of Promethean Boards in ELA           personnel to                        Committee,        schedule         IEPs
classrooms. The technology activities used          support                             Leadership      Student Work      Progress
promote differentiation and instruction             technology                          Team, ELA         Samples          Reports
aligned to individual student needs. The            integration.                       Instructional    Lesson and unit   AYP
                                                                       40
                School Name: Freedom Middle School   Principal: Michael A. Jones   Plan Year: 2008-2010


technology used by teachers and students                                   Coach,            plans          GAPSS
promote content research and require the                                ELA, ESOL,         Comprehensive
conceptual application of the standards.                                    Sped.            plan to
Use of Technology                                                        Department          integrate
Utilize computer labs and web-based                                     Chair, LTSE,         technology
learning sites to develop student responses to                          ELA teachers,      Collaborative
literature (graphic organizers, summaries,                                Teacher-           teacher
critical analyses, presentations, creative                              Librarian, PL        meeting
writing and standard based projects.                                       Liaison,          minutes and
Destiny                                                                     CTSS,            agendas, etc.
SmartBoard                                                               Counselors,       Focus Walks
Promethean ActivBoards                                                       MIS           Surveys
LCD Projectors                                                            personnel        Teacher/Student
READ 180                                                                                     Interviews
Brain Pop
United Streaming
Study Island




                                                         41
               School Name: Freedom Middle School          Principal: Michael A. Jones      Plan Year: 2008-2010



Mathematics Action Plan (NCLB Mandate)
     Annual Measurable Objective: By spring 2010, students in the all students subgroup will increase their achievement in Math
        on the Georgia Criterion Referenced Competency Test (CRCT) from 61% meeting or exceeding the standard to 67.6% meeting
        or exceeding the standard.
     By spring 2010, students with disabilities will increase their achievement in Math on the Georgia Criterion Referenced
        Competency Test (CRCT) from 31.7% meeting or exceeding the standard to 67.6% meeting and exceeding standard.
     By spring 2010, ELL students will increase their achievement in Math on the Georgia Criterion Referenced Competency Test
        (CRCT) from 46.67% meeting or exceeding the standard to 67.6% meeting and exceeding standard.
Intervention                                   Professional Estimated             Timeline and Means of Evaluation
                                               Learning         Cost and          Positions
                                                                                                 Evidence of            Evidence of
                                               Needed           Funding           Responsible
                                                                                                 Monitoring             Impact
                                                                Sources
I 2: 2.3 – PA 1:                               Resources            $40,000         September    PL schedules, sign     CRCT
Participate in professional learning on        and training        Per-Pupil           2009      in sheets, agendas
differentiated instruction. Appropriate        provided by          Budget,              -       and minutes            Norm-
support and follow-up is planned quarterly     local school     School-Wide 1          May                              Reference
by the leadership team and in collaborative    and DCSS              Budget            2010      Classroom              Test
teacher meetings. Follow-up support may        personnel to          School                      arrangements
include planning teacher meetings on           support:          Improvement         Principal,                         IEPs
management of formative assessment data to                           Budget       Administrator Sample activities
guide differentiated instruction, facilitating Resources                            assigned to  and performance        GAA
work groups, varying tasks, etc., scheduling and training                          math, ESOL tasks in lesson plans
demonstration lessons and teacher              provided by                         Coach, Math                          GAPSS
observations, videotaping classes for          America’s                                and      Benchmark
additional professional learning.              Choice                              Exceptional Assessments
     Utilize a collaborative instructional    National                             Education
        model for all inclusion classes to     Office                               Department Awareness walk
        ensure exposure to and support for                                        Chairs, Math
        content area.                          Differentiated                      Instructional Progress Reports
     Implementation of the America’s          Instruction                          Coach, and
        Choice Rigor and Readiness             In-Services                             LTSE
        Instructional Design
     Co-taught classes use the three          Project I.C.E.
                                                                42
                School Name: Freedom Middle School               Principal: Michael A. Jones     Plan Year: 2008-2010


       preferred instructional models to best     Co-Teaching
       support students’ mastery of the           Workshop
       standards; station teaching, parallel
       teaching and alternative teaching          S.I.O.P.
      Use of Project ICE Change Coach to         Sheltered
       assist with implementation of ICE          Instruction
                                                  Workshop


I 1: 1.3 – PA 2:                                  Resources           $40,000        September      School               CRCT
Teachers are engaged in planning                  and training        Per-Pupil        2009         Improvement Plan     Norm-
professional learning experiences for the         provided by          Budget,           -          which includes       Reference
school and articulate the intended results of     local school     School-Wide 1       May          professional         Test
professional learning. This includes              and DCSS             Budget          2010         learning
working with the principal and other staff to     personnel to         School                                            GAA
develop plans for monitoring the                  support:          Improvement       Principal,    Evaluation of
implementation of classroom strategies,                                Budget       Administrator   professional         GAPSS
creating a system of following-up support,        Professional                       assigned to    learning developed
and identifying the results of these strategies   Learning                          math, ESOL      to demonstrate
on student learning.                              Communities                       Coach, Math     implementation and   IEPs
     Leadership Retreats                         Initiative                             and        impact
     Design Team Meetings                                                           Exceptional
                                                                                      Education     Awareness walk
                                                                                     Department     documentation
                                                                                    Chairs, Math    Feedback forms
                                                                                    Instructional
                                                                                     Coach, and     Student work
                                                                                        LTSE
                                                                                                    Progress Reports

                                                                                                    Pre and post tests
I 2: 2.2 – PA 1:                                  Resources        No local funds   August 2009     Classroom            CRCT
Teachers are providing rituals and routines       and training        needed            -           Assessments
in the classroom. Teachers are facilitating       provided by                        May 2010

                                                                     43
                School Name: Freedom Middle School              Principal: Michael A. Jones    Plan Year: 2008-2010


the performance standards to reflect            America’s                                        Posted Essential
Georgia's GPS content standards. Teachers       Choice                               Principal,  Questions,
are focusing on building content knowledge      personnel to                       Administrator standards, etc.
in mathematics. Teachers are modeling best      support:                            assigned to
practices. America’s Choice Rigor and                                               math, Math Student Work
Readiness affords us the opportunities of       On Grade                            Department Samples
three resources; On Grade Level, Ramp Up,       Level, Ramp                         Chair, Math
and Navigator                                   Up, and                            Instructional Focus walks
                                                Navigator                           Coach, and
                                                Training and                         America’s   Math portfolios
                                                Follow-Up                             Choice
                                                                                      Liaison
Disaggregate CRCT Mathematics data by           Data Delves           $5,000       August 2009 Data Notebooks         CRCT
domain to target weak areas at the              Data                                     –                            Norm-
individual, class, team , grade, and school     Notebooks                            May 2010    Student work         Reference
levels                                          Knowledge                                        samples              Test
                                                of AYP                               Principal,
      Analysis of leading and lagging                                             Administrator
       indicators in a timely fashion as to     In-service on         $2000         assigned to
       provide data for changes in              Grade Master      Title 1 School    math, Math
       instruction                                                     Wide         Department
                                                                  Title 1 School    Chair, Math
                                                                  Improvement      Instructional
                                                                      Budget        Coach, and
                                                                                     Teachers
C 3.2 – PA 1:0                                  None needed       No local funds   August 2009 Common                 CRCT
Teachers regularly analyze student work                              needed              –       assessments          Norm-
according to the GPS standards to determine                                          May 2010                         Reference
if students are meeting or exceeding grade                                                       Student work         Test
level expectations. Based on the analysis and                                        Principal,  samples
use of current research, teachers make                                             Administrator Collaborative        benchmark
decisions to better meet student needs (e.g.,                                       assigned to  meeting agendas      assessments
providing additional time, revising                                                 math, Math                        Progress
instructional strategies, etc.).                                                    Department Peer Observation       Reports

                                                                    44
               School Name: Freedom Middle School             Principal: Michael A. Jones         Plan Year: 2008-2010


       Use tuning protocol and lesson study                                       Chair, and       and Interview        GAPSS
        processes to hone lessons and                                                 Math                               IEPs
        provide teachers with a mechanism                                         Instructional
        for improvement of delivery and                                              Coach
        content.
A 1: 1.2 – PA 1:                               Resources           No local       August 2009       Standards-based      CRCT
Provide students with specific commentary      and training     funds needed            –           teacher commentary   Norm-
on student work and connect the comments       provided by                         May 2010         on student work,     Reference
to the elements within the standards.          local school                         Principal,      etc.                 Test
                                               and DCSS                           Administrator                          AYP
                                               personnel to                        assigned to      Focus Walks          GAPSS
                                               support:                            math, Math       Math Portfolio       IEPs
                                               Writing                             Department
                                               Teacher                             Chair, and       Peer observations
                                               Commentary                             Math
                                                                                  Instructional     Student Interviews
                                                                                     Coach
                                                                                                    Benchmark
                                                                                                    assessments

