Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name:Little Mill Middle School
District Name: Forsyth
Principal Name: Connie McCrary
School Year:
2015-16
School Mailing Address: 6800 Little Mill Road, Cumming, GA 30041
Telephone: 678-965-5000
District Title I Director/Coordinator Name: Fonda Harrison
District Title I Director/Coordinator Mailing Address: 1120 Dahlongea Hwy, Cumming, GA 30040
Email Address: fharrison@forsyth.k12.ga.us
Telephone: 770-887-2461 ext 202243
ESEA WAIVER ACCOUNTABILITY STATUS
(Check all boxes that apply and provide additional information if requested.)
Priority School
Focus School
Title I Alert School
Principal’s Signature:
Date:
Title I Director’s Signature:
Date:
Superintendent’s Signature:
Date:
Revision Date: 9/25/15
Revision Date:
Georgia Department of Education
April 2015 ● Page 1 of 42
Revision Date:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan
must be addressed. When using SWP and SIP checklists, all components/elements
marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section
1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in
this document.
Georgia Department of Education
April 2015 ● Page 2 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Planning Committee Members
NAME
Connie McCrary
Beth Loedding
Michael Sloop
Kelli Garcia
Kari Shepherd
Jackie Suddith
Anne Marie Sasser
Angela Gula
Maria Calas
Ashley Millard
Gina Shaw
Jennifer Hester
Lara Catall
Jessie Porter
Stacy Archer
Dusty Findley
Erin Webb
David Trussell
Ashley Byers
Sandy Lime
MEMBER’S SIGNATURE
POSITION/ROLE
Principal
Assistant Principal
Assistant Principal
Graduation Coach
Title 1 Math Teacher
Title 1 Reading/ELA Teacher
Parent Involvement Coordinator
Instructional Technology Specialist
ESOL Lead
Special Ed - Lead
Special Ed - Teacher
6th Grade Chair
7th Grade Chair
8th Grade Chair
Local School Council Chairperson/Parent
Parent
Parent
Parent
Parent
Parent
Georgia Department of Education
April 2015 ● Page 3 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SWP/SIP Components
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Response: The process we follow to complete our plan involves gathering data and dispersing the
information to the appropriate groups for analyzing and disaggregating. The following instruments serve
as a means for collecting pertinent data at Little Mill Middle School (LMMS):
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Georgia Milestones data
College and Career Readiness Performance Index (CCRPI) data
Georgia Criterion Reference Competency Test (CRCT) for sixth, seventh and eighth
grades from 2011 to 2014 to provide longitudinal data
Georgia Middle Grades Writing Assessment (MGWA) data from 2013-14 for
longitudinal data
Forsyth County Schools (FCS) Interim Assessments for sixth, seventh and eighth
grades
ACCESS (ELL Assessment) for all grades
Student Attendance Data
School Discipline Data
Needs Assessment Surveys of Staff and Parents
By using the instruments above, a comparison of school data to system expectations is conducted to
ensure that school goals reflect Forsyth County’s commitment to excellence. In order to meet the
needs of all students, data is disaggregated and reviewed in depth by administrative, leadership and
data teams. Data from each of the sub-groups including economically disadvantaged, students with
disabilities, English language learners, students identified through the McKinney-Vento Act, and
migrant students is reviewed. Data from each of the content areas is analyzed to determine areas of
strength and need for our school improvement plan. When identifying students who are most atrisk, LMMS uses TINA (Title I Needs Assessment) to collect additional data on students.
The data depicted below is the demographic information for Little Mill:
Georgia Department of Education
April 2015 ● Page 4 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
The student demographic data also includes an examination of the school’s subgroups depicted in the
table below:
Subgroup Comparison to Total Student Population of 869
Economically
Students with
English
McKinneyDisadvantaged
Disabilities
Language
Vento (MV)
(ED)
(SWD)
Learners (EL)
Students
39.7%
13.2%
2.7%
.9%
Migrant
Students
.3%
In addition to the demographic data, multiple sources of data assessment data were examined in
determining the school’s strengths, weaknesses, and goals for the 2015-16 academic year. The
disaggregation of assessment data from several sources over multiple years was used to strengthen
identified areas of weakness.
Georgia Milestones Data
Little Mill Middle School’s Georgia Milestones data for 2014-15 is depicted in the following table.
Student performance data is listed by Level 1, Level 2, and Levels 3 & 4 combined.
ELA/Reading
Grade
Level 1
Level 2
Levels 3 & 4
6th
12%
29%
46%
th
7
18%
29%
39%
8th
14%
32%
45%
Math
Grade
6th
7th
8th
Level 1
8%
12%
13%
Level 2
27%
27%
27%
Levels 3 & 4
65%
60%
60%
Level 2
34%
27%
39%
Levels 3 & 4
49%
56%
22%
Level 2
41%
45%
37%
Levels 3 & 4
25%
38%
49%
Science
Grade
6th
7th
8th
Level 1
18%
17%
39%
Social Studies
Grade
6th
7th
8th
Level 1
14%
17%
14%
Georgia Department of Education
April 2015 ● Page 5 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Georgia Milestones Data (con’t)
The school’s Milestone data indicates a need for an increase in the number of students
performing in Levels 3 & 4 in all content areas with an emphasis in the content areas of science, social
studies, and ELA/reading. Based upon the data the school demonstrates a relative strength in
mathematics which can be in part attributed to at risk math students being served in Title 1 math classes.