                                                                                                    Progress Reports
A 3: 3.1 – PA 4:                               Professional         $25,000       October 2009      Safety net rosters   CRCT
Place students who are not meeting              Learning        Title 1 Funding        –
standard(s) into groups according to                                 Funds         May 2010         Student benchmark    Norm-
assessment results and assign them to safety                         School                         data                 Reference
net instruction which occurs before, during,                     Improvement        Principal,      Other program        Test
and after school. Programs such as,                                 Funding       Administrator     rosters with
Saturday School or evening classes are also                                        assigned to      assessment results   IEPs
considered as a means for meeting                                                  math, Math
additional instructional needs. All extended                                       Department       Formative            GAPSS
learning sessions are monitored for                                                Chair, and       assessment
effectiveness by analyzing data from                                                  Math
assessments on a regular basis.                                                   Instructional     Summative
     Use domain specific instruction with                                           Coach          assessment
        the use of CRCT Coach Books
                                                                  45
               School Name: Freedom Middle School              Principal: Michael A. Jones     Plan Year: 2008-2010


       Provide transportation for after                                                           Benchmark
        school tutoring                                                                            assessments
     Use Navigator Materials for                                                                  Progress Reports
        extended day opportunities
     Provide Translator Services for ELL
        Students
Personnel                                                           $60,000        August 2009     Classroom            CRCT
Planning and Organization Standard 3:                                                  –           Assessments
3.1 Performance/Action 2                                                            May 2010       Posted Essential     Norm-
Utilize the available personnel to reduce                                                          Questions,           Reference
class size in the Ramp-Up classes to enhance                                         Principal,    standards, etc.      Test
student learning and maintain a focus on                                           Administrator
student achievement in math and provide                                             assigned to  Benchmark              Benchmark
additional instructional resources to help                                             math      assessments            assessments
students who are performing below grade
level obtain the necessary academic skills to                                                      Student Work
reach grade level performance in the shortest                                                      Samples
possible time
                                                                                                   Focus walks

                                                                                                   Math portfolios
Technology Integration:                         Resources            $50,000       August 2009     PL agendas, and      CRCT
I 2.7 – PA 2:                                   and training     Title 1 Funding       –           sign-in sheets
Effectively use technology to provide real      provided by           Funds         May 2010       Media center/lab     Norm-
world application, to enhance students’         local school          School                       use schedule         Reference
research skills, and to differentiate           and DCSS          Improvement        Principal,                         Test
instruction to maximize student learning.       personnel to         Funding       Administrator   Performance tasks
The technology activities used promote          support                             assigned to    incorporating        IEPs
differentiation and instruction aligned to      technology                          math, Math     technology
individual student needs. The technology        integration.                        Department     Computers            AYP
used by teachers and students promote                                               Chair, Math
content research and require the conceptual                                        Instructional   Lesson and unit
application of the standards.                                                       Coach, and     plans
Use of Technology                                                                       MIS        Comprehensive plan
                                                                   46
               School Name: Freedom Middle School   Principal: Michael A. Jones     Plan Year: 2008-2010


Teachers will promote student interest and                              personnel     to integrate
engagement in mathematics by planning the                                             technology
incorporation of technology through “The
Library of Virtual Manipulatives” and                                                 Collaborative
Illuminations to enhance the delivery of                                              teacher meeting
instruction in correlation with the Georgia                                           minutes and
Performance Standards:                                                                agendas, etc.
Elmos                                                                                 Focus walks
Brainchild (study buddies)
SmartBoards                                                                           Classroom
Graphing Calculators
Promethean ActivBoards                                                                Observations
Study Island
                                                                                      Survey Data
Qwizdom
Airliners                                                                             Student
Study Buddies                                                                         participation in
                                                                                      Math Clubs
                                                                                      Peer Observations
                                                                                      Benchmark
                                                                                      assessments
                                                                                      Progress Reports




                                                        47
               School Name: Freedom Middle School           Principal: Michael A. Jones      Plan Year: 2008-2010



Science Action Plan (NCLB Mandate)
     Annual Measurable Objective: By spring 2010, students will increase their achievement in science on the Georgia Criterion
         Referenced Competency Test (CRCT) from 47.3 meeting or exceeding the standard to 56% meeting or exceeding the standard.
     By spring 2010, students with disabilities will increase their achievement in science on the Georgia Criterion Referenced
         Competency Test (CRCT) from 16% meeting or exceeding the standard to 40% meeting and exceeding standard.
     By spring 2010, ELL students will increase their achievement in science on the Georgia Criterion Referenced Competency
         Test (CRCT) from 18.3% meeting or exceeding the standard to 35% meeting and exceeding standard.
Intervention                                   Professional       Estimated         Timeline and Means of Evaluation
                                               Learning           Cost and          Positions
                                                                                                    Evidence of          Evidence of
                                               Needed             Funding           Responsible
                                                                                                    Monitoring           Impact
                                                                  Sources
I 2: 2.3 – PA 1:                               Resources and            $5000        August 2009  PL schedules,         CRCT
Participate in professional learning on        training               Per Pupil            –           sign in sheets, ITBS
differentiated instruction. Appropriate        provided by             Budget         May 2010         agendas and       AYP
support and follow-up is planned quarterly     local school and     Title 1School                      minutes           GAPSS
by the leadership team and in collaborative DCSS personnel          Wide Budget        Principal,    Classroom          IEPs
teacher meetings. Follow-up support may        to support:              School      Administrator      arrangements benchmark
include planning teacher meetings on                                Improvement       assigned to    Sample             assessments
management of formative assessment data        Differentiated          Budget          Science,        activities and    Progress
to guide differentiated instruction,           Instruction In-                         Science,        performance       Reports
facilitating work groups, varying tasks, etc., Services                               ESOL and         tasks in lesson
scheduling demonstration lessons and                                                     Sped.         plans
teacher observations, videotaping classes      Project I.C.E.                        Department  Group
for additional professional learning.          Co-Teaching                          Chairs, LTSE,      assignment
     Implement America’s Choice Rigor Workshop                                        Science,        charts
         and Readiness Curriculum Design                                              ESOL, and      Student choice
     Utilize a collaborative instructional    S.I.O.P.                                  Sped.         in
         model for all inclusion classes to    Sheltered                             teachers, PL      assignments,
         ensure exposure to and support for    Instruction                              Liaison,       etc.
         content area.                         Workshop                               Counselors
     Reinforce math related content
         through graphing, percentage
         calculations, metric conversions and
                                                                 48
                   School Name: Freedom Middle School           Principal: Michael A. Jones    Plan Year: 2008-2010


       the use of timelines when evaluating
       scientific data
      Implement math standards through
       real world activities that make
       connections between science and
       math.
      Enroll all science teachers in ELL
       endorsement course in order to
       ensure that there are highly qualified
       teachers in place to teach English
       Language Learners

I 1: 1.3 – PA 2:                                Resources and       No local funds   August 2009    School            Pre/mid/post
Teachers are engaged in planning                training               needed        – May 2010        Improvement     tests
professional learning experiences for the       provided by                                            Plan which      CRCT
school and articulate the intended results of   local school and                       Principal,      includes        ITBS
professional learning. This includes            DCSS personnel                        API, ELA,        professional    Progress
working with the principal and other staff to   to support:                           ESOL, and        learning        Reports
develop plans for monitoring the                                                      Special Ed.   Evaluation of     GAPSS
implementation of classroom strategies,         Professional                          Department       professional    AYP
creating a system of following-up support,      Learning                             Chairs, ELA       learning        IEPs
and identifying the results of these            Communities                          Instructional     developed to
strategies on student learning.                 Initiative                           Coach, LTSE,      demonstrate
                                                                                     ELA, ESOL,        implementatio
                                                                                      and Special      n and impact
                                                                                     Ed. teachers,  Awareness
                                                                                      PL Liaison,      walk
                                                                                      Counselors       documentation
                                                                                                    Feedback
                                                                                                       forms
                                                                                                    Student work
                                                                                                   Benchmark
                                                                                                   assessments, etc.
I 2: 2.2 – PA 1:                                Resources and       No local funds   August 2009                       CRCT
                                                                    49
                School Name: Freedom Middle School            Principal: Michael A. Jones     Plan Year: 2008-2010