The data also indicates LMMS’ students still have significant needs in language arts/reading, , science
and social studies. In considering why student scores are low in science and social studies, the data teams
at the school attribute these, at least in part, to the resulting impact by skill weaknesses in math and
reading.
College and Career Readiness Performance Index (CCRPI)
Information from the College and Career Readiness Performance Index (CCRPI) is utilized in
determining the needs of the school. The overall CCRPI score for the 2012-13 school year was 85.4 and
for the 2013-14 school year was 85.1. The content mastery scores for 2013-14 were as follows: reading
9.9; ELA 9.7; math 9.4; social studies 9.0; science 8.9. The school’s CCRPI data shows the school’s areas
of weakness to be social studies and science. The CCRPI data for the 2014-15 data will be included when
available. Additional data from the CCRPI is depicted in the charts below -
Georgia Department of Education
April 2015 ● Page 6 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
CCRPI 2013 Performance Flags
CCRPI 2014 Performance Flags
Georgia Department of Education
April 2015 ● Page 7 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
The CCRPI flag data displayed indicates the following strengths and weaknesses –
Hispanic Subgroup Strengths/Weaknesses
-Subgroup met Participation Rate, State Performance Target and Subgroup Performance
Target for 2014 (all green flags)
-Improved performance in Science from not meeting the State Performance Target in 2013
to meeting the State Performance Target (from yellow to green flag)
Multi-Racial Subgroup Strengths/Weaknesses
-In 2014, the subgroup improved their reading scores from not meeting the subgroup
Performance Target to meeting the subgroup Performance Target (from yellow to green
flag)
-In 2014, the subgroup did not meet the State or subgroup Performance Targets in ELA, math
and social studies (red flags)
White Subgroup Strengths/Weaknesses
-In 2013, the subgroup met all State and subgroup Performance Targets (green flags)
-In 2014, the subgroup decreased performance in science by not meeting the Subgroup
Performance Target (from green to a yellow flag)
Economically Disadvantaged Subgroup Strengths/Weaknesses
-From 2013 to 2014, the subgroup went from not meeting subgroup and State Performance
Targets to meeting both in science and social studies (from yellow to green flags)
-In 2014, the subgroup decreased performance in ELA by not meeting the State Performance
Target (from a green to yellow flag)
EL Subgroup Strengths/Weaknesses
-From 2013 to 2014, the subgroup went from not meeting State Performance Target to
meeting both subgroup and State Performance Targets in reading and ELA (from yellow
to green flag)
-From 2013 to 2014, the subgroup went from not meeting subgroup and State Performance
Targets to meeting subgroup Performance Target but not meeting State Performance
Target in math (from red to yellow flag)
-In both years, the subgroup failed to meet State and Subgroup Performance Targets in
science and social studies (red flags)
SWD Subgroup Strengths/Weaknesses
-In 2013 and 2014, SWD failed to meet State Performance Targets in every area; however,
the subgroup did meet Subgroup Performance Targets in all areas (yellow flags)
The yellow and red flags as described also indicate that science and social studies are areas of the
weakness for the school as supported by CCRPI content mastery scores of 8.9 in science and 9.0 in social
studies.
Georgia Criterion Reference Competency Test (CRCT)
Georgia Department of Education
April 2015 ● Page 8 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Information from the CRCT is also considered in evaluating the needs of LMMS students. The tables
below depict the school’s performance data on this assessment from 2011 to 2014.