Determine the higher-order thinking skills      training                needed          –          PL agendas,        ITBS
needed to understand and apply the              provided by                          May 2010        minutes, and      benchmark
standards. Teachers develop high-level          local school and                                     sign-in sheets    assessments
questions for assessments as well as            DCSS personnel                         Principal,  Open-ended         Progress
performance tasks that require critical         to support                          Administrator    questions on      Reports
thinking, application, etc. Teachers also ask   GPS Training                          assigned to    assessments       AYP
high-level questions needed to assess                                                  Science,    Classroom          IEPs
students’ understanding of concepts during      Critical                               Science,      Assessments       GAPSS
instruction.                                    Thinking                              ESOL and     Posted
     Implement science journals for all        Workshop                                 Sped.       Essential
        grade levels to improve higher order                                         Department      Questions,
        thinking skills, paragraph content      Summarizing                         Chairs, LTSE,    standards, etc.
        and organization, sentence              strategies                             Science,    Collaboratively
        construction, and grammar and                                                 ESOL, and      developed
        mechanics                               Science                                  Sped.       performance
     Implement the use of science              Portfolio                            teachers, PL    tasks
        portfolios as an assessment tool for    Organization                            Liaison,   Student Lab
        monitoring student improvement in       and use as an                         Counselors     Journals
        the use of inquiry skills and           assessment tool                                    Rubrics
        standards based concepts.
     Require all students to participate in    Writing in
        an organized research process where     Science
        the steps of the scientific method is
        procedural not perfunctory.             Problem-Based
     Require one lab activity per week in      Learning/PRISM
        all science content area classes.
C 3.2 – PA 1:0                                   None needed       No local funds   August 2009
Teachers regularly analyze student work                               needed            –          Common             CRCT
according to the GPS standards to                                                    May 2010        assessments       ITBS
determine if students are meeting or                                                               Student work       benchmark
exceeding grade level expectations. Based                                             Principal,     samples           assessments
on the analysis and use of current research,                                        Administrator  Teacher            Progress
teachers make decisions to better meet                                               assigned to     meeting           Reports
student needs (e.g., providing additional                                             Science,       minutes           GAPSS
                                                                   50
                 School Name: Freedom Middle School             Principal: Michael A. Jones   Plan Year: 2008-2010


time, revising instructional strategies, etc.).                                        Science,    Teacher           IEPs
                                                                                      ESOL and       meeting          AYP
                                                                                         Sped.       agendas
                                                                                     Department
                                                                                    Chairs, LTSE,
                                                                                       Science,
                                                                                      ESOL, and
                                                                                         Sped.
                                                                                     teachers, PL
                                                                                        Liaison,
                                                                                      Counselors
A 1: 1.2 – PA 1:                                    None needed         No local    August 2009
Provide students with specific commentary                            funds needed          –       Standards-        CRCT
on student work and connect the comments                                              May 2010       based teacher    ITBS
to the elements within the standards.               Resources:                                       commentary       benchmark
                                                  Local school and                     Principal,    on student       assessments
                                                  DCSS personnel                    Administrator    work, etc.       Progress
                                                                                      assigned to                     Reports
                                                                                       Science,                       AYP
                                                                                       Science,                       IEPs
                                                                                      ESOL and                        GAPSS
                                                                                         Sped.
                                                                                     Department
                                                                                    Chairs, LTSE,
                                                                                       Science,
                                                                                      ESOL, and
                                                                                         Sped.
                                                                                     teachers, PL
                                                                                        Liaison,
                                                                                      Counselors
                                                  Resources and                     August 2008
Technology Integration:                           training           $10,000               –       PL agendas,       CRCT
I 2.7 – PA 2:                                     provided by        School           May 2010       minutes, and     ITBS
Effectively use technology to provide real        local school and   Improvement                     sign-in sheets   benchmark

                                                                     51
               School Name: Freedom Middle School         Principal: Michael A. Jones   Plan Year: 2008-2010


world application, to enhance students’       DCSS personnel   Budget            Principal,    Media             assessments
research skills, and to differentiate         to support                      Administrator      center/lab use   Progress
instruction to maximize student learning.     technology                        assigned to      schedule         Reports
The technology activities used promote        integration                         Science,     Performance       AYP
differentiation and instruction aligned to                                        Science,       tasks            GAPSS
individual student needs. The technology                                        ESOL and         incorporating    IEPs
used by teachers and students promote                                              Sped.         technology
content research and require the conceptual                                    Department      Lesson and
application of the standards.                                                 Chairs, LTSE,      unit plans
                                                                                  Science,     LCD projectors
Use of Technology                                                               ESOL, and        and other
Integrate lessons for the application of                                           Sped.         technological
hands on activities both in school and home                                    teachers, PL      equipment
based activities. Utilize research                                                Liaison,     Comprehensive
development and interactive use of various                                       Teacher-        plan to
types of technology:                                                             Librarian,      integrate
 computers                                                                         CTSS,         technology
Laptops                                                                        Counselors,     Collaborative
SmartBoards                                                                         MIS          teacher
ActivBoards                                                                      personnel       meeting
cameras/recording data                                                                           minutes and
Scilinks                                                                                         agendas, etc.
DiscoveryLearning.com
Destiny
United Streaming
Brain Pop
Atomic Learning.com/tutorials
Chem4kids.com
Internet4classrooms.com
Gizmos




                                                               52
               School Name: Freedom Middle School          Principal: Michael A. Jones       Plan Year: 2008-2010


Social Studies Action Plan
     Annual Measurable Objective: By spring 2010, 8th grade students will increase their achievement in social studies on the
        Georgia Criterion Referenced Competency Test (CRCT) from 38% meeting or exceeding the standard on the spring 2009
        CRCT to 50% meeting or exceeding the standard.
     By spring 2010, students with disabilities demonstrate achievement in social studies on the Georgia Criterion Referenced
        Competency Test (CRCT) of 50%. This will establish a baseline for this sub- group
     By spring 2010, ELL students will demonstrate achievement in social studies on the Georgia Criterion Referenced
        Competency Test (CRCT) of 50%. This will establish a baseline for this sub group.
Intervention                                    Professional Estimated            Timeline and Means of Evaluation
                                                Learning        Cost and          Positions
                                                                                                   Evidence of         Evidence of
                                                Needed          Funding           Responsible
                                                                                                   Monitoring          Impact
                                                                Sources
I 2: 2.3 – PA 1:                                Resources       No local funds August 2009  PL schedules,                 CRCT
Participate in professional learning on         and training        needed               –            sign in sheets,      ITBS
differentiated instruction. Appropriate         provided by                         May 2010          agendas and        benchmark
support and follow-up is planned quarterly by local school                           Principal,       minutes           assessments
the leadership team and in collaborative        and DCSS                          Administrator  Classroom               Progress
teacher meetings. Follow-up support may         personnel to                        assigned to       arrangements        Reports
include planning teacher meetings on            support:                               Social       Sample               GAPSS
management of formative assessment data to                                            Studies,        activities and        IEPs
guide differentiated instruction, facilitating  Differentiated                         Social         performance           AYP
work groups, varying tasks, etc., scheduling    Instruction                           Studies,        tasks in lesson
demonstration lessons and teacher               workshop                            ESOL and          plans
observations, videotaping classes for                                                  Sped.        Group
additional professional learning.               Project I.C.E.                     Department         assignment
     Utilize a collaborative instructional     Co-Teaching                       Chairs, LTSE,       charts
        model for all inclusion classes to      Workshop                               Social       Student choice
        ensure exposure to and support for                                            Studies,        in
        content area.                           S.I.O.P.                            ESOL, and         assignments,
     Enroll all social studies teachers in     Sheltered                              Sped.          etc.
        ELL endorsement course in order to      Instruction                        teachers, PL
        ensure that there are highly qualified  Workshop                              Liaison,
        teachers in place to teach English                                          Counselors
        Language Learners
                                                                53
                School Name: Freedom Middle School               Principal: Michael A. Jones    Plan Year: 2008-2010



I 1: 1.3 – PA 2:                                  Resources          No local funds   August 2009    School            Pre/mid/post
Teachers are engaged in planning professional     and training          needed        – May 2010       Improvement      tests
learning experiences for the school and           provided by                                          Plan which       CRCT
articulate the intended results of professional   local school                          Principal,     includes         ITBS
learning. This includes working with the          and DCSS                             API, ELA,       professional     Progress
principal and other staff to develop plans for    personnel to                         ESOL, and       learning         Reports
monitoring the implementation of classroom        support:                             Special Ed.   Evaluation of     GAPSS
strategies, creating a system of following-up                                          Department      professional     AYP
support, and identifying the results of these     Professional                        Chairs, ELA      learning         IEPs
strategies on student learning.                   Learning                            Instructional    developed to
                                                  Communities                         Coach, LTSE,     demonstrate
                                                  Initiative                          ELA, ESOL,       implementatio
                                                                                       and Special     n and impact
                                                                                      Ed. teachers,  Awareness
                                                                                       PL Liaison,     walk
                                                                                       Counselors      documentation
                                                                                                     Feedback
                                                                                                       forms
                                                                                                     Student work
                                                                                                     Benchmark
                                                                                                       assessments,
                                                                                                       etc.
I 2: 2.2 – PA 1:                                  Resources          No local funds   August 2009  PL agendas,         CRCT
Determine the higher-order thinking skills        and training          needed              –          minutes, and     ITBS
needed to understand and apply the standards.     provided by                           May 2010       sign-in sheets   benchmark
Teachers develop high-level questions for         local school                                       Open-ended        assessments
assessments as well as performance tasks that     and DCSS                              Principal,     questions on     Progress
require critical thinking, application, etc.      personnel to                        Administrator    assessments      Reports
Teachers also ask high-level questions needed     support:                             assigned to   Rubrics           GAPSS
to assess students’ understanding of concepts                                             Social     Classroom         AYP
during instruction.                                                                      Studies,      Assessments      IEPs
     Utilize high impact instructional           Springboard                             Social     Posted
        strategies on a daily basis to enhance    training and                           Studies,      Essential

                                                                     54
               School Name: Freedom Middle School              Principal: Michael A. Jones    Plan Year: 2008-2010


       critical thinking, higher order thinking,   follow-Up                          ESOL and           Questions,
       vocabulary acquisition                                                           Sped.            standards, etc.
      Project-Based Learning, i.e. Social         Critical                          Department        Collaboratively
       Studies Fair, research papers, etc.         Thinking                         Chairs, LTSE,        developed
      Utilize Newspaper in Education for          workshop                             Social           performance
       research and current events.                                                    Studies,          tasks
      Arts Now – integrate art throughout         Summarizing                        ESOL, and        Sample student
       the curriculum to promote higher order      strategies                           Sped.            work
       thinking skills and student                 workshops                         teachers, PL      OSI Review
       engagement. Utilize creativity,                                                 Liaison,        Peer
       authentic arts integration, and                 GPS                            Counselors         Observations
       sequential arts education to help
       students fulfill or exceed the GPS.           Creating
      Require all students to participate in      Performance
       the local social studies fair.                 Tasks

                                                    Integrating
                                                      the Arts

                                                   Summarizing
                                                    strategies
C 3.2 – PA 1:0
Teachers regularly analyze student work            None needed     No local funds   August 2009      Common               CRCT
according to the GPS standards to determine if                        needed            –              assessments         ITBS
students are meeting or exceeding grade level                                        May 2010        Student work         benchmark
expectations. Based on the analysis and use of                                                         samples             assessments
current research, teachers make decisions to                                          Principal,     Teacher              Progress
better meet student needs (e.g., providing                                          Administrator      meeting             Reports
additional time, revising instructional                                              assigned to       minutes             GAPSS
strategies, etc.).                                                                      Social       Teacher              IEPs
                                                                                       Studies,        meeting             AYP
                                                                                        Social         agendas
                                                                                       Studies,
                                                                                     ESOL and

                                                                   55
                School Name: Freedom Middle School            Principal: Michael A. Jones    Plan Year: 2008-2010


                                                                                        Sped.
                                                                                    Department
                                                                                   Chairs, LTSE,
                                                                                        Social
                                                                                       Studies,
                                                                                     ESOL, and
                                                                                        Sped.
                                                                                    teachers, PL
                                                                                       Liaison,
                                                                                     Counselors
A 1: 1.2 – PA 1:                               None needed          No local       August 2009                       CRCT
Provide students with specific commentary on                     funds needed             –       Standards-        ITBS
student work and connect the comments to the                                         May 2010       based teacher    benchmark
elements within the standards.                                                                      commentary       assessments
                                                Resources:                            Principal,    on student       Progress
                                               Local school                        Administrator    work, etc.       Reports
                                                and DCSS                             assigned to  Focus walks       GAPSS
                                                personnel                               Social                       AYP
                                                                                       Studies,                      IEPs
                                                                                        Social
                                                                                       Studies,
                                                                                     ESOL and
                                                                                        Sped.
                                                                                    Department
                                                                                   Chairs, LTSE,
                                                                                        Social
                                                                                       Studies,
                                                                                     ESOL, and
                                                                                        Sped.
                                                                                    teachers, PL
                                                                                       Liaison
Technology Integration:                        Resources          No local funds   August 2008  PL agendas,         CRCT
I 2.7 – PA 2:                                  and training          needed               –         minutes, and     ITBS
Effectively use technology to provide real     provided by                           May 2010       sign-in sheets   benchmark

                                                                  56
                 School Name: Freedom Middle School                Principal: Michael A. Jones   Plan Year: 2008-2010


world application, to enhance students’             local school                                      Media             assessments
research skills, and to differentiate instruction   and DCSS                              Principal,    center/lab use   Progress
to maximize student learning. The technology        personnel to                       Administrator    schedule         Reports
activities used promote differentiation and         support                              assigned to  Performance       IEPs
instruction aligned to individual student           technology                              Social      tasks            AYP
needs. The technology used by teachers and          integration.                           Studies,     incorporating    GAPSS
students promote content research and require                                               Social      technology
the conceptual application of the standards.                                               Studies,   Lesson and
Use of Technology                                                                        ESOL and       unit plans
Utilize the following technologies to show                                                  Sped.     Comprehensive
methodology data in cross curricular grade                                              Department      plan to
level projects:                                                                        Chairs, LTSE,    integrate
PowerPoint                                                                                  Social      technology
SmartBoards                                                                                Studies,   Collaborative
Jeopardy                                                                                 ESOL, and      teacher
Channel One                                                                                 Sped.       meeting
United Streaming                                                                        teachers, PL    minutes and
 Destiny                                                                                   Liaison,     agendas, etc.
Discovery Education                                                                       Teacher-    Portfolios
Brain Pop                                                                                 Librarian,  OSI Review
Timeliner                                                                                   CTSS,     Rubrics
Inspiration                                                                                  MIS      Peer
CNN.com                                                                                   Personnel     Observations
MSNBC.com
Galileo
This Day in History Website




                                                                       57
               School Name: Freedom Middle School          Principal: Michael A. Jones      Plan Year: 2008-2010


Attendance Action Plan (NCLB Mandate)
Annual Measurable Objective: To decrease or maintain the number of students absent 15+ days of school by the following
percentages by subgroup: All students from maintain or less than 7%, SWD maintain or less than 10.4%, Asian/Pacific Islander
maintain or less than 4.6%, White students maintain or less than 8.1%, ELL maintain 5.4% , 7%, Blacks maintain or less than 10.2%,
Hispanics maintain or less than 4.2%, Multi racial students maintain or less than 3.3%, and Economically Disadvantaged Students
maintain or less than 7.7%
Intervention                                         Professional Estimated Cost Timeline and Means of Evaluation
                                                     Learning        and Funding        Positions
                                                                                                       Evidence of     Evidence of
                                                     Needed          Sources            Responsible
                                                                                                       Monitoring      Impact
GSS School Culture Standard 2.2; PA 1                Local school No local funds         August 2009 Orientation       AS400 data
The principal and school staff consistently model training           needed                    -       logs, plan      AYP Reports
acceptance and respect for all and recognize                                              May 2010     documents       End of year
individual accomplishments. There is a strong                                                                          attendance
emphasis on effort-based learning.                                                        Principal,                   data and %
Analyze attendance trends of grade levels,                                                APA, Grad                    absent for
subgroups, and gender on a monthly basis and                                                Coach,                     more than 15
develop a “hot list” of students who are at risk.                                         Counselor                    days
Assign mentors or teacher advisors to these
students. Once attendance improves, advisors
meet with students on a maintenance basis.
Utilize Graduation Coach to analyze student data None needed No local funds              August 2008 Attendance        AS400 data
and provide services to at-risk students.                            needed                    -       Data            AYP Reports
                                                                                          May 2010     Activity Logs End of year
                                                                                                       Memos           attendance
                                                                                           Principal                   data and %
                                                                                          APA, Grad                    absent for
                                                                                            Coach,                     more than 15
                                                                                            Student                    days
                                                                                           Support
                                                                                          Specialist,
                                                                                          Counselors
                                                                                        DCSS MIS
                                                                                        personnel

                                                                58
                School Name: Freedom Middle School            Principal: Michael A. Jones        Plan Year: 2008-2010




Collaborate with the feeder schools to develop a      Local school        No local funds   August 2009    Activity Logs   AS400/eSIS
vertical plan with clearly defined tiers of           training            needed               -          Memos           data
intervention that will ensure student success K-8                                           May 2010      Agendas         AYP Reports
and 6-12                                                                                                  Calendars       End of year
                                                                                            Principal,                    attendance
                                                                                           APA, Grad                      data and %
                                                                                             Coach,                       absent for
                                                                                             Student                      more than 15
                                                                                            Support,                      days
                                                                                           Counselors
Parent, student and school officials will conduct a   Local school        No local funds   August 2009    Meeting and     AS400/eSIS
forum to be conducted by the DeKalb county            training            needed                -         or conference   data
Solicitors office explaining the judicial                                                   May 2010      notes           AYP Reports
ramifications of truancy.                                                                                                 End of year
                                                                                            Principal,                    attendance
                                                                                           APA, Grad                      data and %
                                                                                             Coach,                       absent for
                                                                                             Student                      more than 15
                                                                                             Support                      days
                                                                                            Specialist,
                                                                                           Counselors
                                                                                             DeKalb
                                                                                             County
                                                                                            Solicitor’s
                                                                                              Office
Utilize school wide attendance plan policies and      Local school        No local funds   August 2009    Orientation     AS400/eSIS
procedures to communicate about and address           training            needed                 -        logs, plan,     data
tardy and absentee behavior.                                                                May 2010      documents       AYP Reports
     Team conferences held after 3 or more                                                                               End of year
        absences from individual classes                                                   Principal,                     attendance
     Attendance contracts developed for                                                   APA, Grad                      data and %
        students who miss more than (3) classes;                                            Coach,                        absent for