Reading
ELA
Math
Science
SS
% Does Not Meet (DNM)
2011
2012
2013
2014
1
1
1
1
2
3
5
4
6
6
7
5
7
12
15
15
15
20
15
12
6th Grade CRCT – Little Mill
% Meets (M)
2011
2012
2013
42
41
37
53
47
50
50
45
49
59
57
61
37
43
38
2014
32
49
50
61
37
2011
57
45
44
33
48
% Exceeds (EXC)
2012*
2013
57
61
50
46
49
45
31
24
37
47
2014
67
48
45
24
51
% Exceeds (EXC)
2012
2013
46
42
63
60
71
54
61
57
61
59
2014
58
55
56
57
57
Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =97
In ELA. 2013-14 Georgia data for Meets/Exceeds =92
In Math, 2013-14 Georgia data for Meets/Exceeds =84
In Science, 2013-14 Georgia data for Meets/Exceeds =75
In Social Studies, 2013-14 Georgia data for Meets/Exceeds =80
Reading
ELA
Math
Science
SS
% Does Not Meet (DNM)
2011
2012
2013
2014
3
1
2
1
3
1
4
2
2
2
2
7
7
6
8
8
8
12
10
10
7th Grade CRCT – Little Mill
% Meets (M)
2011
2012
2013
61
53
57
45
36
36
40
28
44
32
33
35
26
27
31
2014
41
42
37
35
33
2011
35
52
58
61
66
Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =95
In ELA. 2013-14 Georgia data for Meets/Exceeds =94
In Math, 2013-14 Georgia data for Meets/Exceeds =88
In Science, 2013-14 Georgia data for Meets/Exceeds =84
In Social Studies, 2013-14 Georgia data for Meets/Exceeds =83
Reading
ELA
Math
Science
SS
8th Grade CRCT – Little Mill
% Does Not Meet (DNM)
% Meets (M)
2011
2012
2013
2014
2011
2012
2013
1
2
1
1
47
42
38
4
2
3
3
43
42
45
6
5
8
5
48
51
50
17
12
14
12
50
57
52
15
9
12
11
40
39
41
2014
36
40
38
54
47
Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =97
In ELA. 2013-14 Georgia data for Meets/Exceeds =95
In Math, 2013-14 Georgia data for Meets/Exceeds =82
In Science, 2013-14 Georgia data for Meets/Exceeds =78
In Social Studies, 2013-14 Georgia data for Meets/Exceeds =81
Georgia Department of Education
April 2015 ● Page 9 of 42
2011
52
53
46
33
45
% Exceeds (EXC)
2012
2013
56
61
56
52
44
42
32
34
52
47
2014
63
56
56
35
42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Data depicting CRCT performance in Meets and Exceeds from 2011-2014 for the school’s 6th through 8th
grade subgroups of SWD and Hispanic are as follows:
Reading
ELA
Math
Science
SS
6th Grade CRCT SWD – Little Mill
% Does Not Meet (DNM)
% Meets (M)
2011
2012
2013
2014
2011
2012
2013
9
4
10
6
56
73
56
11
12
19
16
79
69
67
24
20
15
23
60
60
73
34
38
42
42
56
44
52
44
56
43
48
34
28
45
2011
34
11
16
9
22
% Exceeds (EXC)
2012
2013
23
33
19
14
20
12
19
6
16
12
2014
29
10
17
6
27
2011
17
14
8
13
9
% Exceeds (EXC)
2012
2013
19
15
12
27
44
25
24
16
24
25
2014
17
13
7
13
15
2014
2011
% Exceeds (EXC)
2012
2013
2014
78
59
50
33
33
13
17
24
17
49
2014
65
74
60
52
24
Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =88
In ELA. 2013-14 Georgia data for Meets/Exceeds =73
In Math, 2013-14 Georgia data for Meets/Exceeds =58
In Science, 2013-14 Georgia data for Meets/Exceeds =43
In Social Studies, 2013-14 Georgia data for Meets/Exceeds =49
Reading
ELA
Math
Science
SS
7th Grade CRCT SWD – Little Mill
% Does Not Meet (DNM)
% Meets (M)
2011
2012
2013
2014
2011
2012
2013
17
7
11
9
76
74
74
18
8
15
11
68
81
58
8
11
4
30
85
44
71
33
24
41
34
53
52
44
41
41
41
40
50
34
24
2014
74
77
63
53
45
Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =81
In ELA. 2013-14 Georgia data for Meets/Exceeds =78
In Math, 2013-14 Georgia data for Meets/Exceeds =64
In Science, 2013-14 Georgia data for Meets/Exceeds =53
In Social Studies, 2013-14 Georgia data for Meets/Exceeds =53
8th Grade CRCT SWD – Little Mill
% Does Not Meet (DNM)
% Meets (M)
2011
2012
2013
2014
2011
2012
2013
Reading
ELA
Math
Science
SS
4
13
10
50
48
14
14
30
61
57
3
9
35
50
39
11
30
42
57
60
83
70
67
33
34
73
67
52
36
29
61
88
62
39
53
Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =87
In ELA. 2013-14 Georgia data for Meets/Exceeds =78
In Math, 2013-14 Georgia data for Meets/Exceeds =53
In Science, 2013-14 Georgia data for Meets/Exceeds =40
In Social Studies, 2013-14 Georgia data for Meets/Exceeds =45
Georgia Department of Education
April 2015 ● Page 10 of 42
14
19
17
4
14
36
3
4
11
8
11
11
8
10
7
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
6th Grade CRCT Hispanic – Little Mill
% Does Not Meet (DNM)
% Meets (M)
2011
2012
2013
2014
2011
2012
2013
2014
Reading
ELA
Math
Science
SS
3
3
24
15
38
0
7
22
24
34
4
4
11
25
18
2
5
7
17
10
69
78
58
79
36
74
67
56
59
45
52
71
64
67
47
41
59
54
68
46
2011
28
19
18
5
26
% Exceeds (EXC)
2012
2013
26
26
22
17
21
2014
45
25
25
9
35
56
37
39
15
44
2011
32
48
58
52
58
% Exceeds (EXC)
2012
2013
11
16
44
32
54
38
33
32
37
39
2014
47
51
44
46
37
2011
% Exceeds (EXC)
2012
2013
2014
Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =97