                                                                     59
                School Name: Freedom Middle School         Principal: Michael A. Jones          Plan Year: 2008-2010


       Mentor is notified.                                                                Student                         more than 15
      Counselors notified at the 5, 10, and 15                                           Support                         days
       day absence                                                                       Specialist,
                                                                                        Counselors
Implements alternative placement to reduce out of Local school         No local funds   August 2009       Participation   AS400/eSIS
school suspension:                                  training           needed                -            logs, memos,    data
     Utilize the GRIP program to address                                                May 2010         and calendars   AYP Reports
        substance abuse issues and decrease                                                                               End of year
        automatic suspension time.                                                       Principal,                       attendance
     Utilize the POINTS program to address                                               APA, P/I                        data and %
        issues relating to violence infractions and                                      Specialist,                      absent for
        decrease automatic suspension time in                                            Counselors                       more than 15
        secondary schools.                                                                                                days
     Utilize the P.A.S.S. program and after
        school detentions
Utilize the Student Support Specialist to develop   None needed        No local funds   August 2009       Agendas,        AS400/eSIS
and facilitate site-based student and/or parent                        needed               -             logs, memos,    data
support groups and to collaborate with                                                   May 2010         and calendars   AYP Reports
community resources.                                                                                                      End of year
                                                                                         Principal,                       attendance
                                                                                        APA, Student                      data and %
                                                                                          Support                         absent for
                                                                                         Specialist                       more than 15
                                                                                         Specialist,                      days
                                                                                         Counselors
Provide training for teacher advisors/mentors to   Local school        No local funds   August 2009       Agendas,        AS400 data
students who have demonstrated a need for          training            needed                -            logs,           AYP Reports
support.                                                                                 May 2010         calendars       End of year
                                                                                                                          attendance
                                                                                        Grad Coach,                       data and %
                                                                                        P/I Specialist,                   absent for
                                                                                         Counselors                       more than 15
                                                                                                                          days
Conduct teacher training utilizing DeKalb County   Local school        No local funds   August 2009       PL sign-in      AS400/eSIS
                                                                  60
                School Name: Freedom Middle School          Principal: Michael A. Jones              Plan Year: 2008-2010


Teacher Accountability for Attendance Standards. training              needed                    -          sheets,         data
                                                                                                            memos,          AYP Reports
                                                                                           May 2010         teacher         End of year
                                                                                           Principal,       handbooks       attendance
                                                                                           APA, Grad                        data and %
                                                                                            Coach                           absent for
                                                                                                                            more than 15
                                                                                                                            days

Partner with local businesses to provide           Local school        No local funds     August 2009       Agendas,        AS400 /eSIS
mentoring, tutoring, and incentives for students   training            needed                 -             logs,           data
who have demonstrated a need for additional                                                May 2010         calendars       AYP Reports
support                                                                                                                     End of year
                                                                                          Grad Coach,                       attendance
                                                                                          P/I Specialist,                   data and %
                                                                                           Counselors                       absent for
                                                                                                                            more than 15
                                                                                                                            days
Implement an incentive-based program that          None needed         PTSA          or   August 2009       Memos, Plan,    AS400/eSIS
encourages competition between grade levels or                         Partners in Ed.        -             Calendars,      data
teams in short increments of time.                                                         May 2010         tally logs, $   AYP Reports
                                                                                                            records         End of year
                                                                                           Principal,                       attendance
                                                                                            Assistant                       data and %
                                                                                           Principals,                      absent for
                                                                                          Counselors,                       more than 15
                                                                                          Grad Coach,                       days
                                                                                            Student
                                                                                            Support
                                                                                           Specialist
Publish and systematically update school wide      None needed         No local funds     August 2009       Newsletters,    AS400/eSIS
attendance information on the school website and                       needed                   -           webpages        data
newsletter to maintain an awareness and sense of                                           May 2010                         AYP Reports
urgency among school stakeholders.                                                                                          End of year

                                                                  61
School Name: Freedom Middle School   Principal: Michael A. Jones    Plan Year: 2008-2010


                                                                                           attendance
                                                              Principal,                   data and %
                                                              APA, Grad                    absent for
                                                               Coach,                      more than 15
                                                               Student                     days
                                                               Support
                                                              Specialist,
                                                              Counselors




                                         62
               School Name: Freedom Middle School           Principal: Michael A. Jones       Plan Year: 2008-2010




Special Education Action Plan (NCLB Mandate)
     Annual Measurable Objective:
     By spring 2010, students with disabilities will increase their achievement in Reading/Language Arts on the Georgia Criterion
         Referenced Competency Test (CRCT) from 47.6% meeting or exceeding the standard to 60%% meeting and exceeding
         standard.
     By spring 2010, students will increase their achievement in Math on the Georgia Criterion Referenced Competency Test
         (CRCT) from 31.7% meeting or exceeding the standard to 67.6% meeting or exceeding the standard.
     By spring 2010, increase the number of students with disabilities in grades 6 through 8 attaining less than 15 days absent from
         10.4% to 9.4% meeting or exceeding Adequate Yearly Progress (AYP) Second Indicator.
     Least Restrictive Environment (LRE) – The goal for all schools is to be at Level I:
       • Level I – less than 20% of students are pulled out for resource/self-contained classes (0-1 periods per day)
Intervention                                 Professional             Estimated         Timeline and      Means of Evaluation
                                             Learning Needed          Cost and          Positions
                                                                                                          Evidence of     Evidence of
                                                                      Funding           Responsible
                                                                                                          Monitoring      Impact
                                                                      Sources
Identify bubble students and                                          Instructional                       Student         CRCT
disaggregate CRCT Reading/ELT and            SE Departmental In- materials              August 2009 -     Benchmark       ITBS
Mathematics data by domain to target         services/Site Based      already           May 2010          scores          benchmark
weak areas at the individual level on the    Staff Development        obtained.                           Team            assessments
2009 CRCT and provide accelerated                                     Additional        Principal,        Assessment      Progress
instruction in ELT Math/ELA, Math                                     supplemental      Assistant         Notebook,       Reports
Tools, Study Skills, extended day                                     materials         Principals,       Safety Nets     GAPSS
tutorial, and Saturday tutorial.             Data Analysis            funded            LTSE, SE                          AYP
     Utilize high impact instructional                               through FMS       Chairperson                       IEPs
         strategies on a daily basis to                               SE budget         Sped.
         enhance understanding the                                                      Teachers, PL
                                             Critical Thinking                          Liaison
         language of the standards,          Workshop
         critical thinking, higher order
         thinking, vocabulary acquisition
Increase the percentage of students in       Project I.C.E. Co-       No local funds                      Student         ITBS
the Least Restrictive Environment            Teaching Workshop        needed            August 2009 -     Benchmark       benchmark
     Carefully review formal and                                                       May 2010          scores          assessments
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               School Name: Freedom Middle School          Principal: Michael A. Jones        Plan Year: 2008-2010


        informal assessments, IEP                                                                   Team              Progress
        accommodations and                                                       Principal,         Assessment        Reports
        modifications to determine if                                            Assistant          Notebook,         GAPSS
        more SWDs may benefit from                                               Principals,        Safety Nets       AYP
        being in the general education                                           LTSE, SE                             IEPs
        classes.                                                                 Chairperson
     Utilize a collaborative                                                    Sped.
        instructional model for all                                              Teachers, PL
        inclusion classes to ensure                                              Liaison
        exposure to and support for
        content area.
Implement Project ICE collaboration                              None                               Progress          CRCT
training designed to increase team-       SE/GE In-Service                       August 2009-       Reports           ITBS
teaching thereby increasing student       and Training through                   May 2010           Monthly           benchmark
academic performance. Provide ongoing     GLRS, Site-Based                                          Observations/     assessments
Co-teaching site-based In-Services on     Staff                                  Principal,         Diagnostic        Progress
current research based strategies and     Development/training                   Assistant          Assessments/      Reports
delivery models.                          provided outside of                    Principals,        Portfolios/       GAPSS
     Conduct regular classroom           FMS                                    LTSE, SE           Student           AYP
        observations to monitor teacher                                          Chairperson        Performance       IEPs
        and student performance                                                  Sped.              and Data
     Use Project ICE Instructional                                              Teachers, and      Collection on
        Coach Assigned by District                                               General Ed.        IEP Goals
                                                                                 Teachers, PL
                                                                                 Liaison,
                                                                                 Special
                                                                                 Education
                                                                                 Instructional
                                                                                 Change Coach
Increase student achievement by           Mentor                 Provided                           Contact logs,     CRCT
increasing attendance and reducing        Training/Local Staff   through         August 2009-       continues         ITBS
school in/out of school suspensions,      Development In-        county/ local   May 2010           staffing notes,   benchmark
unexcused absences of SWD students        services               staff                              Behavior          assessments
                                                                 development     Principal,         Intervention      Progress