In ELA. 2013-14 Georgia data for Meets/Exceeds =91
In Math, 2013-14 Georgia data for Meets/Exceeds =83
In Science, 2013-14 Georgia data for Meets/Exceeds =73
In Social Studies, 2013-14 Georgia data for Meets/Exceeds =79
Reading
ELA
Math
Science
SS
7th Grade CRCT Hispanic – Little Mill
% Does Not Meet (DNM)
% Meets (M)
2011
2012
2013
2014
2011
2012
2013
2014
6
3
3
0
61
86
81
53
3
6
8
2
48
50
59
47
3
6
0
10
39
40
62
46
6
23
13
14
42
44
55
41
10
26
16
10
32
37
45
53
Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =94
In ELA. 2013-14 Georgia data for Meets/Exceeds =93
In Math, 2013-14 Georgia data for Meets/Exceeds =87
In Science, 2013-14 Georgia data for Meets/Exceeds =83
In Social Studies, 2013-14 Georgia data for Meets/Exceeds =83
8th Grade CRCT Hispanic – Little Mill
% Does Not Meet (DNM)
% Meets (M)
2011
2012
2013
2014
2011
2012
2013
2014
Reading
ELA
Math
Science
SS
6
11
6
42
34
0
0
4
21
14
4
12
14
27
25
3
3
3
18
16
64
56
63
39
37
50
50
68
59
48
46
54
55
54
48
46
54
58
64
55
Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =96
In ELA. 2013-14 Georgia data for Meets/Exceeds =94
In Math, 2013-14 Georgia data for Meets/Exceeds =81
In Science, 2013-14 Georgia data for Meets/Exceeds =75
In Social Studies, 2013-14 Georgia data for Meets/Exceeds =77
Georgia Department of Education
April 2015 ● Page 11 of 42
31
33
31
18
29
50
50
29
21
38
50
34
31
19
27
51
43
39
18
29
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Data for LMMS’ Economically Disadvantaged (ED) subgroup is not available by grade level and is
therefore aggregated by whole school. The chart below depicts ED data:
Little Mill Middle School CRCT ED Data
% Does Not Meet (DNM)
% Meets (M)
2011
2012
2013
2014
2011
2012
2013
2014
Reading
ELA
Math
Science
SS
4
4
10
20
26
3
5
8
21
27
2
6
9
22
21
2
6
9
18
17
64
64
58
55
38
65
56
52
52
44
56
57
59
54
44
50
53
55
55
50
2011
33
32
33
25
36
% Exceeds (EXC)
2012
2013
34
39
40
27
29
42
37
32
25
36
2014
48
41
35
27
33
Note: In Reading, 2013-14 Georgia data for Meets/Exceeds =93
In ELA, 2013-14 Georgia data for Meets/Exceeds =89
In Math, 2013-14 Georgia data for Meets/Exceeds =78
In Science, 2013-14 Georgia data for Meets/Exceeds =72
In Social Studies, 2013-14 Georgia data for Meets/Exceeds =75
In analyzing and interpreting the school’s CRCT data over the 2012-13 and 2013-14, the following
strengths and weaknesses were identified:
Strengths
 All grade levels outperformed the state averages in all content areas;
 The percentage of 6th grade students exceeding standards in reading increased from 61% to 67%;
 The percentage of 7th grade students exceeding in reading increased from 42% to 58%;
 The percentage of 8th grade students exceeding standards in math increased from 42% to 56%;
 The percentage of ED students who exceeded in reading increased from 42% to 48%;
 The percentage of 6th grade SWD students who did not meet standards in reading decreased from
10% to 6%;
 The percentage of 6th grade SWD students who did not meet standards in ELA decreased from
19% to 16%;
 The percentage of 6th grade SWD students who exceeded in math increased from 12% to 17%;
 The percentage of 6th grade SWD students who exceeded in social studies increased from 12% to
27%;
 The percentage of 6th grade Hispanic students who exceeded in reading increased from 45% to
56%;
 The percentage of 6th grade Hispanic students who exceeded in ELA increased from 25% to 37%;
 The percentage of 6th grade Hispanic students who exceeded in math increased from 25% to 39%;
 The percentage of 6th grade Hispanic students who did not meet in science decreased from 25% to
17%;
 The percentage of 7th grade Hispanic students who exceeded in reading increased from 16% to
47%;
 The percentage of 7th grade SWD students who did not meet in science decreased from 41% to
34%
Georgia Department of Education
April 2015 ● Page 12 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Weaknesses
 The percentage of 6th grade students exceeding standards in math decreased 4%;
 The percentage of 7th grade math students not meeting standards in math increased from 2% to
7%;
 The percentage of 7th grade Hispanic students not meeting standards in math increased from 0%
to 10%;
 The percentage of 7th grade SWD students who did not meet in math increased from 4% to 30%;
 The percentage of 8th grade SWD students who did not meet in ELA increased from 9% to 30%;
 The percentage of 8th grade SWD students who did not meet in social studies increased from 39%
to 60%;
 The subgroups of SWD, ED, ELL and Hispanic are not performing at the level of the All
Students group in both reading and math.