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                School Name: Freedom Middle School        Principal: Michael A. Jones      Plan Year: 2008-2010


                                                                                 Assistant         Plans,            Reports
                                                                                 Principals,       Attendance        GAPSS
                                                                                 LTSE,             records,          AYP
                                                                                 Counselors,       Discipline        IEPs
                                                                                 Administrators,   records, Safety
                                                                                 Student           Nets
                                                                                 Support
                                                                                 Specialist,
                                                                                 Social Worker,
                                                                                 Mentors, PL
                                                                                 Liaison
Content-specific workshops for Special   Local school and      No local funds                      Progress          CRCT
Education teachers in math, science,     DCSS staff content-   needed            August 2009-      Reports           ITBS
ELA/Reading, and Social Studies.         specific workshops                      May 2010          Monthly           benchmark
                                                                                                   Observations/     assessments
                                                                                 Principal, API,   Diagnostic        Progress
                                                                                 LTSE, and SE      Assessments/      Reports
                                                                                 Teachers          Portfolios/       GAPSS
                                                                                                   Student           AYP
                                                                                                   Performance       IEPs
                                                                                                   and Data
                                                                                                   Collection on
                                                                                                   IEP Goals
Implement and monitor Read 180           READ 180              None              August 2008-      Observations      CRCT
Program                                                                          May 2009          and lesson        ITBS
    Level 1 student will receive                                                                  plans             benchmark
      additional support during                                                                                      assessments
      connections in our READ 180                                                Principal, API,                     Progress
      program.                                                                   LTSE, and                           Reports
                                                                                 READ 180                            GAPSS
                                                                                 staff                               AYP
                                                                                                                     READ 180
                                                                                                                     IEPs
Increase the percentage of students      Teachers will         Title 1 federal   August 2009-      PL Logs,          CRCT,

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                School Name: Freedom Middle School          Principal: Michael A. Jones       Plan Year: 2008-2010


meeting and exceeding expectations in   participate in       funds                 May 2010          redelivery,        ITBS,
ELA, Math, Science, and Social Studies. America’s Choice                                             lesson plans,      Benchmark
                                        training and Ramp-up                                         class              Assessments,
                                        for ELA and Math.                                            observations,      Report
                                                                                                     peer               Cards,
                                                                                                     observations,      Progress
                                                                                                     PL                 Reports, &
                                                                                                     assignments,       Common
                                                                                                     and student        Assessments
                                                                                                     work samples
Students not meeting standard(s) are       Practices in Math and Title 1 federal   API,              After school       CRCT,
grouped to assessment results and area     Reading Instruction   funds             Instructional     rosters, student   ITBS,
assigned to safety net instruction which                                           Coaches,          data,              Benchmark
occurs before, during, and after school.                                           Special           benchmark          Assessments,
                                                                                   Education         assessments        Report
                                                                                   Department                           Cards,
                                                                                   Chair, LTSE                          Progress
                                                                                                                        Reports, &
                                                                                                                        Common
                                                                                                                        Assessments
Technology Integration:                    United Streaming       Title l          August 2009-      Benchmark test     CRCT
All teachers and students work             Effective usage of     No cost for      May 2009          data               ITBS
collaboratively to use technology to       technology to assess   CRCT items         Principal,      Mock CRCT          benchmark
reinforce achievement of                   mock CRCTs             online             Assistant       results            assessments
Standards mastery. To include system       Internet Research                         Principals                         Progress
level benchmarks, CRCT mock                Projects                                  LTSE, SE                           Reports
assessments (including CRCT items          Brainpop                                 Dept. Chair,                        GAPSS
online) using allowable                                                            Sped. teachers,                      AYP
accommodations from IEPs                                                            PL Liaison,                         IEPs
                                                                                     Teacher-
                                                                                     Librarian,
                                                                                      CTSS,
                                                                                   MIS Personnel


                                                                  66
               School Name: Freedom Middle School           Principal: Michael A. Jones       Plan Year: 2008-2010




Library-Media Action Plan
     Annual Measurable Objective: By spring 2010, students will increase their achievement in Reading/Language Arts on the
        Georgia Criterion Referenced Competency Test (CRCT) from 83.1% meeting or exceeding the standard to 89% meeting or
        exceeding the standard.
By spring 2010, students will increase their achievement in Math on the Georgia Criterion Referenced Competency Test (CRCT) from
61% meeting or exceeding the standard to 67.6% meeting or exceeding the standard.
Intervention                                      Professional Estimated          Timeline and        Means of Evaluation
                                                  Learning      Cost and          Positions
                                                                                                      Evidence of     Evidence of
                                                  Needed        Funding           Responsible
                                                                                                      Monitoring      Impact
                                                                Sources
Instruction Standard 3.2 Performance Action 2     -Destiny      No local funds      August 2009 –     -First Class    Increase
Plan collaboratively to develop lessons that                    needed                May 2010        Calendar        number of
                                                                                                                      Level II and
reinforce and target specific areas of deficiency                                 Teacher/Librarian -Collaboration Level III
                                                                                  Classroom           Forms           students on the
Co-teach lessons to reinforce and target                                          Teachers                            CRCT.
specific areas of deficiency
Instruction Standard 3.2 Performance Action 2. -United          No local funds      August 2009 –     -Sign In Sheets Increase
Provide resources and training of (print and      Streaming     needed                May 2010        -Agendas /      number of
                                                                                                                      Level II and
non-print) materials that enhance classroom       -ActivBoard                                         Handouts        Level III
instruction                                       -SmartBoard                     Teacher/Librarian -Destiny          students on the
                                                  -Brain Pop                          Classroom       statistics      CRCT.
                                                  -Channel                             Teachers
                                                  One
                                                  -LCD
                                                  projectors
Instruction Standard 3.2 Performance Action 2. Local            No local funds      August 2009 –     Reading logs – Increase
Support classroom and special education           training      needed                May 2010        25 books        number of
teachers with literature selections and book                                                                          Level II and
selection strategies to increase fluency and                                                                          Level III
comprehension.                                                                                                        students on
                                                                                                                      the CRCT.


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                School Name: Freedom Middle School          Principal: Michael A. Jones     Plan Year: 2008-2010




Instruction Standard 3.2 Performance Action 2.
Utilize GPS standards search to collect
resources aligned to the standards               GPS             No local funds    August 2009 –    Collaboratively   Increase
                                                 standards       needed             May 2010        planned           number of
Utilize WebPath Express in Destiny, and          search                                             activities.       Level II and
netTrekker to gather websites and resources      (Destiny)                        Teacher/Librarian -Student work     Level III
                                                 and                                 Classroom      displayed in      students on
                                                 WebPath                              Teachers      Media Center.     the CRCT.
                                                 Express                                            -First Class
                                                 training                                           calendar
Instruction Standard 3.2 Performance Action 2.   Technology      No local funds    August 2008 –    -Collaboration    Increase
National Technology Standards                    presentations   needed              May 2010       Forms             number of
Guide students through the process of            to student                                         _Display of       Level II and
appropriate usage of technology resources to     groups and                           Teacher-      student work      Level III
accomplish a variety of tasks and solve          teachers                             Librarian                       students on
problems.                                                                            Classroom                        the CRCT
                                                                                      Teachers




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                School Name: Freedom Middle School           Principal: Michael A. Jones         Plan Year: 2008-2010




Professional Learning Plan
The plan below should include all professional (PL) activities conducted on or off-site during the school year, regardless of funding
source. PL Liaisons will submit a copy of this document along with the supporting budget and class proposals to the Department of
Professional Learning to served as the Comprehensive Plan. The PL budget should address only activities funded through the
Professional Learning Department budget. A copy of the PL budget and any other budgets utilized to support professional learning
should be placed in the CSIP appendix.
Funding       Goal to Improve Student Description of Activity                         Timeline      Means of Evaluation
Source        Achievement
                                                                                                    Evidence of              Evidence of
                                                                                                    Monitoring               Impact
State         Professional Learning         Effective collaborative planning and        October     Collaborative            CRCT
(PL           Standard 1: 1.1               teaching with members of content             2008 –     meetings, lesson         ITBS
Funds)        Collaborate and develop       areas will collaborate. Also, planning     May 2010 plans, focus walks           Benchmark
              unit/lesson plans that have   activities will take place between                                               assessments
              clearly established goals     special and general education teachers                                           Progress
              based on the subject and      to support the academic development                                              Reports
              grade level standards to      of students with disabilities.                                                   GAPSS
              ensure rigor and alignment                                                                                     AYP
              of Georgia Performance                                                                                         IEPs
              Standards for
              co-teaching students.
Federal       Professional Learning         Teachers will participate in America’s August           PL Logs, redelivery, CRCT, ITBS,
Title I       Standard 1: 1.1               Choice training.                          2009-May lesson plans, class           Benchmark
Funds         Increase the percentage of                                              2010          observations, peer       Assessments,
              students meeting and                                                                  observations, PL         Report Cards,
              exceeding expectations in                                                             assignments, and         Progress
              Language Arts, Math,                                                                  student work samples Reports, &
              Science, and Social                                                                                            Common
              Studies.                                                                                                       Assessments


Grants        Professional Learning            Promethean ActivBoard Training           August      Standardized           CRCT, ITBS,
              Standard 1: 1.1                     Student Response System               2008-       assessment score,      PSAT,
                                                                  69
          School Name: Freedom Middle School             Principal: Michael A. Jones       Plan Year: 2008-2010


         Identified math and science          Video Editing Softward               May 2010   Teacher observation,   Benchmark
         teachers will learn how to                 Podcasting                                Focus Walks, PL        Assessments,
         effectively integrate               Audio Enhancement System                         Logs, PL evaluation    Grades, &
         technology into their                                                                forms, and             Student
         lessons with support from                                                            Benchmarks             Products
         the teacher-librarian and                                                            assessments
         the CTSS.
Grants   Professional Learning          Teachers will receive technology           August     Sign-in sheets,        CRCT, ITBS,
         Standard 1: 1.1                integration training to enhance use of     2009-May   training materials,    PSAT,
         Utilize a variety of           multi-media tools and peripherals to       2010       redelivery, lesson     Benchmark
         technology in the              support GPS and differentiated                        plans, focus walks     Assessments,
         classrooms, including the      instruction to maximize student                                              Grades, &
         Promethean boards, LCD         learning.                                                                    Student
         projectors, AverKeys,                                                                                       Products
         PowerPoint, Gizmo, online
         textbooks, teacher websites,
         etc…
Local    Professional Learning          Integrate lessons for the application of   September Standardized            CRCT, ITBS,
         Standard 1: 1.1                hands on activities both in school and      2009 –   assessment score,       PSAT,
         Effectively use technology     home based activities. Utilize             May 2010 Teacher observation,     Benchmark
         to provide real world          research development and interactive                 Focus Walks, PL         Assessments,
         application, to enhance        use of various types of technology.                  Logs, PL evaluation     Grades, &
         students’ research skills,                                                          forms, and              Student
         and to differentiate                                                                Benchmarks              Products
         instruction to maximize                                                             assessments
         student learning.

Local    Professional Learning              Monthly new teacher meetings            August    Teacher                CRCT, ITBS,
         Standard 1: 1.1                                                           2009-May   observations, Focus    PSAT,
         To increase collegiality                                                    2010     Walks                  Benchmark
         throughout the school,                                                                                      Assessments,
         build on a positive culture,                                                                                Grades, &
         and climate, to help us hire                                                                                Student
         and retain good teacher                                                                                     Products

                                                              70
         School Name: Freedom Middle School            Principal: Michael A. Jones   Plan Year: 2008-2010


        candidates

Local   Professional Learning          Integrate the information received     August    Teacher                CRCT, ITBS,
        Standard 1: 1.1                from the conference(s) into lesson    2009-May   observations, Focus    PSAT,
        Teachers will have the         being planned.                          2010     Walks, lesson plans    Benchmark
        opportunity to attend                                                                                  Assessments,
        professional learning                                                                                  Grades, &
        conferences for the purpose                                                                            Student
        of professional growth                                                                                 Products
        toward students’ academic
        achievement.
Local   Professional Learning             Weekly grade level content area     August    Standardized           CRCT, ITBS,
        Standard 1: 1.1                  professional learning communities   2009 and   assessment score,      PSAT,
        Teachers will analyze and                        and                  ongoing   Teacher observation,   Benchmark
        utilize assessment data to         Monthly Data Delve Sessions                  Focus Walks, PL        Assessments,
        inform instruction, set                                                         Logs, PL evaluation    Grades, &
        academic goals for all                                                          forms, and             Student
        students, and plan safety                                                       Benchmarks             Products
        nets for students requiring                                                     assessments
        additional assistance.
        Attendance rates will be
        emphasized among various
        subgroups and how it
        correlates with academic
        achievement.
Local   Professional Learning             Peer Observation and Coaching       August    Standardized           CRCT, ITBS,
        Standard 1: 1.1                                                      2009 and   assessment score,      PSAT,
        Teachers will incorporate a                                          ongoing    Teacher observation,   Benchmark
        variety of strategies                                                           Focus Walks, PL        Assessments,
        designed to improve                                                             Logs, PL evaluation    Grades, &
        teacher effectiveness of                                                        forms, and             Student
        instruction, best practices,                                                    Benchmarks             Products
        effective use of technology,                                                    assessments
        classroom management,

                                                            71
         School Name: Freedom Middle School            Principal: Michael A. Jones      Plan Year: 2008-2010


        integrating reading and
        mathematics across the
        curriculum, and
        differentiating instruction.
Local   Professional Learning           S.I.O.P. Sheltered Instruction Model    August     Standardized           CRCT, ITBS,
        Standard 1: 1.1                                                        2009 and    assessment score,      PSAT,
        Selected teachers will be                                              ongoing     Teacher observation,   Benchmark
        trained to utilize a                                                               Focus Walks, PL        Assessments,
        collaborative instructional                                                        Logs, PL evaluation    Grades, &
        model for all English                                                              forms, and             Student
        Language Learners                                                                  Benchmarks             Products
        (inclusion classes) to                                                             assessments
        ensure exposure to and
        support for content area.

Local   Professional Learning          Implement Project ICE collaboration     September Standardized             CRCT, ITBS,
        Standard 1:1.1                 training designed to increase co-        2009 and assessment score,        PSAT,
        Teachers will have ongoing     teaching thereby increasing student      ongoing Teacher observation,      Benchmark
        training demonstrating how     academic performance. Provide                     Focus Walks, PL          Assessments,
        to use the six models of       ongoing co-teaching site-based in-                Logs, PL evaluation      Grades, &
        co-teaching.                   services on current research based                forms, and               Student
                                       strategies and delivery models.                   Benchmarks               Products
                                                                                         assessments
Local   Professional Learning           Establishing Professional Learning     September Standardized             CRCT, ITBS,
        Standard 1: 1.1                            Communities                  2009 and assessment score,        PSAT,
        The leadership team will                                                ongoing Teacher observation,      Benchmark
        receive formal training in                                                       Focus Walks, PL          Assessments,
        establishing as a                                                                Logs, PL evaluation      Grades, &
        Professional Learning                                                            forms, and               Student
        Community.                                                                       Benchmarks               Products
                                                                                         assessments


Local   Professional Learning          Teachers will participate in a book     August      Sign-in sheets,        CRCT, ITBS,
                                                             72
         School Name: Freedom Middle School          Principal: Michael A. Jones      Plan Year: 2008-2010


        Standard 1: 1.1              study with professional learning          2009-May   training materials,   PSAT,
        Increase the percentage of   community to plan for, assess, and        2010       redelivery, lesson    Benchmark
        students meeting and         monitor student achievement, and                     plans, focus walks    Assessments,
        exceeding expectations in    participate in differentiated instruction                                  Grades,
        Language Arts, Math,         professional learning. Teachers will                                       Student
        Science, and Social          also participate in book studies for the                                   Products, &
        Studies.                     following books:                                                           Common
                                     The Power of Our Words by Paula                                            Assessments
                                     Denton, Literacy with an Attitude by
                                     Patrick J. Finn
                                     From Rage to Hope by Crystal
                                     Kuykendall
                                     The Power of SMART Goals by Jan
                                     O’Neill and Ann Conzemius


Local   Professional Learning        Teachers will participate in Classroom August        Decrease in the       Decrease in
        Standard 1:1.1               Management professional learning.      2009-May      number of referrals   detention,
        Decrease the percentage of                                          2010                                ISS, & OSS
        students being placed in
        detention, ISS, and OSS.