 Data from the state CRCT Summary Report indicates that the domains of Information and
Reading Literacy (reading), Grammar and Sentence Construction (ELA), and Vocabulary
Acquisition as well as Geometry and Measurement (6th), Algebra (7th), and Numbers and
Operations (8th) are areas of weakness for the All Students Group.
This data, along with other factors, translated into CCRPI content mastery scores of the following:
reading 9.9; ELA 9.7; math 9.4; social studies 9.0; science 8.9. This CCRPI data shows the school’s areas
of weakness to be social studies and science.
Georgia Middle Grades Writing Assessment (MGWA)
Information from the MGWA is also considered in evaluation the needs of LMMS students. The LMMS
data from the MGWA for 2013-2014 was: DNM: 16%; M: 74%; E: 10%
Strengths
 LMMS’s average of 84% Meets and Exceeds outperformed the state average of 80% Meets and
Exceeds (2014).
Weaknesses
 The Does Not Meet percentage for SWD increased from 39% to 68%.
 The Does Not Meet percentage has increased from 11% to 16% while the county-wide percent
stayed the same;
 The rate of Meets/Exceeds (84%) in 2014 decreased from the previous year (89%).
Forsyth County System (FCS) Interim Assessments
Data from FCS Interim Assessment is analyzed in evaluating the needs of LMMS students. The data for
the FCS Interim Assessments is depicted in the following table:
Georgia Department of Education
April 2015 ● Page 13 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
ELA
Math
2014-2015 Interim Scores
6th
7th
8th
6th
7th
8th
Grade
Grade
Grade
Grade
Grade
Grade
Intervention
22% 20.70% 22.80% 62.90% 75.80% 69.40%
Close to Proficient
36.70%
35% 37.80% 32.40% 18.50% 25.70%
PreInterim Proficient
40% 39.20%
37%
4.70%
5.70%
4.90%
PostInterim
Exceeding Proficiency
Intervention
Close to Proficient
Proficient
1%
14.90%
34.30%
49.50%
5.20%
20.10%
25.40%
45.10%
2.40%
14%
30.20%
49.50%
0
27.80%
54%
18.10%
0
49.80%
33.60%
15%
0
40.50%
39.60%
19.60%
Exceeding Proficiency
1.40%
9.50%
6.30%
0
1.60%
0.30%
The data displayed indicates the following strengths and weaknesses by grade level –
6th Grade Strengths
 In ELA, students scoring Proficient or Exceeding Proficiency increased from 41% to
50.9%
 In ELA, students scoring in the Intervention level decreased from 22% to 14.9%
 In math, students scoring Proficient went from 4.7% to 18.1%
th
6 Grade Weaknesses
 In math, students scoring below Proficient was 81.8% on the Post Interim
 In ELA, students scoring below Proficient was 49.2% on the Post Interim
7th Grade Strengths
 In ELA, students scoring Proficient or Exceeding Proficiency increased from 44.4% to
54.6%
 In math, students scoring Proficient went from 5.7% to 16.6%
 In math, students scoring in the Intervention level decreased from 75.8% to 49.8%
7th Grade Weaknesses
 In math, students scoring below Proficient was 83.4% on the Post Interim
 In ELA, students scoring below Proficient was 45.5% on the Post Interim
8th Grade Strengths
 In ELA, students scoring Proficient or Exceeding Proficiency increased from 39.4% to
55.8%
 In math, students scoring Proficient went from 4.9% to 19.9%
 In math, students scoring in the Intervention level decreased from 69.4% to 40.5%
th
8 Grade Weaknesses
 In math, students scoring below Proficient was 80.1% on the Post Interim
 In ELA, students scoring below Proficient was 42.2% on the Post Interim
Georgia Department of Education
April 2015 ● Page 14 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
ACCESS (EL Assessment) for all grades
Data from the ACCESS (ELL Assessment) is analyzed in evaluating the needs of LMMS students. The
data for the ACCESS is depicted in the following table.
ACCESS Scores/Total Number of Students by Category and Proficiency Level
Categories
Proficiency
Level
Entering
Emerging
Developing
Expanding
Bridging
Reaching
Listening
Speaking
Reading
Writing
0
1
5
5
3
7
1
2
3
7
5
3
0
6
9
3
2
1
0
1
19
1
0
0
Oral
Language
0
3
2
5
6
5
Literacy
Comprehension
0
4
13
4
0
0
0
5
4
4
6
2
School Attendance Data
Strengths
 Improved Average Daily Attendance (ADA) rate from 94.90% (12-13) to 95.41% (13-14) to
95.53% (14-15);
Weaknesses
 LMMS reported one of the three lowest Average Daily Attendance rates within the county;
 There is a lengthy process after the school’s reporting of truancy and educational neglect to the
subsequent action plans taken by the court system.
School Discipline Data
Strengths
 The majority of office referrals are isolated to a recurring 5% of the student population.
 The majority of office referrals are classified as “minor, non-violent” in nature.
 The incorporation of a positive student behavior plan resulting in a decrease in the number of
office referral events by 19% as compared to the average of all previous years.