                                                          73
                   School Name: Freedom Middle School               Principal: Michael A. Jones         Plan Year: 2008-2010




Teacher Retention CSIP Addendum

Intervention                                            Estimated    Timeline and      Means of Evaluation
                                                        Cost/Funding Positions
                                                                                       Artifacts             Evidence
                                                        Sources      Responsible
Leadership Standard: Teacher Retention                  None         August 2009-May   TSS guidelines        New teachers can provide feedback on
Implementation                                                       2010                                    how the TSS program provides support by
Performance/Action 2                                                                   TSS assignment list   completing a New Teacher Survey.
                                                                     TSS
The school will adhere to the DCSS Department of                                       Scheduled TSS         New teachers are able to demonstrate
Professional Learning policies, procedures, and                      New Teacher       meeting times         increased skills in the areas of
protocols for the Teacher Support Specialists (TSS)                                                          instructional delivery and teacher/student
Program through the following actions:                               Principal         Teacher               interaction.
 Assign TSS to new teachers (0-3 years previous                                       Observations
    experience)                                                      Asst. Principal                         Teacher observations reflect progress in
 Schedule a formal time for mentors and                                               New Teacher           the areas of instruction and classroom
    mentees to meet at least once per month                          Counselor         Survey                management.
 Ensure that all TSS have received training from
                                                                     Instructional
    the Department of Professional Learning
                                                                     Coach
    regarding how to effectively serve in their roles
 Adhere to TSS guidelines regarding the                             Grade Chair
    scheduling of meetings/activities, the collection
    of data, and the reporting of results
Leadership Standard: Teacher Retention                  None         August 2009-May   Surveys               Committee members can describe the
Assessment and Planning                                              2010              Exit questionnaires   process and timeline for completion of the
Performance/Action 2                                                                   Attrition data        teacher retention needs assessment. A
                                                                     Principal         Student referral      written copy of the results exists and is
The Teacher Retention Committee will conduct a                       Asst. Principal   data                  utilized to plan for improvement.
needs assessment to determine strengths and areas                    Counselor         GTEP and GTOI
in need of improvement                                               Instructional     results
                                                                     Coach
                                                                     Grade Chair.      Professional
                                                                     New Teacher       Development Plans
                                                                     TSS
                                                                          74
                  School Name: Freedom Middle School        Principal: Michael A. Jones           Plan Year: 2008-2010



Leadership Standard: Teacher Retention               None    August 2009-May   Teacher               School leaders facilitate the monthly
Implementation                                               2010              Observations          meetings with new teachers and/or
Performance/Action 5                                                                                 administrators, and discuss what concerns
                                                                               New Teacher           and supportive actions need to be taken.
The principal will schedule monthly individual               Principal         Meeting Log
conferences with all new teachers and                        New Teacher
administrators to address teacher concerns and                                 Follow-Up Letter
express support. Follow-up regarding supportive
actions will be documented.
Leadership Standard: Teacher Retention               None    August 2009-May                         The CSIP includes research-based
Implementation                                               2010                                    interventions from the Georgia School
Performance/Action 5                                                                                 Keys Implementation Resource, the
                                                             Principal                               DCSS Implementation Resource
The school includes a goal in the Consolidated                                                       Supplement, and other relevant
School Improvement Plan (CSIP) that represents the           Asst. Principal                         publications.
partnership of best practices in Teacher Retention
and academic high standards for all students                 Counselor

                                                             Instructional
                                                             Coach

                                                             Grade Chair

                                                             Ne w Teacher

                                                             TSS




                                                                 75
                   School Name: Freedom Middle School           Principal: Michael A. Jones          Plan Year: 2008-2010




School Climate CSIP Addendum
Intervention                                        Estimated    Timeline and      Means of Evaluation
                                                    Cost/Funding Positions
                                                                                   Artifacts             Evidence
                                                    Sources      Responsible
Planning and Organization Standard 4: 4.1           None         August 2009-May   Sign-in sheets        Data analysis documents patterns and
Performance/Action 2                                             2010                                    trends of classroom management and
                                                                                   Agendas               school wide behavior. Documentation of
The Safe School Committee establishes and                                                                data analysis is utilized to develop action
implements a routine and systematic process for                  Principal         Minutes               plans and task forces as needed.
analyzing school discipline data by the following                Asst. Principal
criterion:                                                       Counselor         Discipline Reports
 Grade level                                                    Safe School
 Gender                                                         Committee
 Location and time of infraction
                                                                 Bookkeeper
 Teacher referral                                               Secretary
 Repeat offenders                                               Teachers

Planning and Organization Standard 4: 4.1           None         August 2009-May   Written school        An identifiable discipline plan has been
Performance/Action 3                                             2010              discipline plan       established and posted in each classroom.

The Safe School Committee develops a Positive                    Teachers          Mentoring List        Students that need behavioral support will
School Discipline Plan to prevent ISS and OSS                    Principal                               consult the school counselor. Students
Referrals.                                                       Asst. Principal   Behavior Contracts    with chronic behavioral problems will
                                                                 Counselor                               receive interventions such as behavior
                                                                                   Counselor’s Small     contracts, mentoring and parent/teacher
                                                                 Safe School       Group Meeting Log     conferences.
                                                                 Committee
                                                                                   Agenda Planner        The Safe School Committee has
                                                                 Teachers                                established a criteria for recognizing
                                                                                   Awards/Certificates   students “Caught Being Good.”

                                                                                   Positive Phone        Students are consistently recognized over
                                                                                   Calls                 the intercom system and on an “Excellent
                                                                                                         Lunch Behavior” chart for their positive
                                                                                   Excellent Lunch       and responsible behavior in the
                                                                                   Behavior Chart        classroom, lunchroom and school wide.
                                                                     76
                  School Name: Freedom Middle School        Principal: Michael A. Jones        Plan Year: 2008-2010



Planning and Organization Standard 4: 4.1            None    August 2009-May   CSIP document       The CSIP includes research-based
Performance Action 2                                         2010              CSIP action plans   interventions from the Georgia School
                                                                               CSIP addendums      Keys Implementation Resource, the
The school includes a goal in the Consolidated               Principal         and appendixes      DCSS Implementation Resource
School Improvement Plan (CSIP) that represents the                             CSIP posting on     Supplement, and other relevant
partnership of best practices in social emotional            Asst. Principal   DCSS website        publications.
learning and academic high standards for all
students                                                     Counselor

                                                             Safe School
                                                             Committee

                                                             Grade Chair

                                                             Teachers
Planning and Organization Standard 4: 4.1            None    August 2009-May   CSIP document       The CSIP includes research-based
Performance Action 2                                         2010              CSIP action plans   interventions from the Georgia School
                                                             Principal         CSIP addendums      Keys Implementation Resource, the
The school includes a goal in the Consolidated                                 and appendixes      DCSS Implementation Resource
School Improvement Plan (CSIP) that represents the           Asst. Principal   CSIP posting on     Supplement, and other relevant
partnership of best practices in social emotional            Counselor         DCSS website        publications.
learning and academic high standards for all
students                                                     Safe School
                                                             Committee

                                                             Grade Chairs

                                                             Teachers




                                                                 77
                  School Name: Freedom Middle School              Principal: Michael A. Jones             Plan Year: 2008-2010




Health and Wellness CSIP Addendum

Intervention                                          Estimated    Timeline and      Means of Evaluation
                                                      Cost/Funding Positions
                                                                                     Artifacts               Evidence
                                                      Sources      Responsible
School Culture Standard 1: 1.3                        None         August 2009-May   List of professional    Students and staff can discuss bullying
Performance/Action 1                                               2010              learning activities     and violence prevention strategies among
                                                                                                             their classmates and colleagues.
The school will collaborate with School Counseling,                                  Sign-in sheets
Psychological, and Social Services to meet the                     Principal                                 Students can identify school and
needs of a diverse student population through the                  Assistant         Listing of              community resources that they can access
following actions:                                                 Principal         community               for additional information/guidance
 Provide educational opportunities (led by                        Counselor         resources               pertaining to bullying and violence
     counselors) addressing bullying and violence                  Psychology                                prevention.
     prevention                                                    Social Worker     Student/Parent
 Provide a list of community resources for staff                  Teachers          Handbook
     and students
School Culture Standard 1: 1.1                        None         August 2009-May   Completed               Committee members can describe the
Performance/Action 2                                               2010              Modules                 process and timeline for completion of the
                                                                                                             SHI modules. A written copy of the
The Health and Wellness Committee will conduct a                   Principal         SHI score cards         results exists and is utilized to plan for
needs assessment utilizing the Board-mandated                      Assistant                                 improvement.
School Health Index (SHI) to determine strengths                   Principal
and areas in need of improvement.                                  Counselor
                                                                   Physical
                                                                   Education
                                                                   Teacher
                                                                   Teachers

School Culture Standard 1: 1.1                        None         August 2009-May   SHI scorecard           Committee members can articulate the
Performance/Action 3                                               2010                                      health and wellness needs of the school
                                                                   Principal         Health and              and the objectives that will address these
The Health and Wellness Committee analyzes                         Assistant         wellness data           needs. A written copy of the School
pertinent data and develops yearly outcome based                   Principal         (absences, nurse        Health Improvement Plan exists and
objectives based on school needs.                                  Counselor         referrals, fitness      informs the school wide improvement
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School Name: Freedom Middle School   Principal: Michael A. Jones            Plan Year: 2008-2010

                                      Physical        test results, etc).      plan (CSIP).
                                      Education       List of objectives
                                      Teacher
                                      Teachers        School Health
                                                      Improvement Plan




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