Weaknesses
 A percentage (5%) of students need additional intervention beyond the school wide student
behavior plan;
 Continued inconsistency by some staff members in the use of the conduct card system.
Needs Assessment Surveys - Parents
Strengths
 Welcoming and easy to navigate environment;
 Timely and regular communication about upcoming events at the school;
 Asked and given a variety of opportunities to volunteer and participate at school;
 Flexible meeting options with regard to dates, times, and locations are available, including home
visits if necessary;
 Meeting participation has been expanded to include virtual options including text, email, and
phone conferences;
 Information is provided in multiple languages as needed in both print and verbal communication.
Georgia Department of Education
April 2015 ● Page 15 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
Weaknesses
 School to home communication regarding student progress;
 Lack of involvement by teachers at school events.
Needs Assessment Surveys - Staff
Strengths
 Organized parent involvement program that has benefited students and their families;
 Clear communication of the rules and regulations of the Title 1 program;
 Meet the needs of struggling learners.
Weaknesses
 Lack of training in providing resources to families to promote learning at home;
 Low incidence of community collaboration to strengthen student learning at home;
 Inability to motivate at-risk, or disengaged learners;
 Low socio-economic status of students.
Instructional Goals
In 2014-15, the state assessment transitioned from the CRCT to the Georgia Milestones
assessment. This new assessment is more rigorous and requires more constructed response from students.
Specific data from the assessment is still forthcoming which presents a challenge in the goal setting
process. Upon receipt of the Milestones data, school improvement goals will be modified. In the interim,
the LMMS leadership team established goals based upon Student Growth Percentiles (SGP). For the
2015-16 school year, students scoring typical and high growth will increase at a rate greater than or equal
to three (3) percent. The three (3) percent increase will occur in all subject areas. The school will increase
the overall CCRPI score to 87.1, with content mastery scores improving in social studies and science. For
the school’s EL population, the goal will be for each student to improve their proficiency level by one or
more levels in each category on the ACCESS. We will increase our Average Daily Attendance by 1.0%
above the 2014-15 of 95.53%. Finally, we will decrease the number of office event referrals from 303
(14-15 school year) to 250 in the 2015-16 school year.
Parent Involvement Goals
For the 2015-16 school year, LMMS’ Parent Involvement goals include the following:




Increase the number of parent volunteers at the school, in the Parent Resource Center, and in their
participation in academically focused activities;
Increase the number of families attending Title1 sponsored event/meeting to 30 families per
event/meeting;
Increase the number of parent respondents on the 2015-16 Title 1 Parent Survey to 200 total
respondents;
Continue the academic volunteer program to address specific learning at home needs for male
caregivers, female caregivers, Spanish speaking caregivers, and grandparents;
Georgia Department of Education
April 2015 ● Page 16 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
1.
A comprehensive needs assessment of the entire school, (including taking into account
the needs of migratory children as defined in Section 1309(2)) that is based on information which
includes the achievement of children in relation to the state academic content standards and the
state student academic achievement standards described in Section 1111(b)(1).
To assist with our goal, we employ a full-time, bilingual Parent Involvement Coordinator (PIC) who
monitors and implements all parent involvement activities. Specific PIC duties include:
 Serve as a liaison between parents and teachers to relay the needs of each group
 Create workshops, classes, and activities (day and night) for parents on a regular basis
 Conduct professional learning for staff that will educate them on how to work with and
communicate effectively with parents
 Create opportunities for parents who have limited English proficiency such as English
language learning classes.
 Develop community collaborations
 Maintain Little Mill’s Parent Resource Center
 Promote parental engagement opportunities
 Document parent involvement on master spreadsheet
 Conduct surveys to assess the needs of parents and analyze the effectiveness of the parent
involvement program
 Maintain Parent Involvement Documentation Folders with activities, reports, surveys,
funding, evaluation, and communications with parents
 Attend DOE conferences and other training
Monies will be spent to purchase supplies, postage for parent mailings, and other materials and to provide
programs necessary to help parents, grandparents and other guardians connect to the goals of the plan.
2.
Schoolwide reform strategies that:

Provide opportunities for all children to meet the state’s proficient and advanced levels of student
academic achievement described in Section 1111(b)(1)(D).
Response:
Little Mill Middle has incorporated several strategies to assure continuous improvement in student
learning.
 The school’s vision, mission and beliefs are aligned to the system’s vision, mission, and
beliefs. Stakeholders incorporate these components to govern decisions affecting the goals
and strategies to ensure that all LMMS students meet or exceed Georgia’s Proficient and
Distinguished levels of student performance.
 All students are scheduled into four core classes plus a fifth academic course based on
student needs.
 ESOL and classroom teachers complete an in-depth analysis of ACCESS scores to insure the
best instructional practices are used to meet individual needs and continuously support the
improvement of our EL students.
Georgia Department of Education
April 2015 ● Page 17 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

Provide opportunities for all children to meet the state’s proficient and advanced levels of student
academic achievement described in Section 1111(b)(1)(D).

The Leadership Team analyzes, interprets, and shares score reports and survey results from
the following:



Georgia Milestones data to be disaggregated upon receipt
College and Career Readiness Performance Index (CCRPI) data
Georgia Criterion Reference Competency Test (CRCT) for sixth, seventh and eighth
grades from 2011 to 2014 to provide longitudinal data
 Georgia Middle Grades Writing Assessment (MGWA) data from 2013-14 for
longitudinal data
 Forsyth County Schools (FCS) Interim Assessments for sixth, seventh and eighth
grades
 ACCESS (ELL Assessment) for all grades
 Student Attendance Data
 School Discipline Data
 Needs Assessment Surveys of Staff and Parents
All grade levels, including support staff (ESOL teachers, special education teachers, gifted teachers,
EIP teachers, support teachers) meet on a regular basis to discuss and analyze student work, score reports,
and the effectiveness of implemented strategies. The information provides constructive feedback,
allowing the grade-level teams to modify instructional plans that meet students’ academic needs.

Use effective methods and instructional strategies that are based on scientifically based research
that:
o
strengthen the core academic program in the school.
o increase the amount and quality of learning time, such as providing and extended
school year and before- or after-school and summer programs and opportunities,
and help provide an enriched and accelerated curriculum
o include strategies for meeting the educational needs of historically underserved
populations
Response:
The instructional strategies used at LMMS are supported by the researched based work of some of
America’s leading educators including Ruby Payne and Robert Marzano. Some of these research based
strategies that are used to strengthen identified areas of weakness found in various student assessments
include –
-Small-group instruction
-Peer tutoring
-Identifying similarities &
differences
-Setting objectives/Providing
feedback
-Cooperative learning
-Computer Assisted Instruction (CAI)
-Homework and practice
-Individualized instruction
-“Hands-On” activities
Georgia Department of Education
April 2015 ● Page 18 of 42
-Cooperative teaching
-Augmented teaching
-Instructional coaching
-Reinforcing effort & providing
recognition
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
In order to strengthen the core academic program, increase learning time, and meet the needs of all
students specifically those historically underserved, LMMS will continue to:








Implement differentiated instruction derived from identified strengths and weaknesses found
in students’ formative and summative assessments;
Utilize the school’s RTI pyramid (See Appendix A) which is the process by which all
students’ academic needs are met;
Provide students with five classes of academic instruction - support classes are available at
all grade levels in reading, ELA and math;
Place students in classrooms with lower teacher/pupil ratios and instruction is created based
upon diagnostic assessment, instruction is provided by Title 1 personnel, ESOL instructors,
and classroom teachers – these students are found on Tiers 3 and 4 of the RTI Pyramid:
Support students who have an Individual Education Plan (IEP). These students are placed in
Tier 4 of the RTI Pyramid of Interventions - Tier 4 students have 5 academic classes and
instructional needs are met through the goals of their IEP:
Extend learning time outside of the regularly scheduled school day through Instructional
Extension (“Breakfast Club”, Saturday School, and after school help sessions), the
implementation of a Digital Summer Learning Experience (Mustang Travelers) for the
schools at risk rising 6th graders identified using multiple criteria;
Use research-based intervention programs with fidelity. These programs include: Achieve
3000, Jason Learning, Weekly Writer and ALEKS;
Include strategies to address the needs of all children in the school, but particularly the needs of
low-achieving children and those at risk of not meeting the state student achievement standards
who are members of the target population of any program that is included in the schoolwide
program which may include:
o
o
o
counseling, pupil services, and mentoring services;
college and career awareness and preparation, such as college and career
guidance, personal finance education, and innovative teaching methods, which
may include applied learning and team-teaching strategies; and
the integration of vocational and technical education programs; and
Response:
Multiple pieces of data are used to create a spreadsheet that ranks all students at Little Mill Middle.
This rank order allows the school to identify those students who are at risk of failing to make academic
progress. Prior to the beginning of each semester, data is uploaded to TINA, a federal programs needs
assessment software tool, from the system’s student information system. (New surveys are completed in
August and late January each year following individual student assessments). Surveys are created in
TINA for each student in each grade. Teachers are asked if each student needs extra help to perform well
academically. If the teacher indicates “yes,” he/she will then complete a survey for the student. When
the information is compiled in TINA, a custom report for each grade level is produced. The report is
rank-ordered and includes the following information:
 If a student is served in the McKinney-Vento (Homeless), Migrant, Special Education, EIP, or
ESOL Programs;
Georgia Department of Education
April 2015 ● Page 19 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

Include strategies to address the needs of all children in the school, but particularly the needs of
low-achieving children and those at risk of not meeting the state student achievement standards
who are members of the target population of any program that is included in the schoolwide
program which may include:
o
o
o



counseling, pupil services, and mentoring services;
college and career awareness and preparation, such as college and career
guidance, personal finance education, and innovative teaching methods, which
may include applied learning and team-teaching strategies; and
the integration of vocational and technical education programs; and
If a student has been retained or placed or has excessive absences;
If the teacher or parent requests support in ELA or math;
If the student has failing grades/classwork indicating a need for additional help in reading, writing
or math.
Each school then uses the TINA report to develop teachers’ schedules. Teachers serve students based on
their academic need. Teachers will be asked to complete surveys twice during each school year. All
eligible children, including economically disadvantaged, disabled, migrant, LEP, and homeless children
are included on the multiple criteria worksheet and are ranked with other potentially eligible children.

Address how the school will determine if such needs have been met; and
 Are consistent with, and are designed to implement, the state and local improvement
plans, if any.
Response:
All students begin at Tier I of the pyramid. These students are performing on grade-level. When
students struggle academically or behaviorally, as identified through teacher-collected data, they may
move up to Tier II. At this point, the identified students are provided alternative research-based strategies
and/or programs recommended and documented by the Instructional Support Team (IST).
The Instructional Support Team (IST) consists of grade level teachers and support staff, and the team
meets to create student goals, develop research-based strategies, and/or review progress toward specific
learning goals. These strategies/programs may be used during classroom instruction, small group
instructional support, school-wide RTI sessions, after-school tutoring programs, and summer support.
Students may often fluctuate between Tier I and Tier II of the RTI Pyramid as needs are identified, and
strategies are implemented to assist the students in meeting current grade-level expectations.
When students performing at the Tier II level of the RTI Pyramid continue to have difficulty meeting
grade level expectations despite the recommended interventions, they progress to Tier III. Tier III
intervention includes the Student Support Team (SST). The SST consists of the graduation coach, the
school counselor, classroom teachers, other involved teachers, and the student’s parents. They meet to
discuss the at-risk student’s strengths and need. In addition, they set additional learning/behavior goals.
Other research-based strategies and/or programs are suggested, and student progress towards goals is
continuously reviewed and documented through progress monitoring. If the at-risk student continues to
make limited progress towards the academic/behavior goals, the Student Support Team may collectively
decide to evaluate the student to determine any learning/behavior deficits, identify learning styles, and
Georgia Department of Education
April 2015 ● Page 20 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
determine eligibility for special education programs. If the student qualifies for special education
services, he/she moves to Tier IV of the RTI Pyramid.





Students identified as having failing grades the previous year are part of the IST or SST process and
receive additional support through small group, supplemental instruction during the school day
through Title 1.
Teachers analyze formative and summative assessments to evaluate the effectiveness of instructional
methods and to ensure that all students are receiving appropriate instruction.
Teachers and administrators collaboratively meet on every instructional unit in Data Teams. They
work through a number of steps to ensure they are meeting students’ instructional needs including
collecting data and charting results, evaluating assessment results, analyzing strengths and obstacles,
identifying effective teaching strategies in terms of impact on student learning, and determine any
needed support for students and teachers.
Leadership Team meeting minutes can be found in a designated computer file for current and future
reference.
Professional development opportunities target teachers’ passions and needs as indicated by the school
wide needs assessment and student performance.
3.
Instruction by highly qualified professional staff
Response:
Little Mill is proud of its 100% highly qualified staff. Currently, there are 60 certified staff
members. Twelve (12) of those hold bachelor’s degrees with forty-eight (48) staff members holding a
master’s degree or higher. The certified staff is supported by five (5) paraprofessionals.
4.
In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff to enable all children in the school to meet the state’s student
academic achievement standards.
Response:
Professional learning is provided to all staff to include certified and classified personnel with
emphasis on teaching, learning, and assuring that all children attain high standards of performance.
Quality, job-embedded professional learning activities are planned and developed based on information
indicated on various needs assessments and from information gathered from teachers, administrators,
parents, students, and community members in meetings. The Graduation Coach acts as the Professional
Development Coordinator for the school and oversees all professional learning. The expected focus for
the year will be academic achievement, parent involvement, classroom/behavior management, and
improving attendance.
At a district level, it is anticipated that LMMS staff will attend various professional learning
opportunities on differentiated instruction. During the 2015-16 school year, the county’s learning
platform, itslearning, will be used by teachers to communicate with students and parents, and teachers
will continue to receive professional development on the effective use of the platform.
Professional learning will be focused on teachers’ passions and aligning these interests to enhance student
achievement. Professional development will be job embedded and will include dedicated time for
collaborative groups to meet and study how best to enhance student learning and improve school culture.
Georgia Department of Education
April 2015 ● Page 21 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
4.
In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services
personnel, parents, and other staff to enable all children in the school to meet the state’s student
academic achievement standards.
Professional development might include teachers attending various approved professional development
experiences throughout the school year. These might include Greg Tang math seminars, workshops by
Marcia Tate, Carolyn Chapman, and Rick Wormelli. Conferences including the Georgia Conference on
Reading and Writing, Maximizing Reading Achievement for Your Struggling Students, and High
Expectations, No Excuses might be attended as well. The school’s Parent Involvement Coordinator (PIC)
will attend the regional meeting for Title 1 PICS as well as the Georgia Family Engagement Conference
held in Athens, Georgia on February 4-6, 2016. Redelivery of content presented at such experiences is
expected and will follow a “train the trainer” model.
Data Teams meetings will be held for the purpose of working with data to develop remediation
plans, collaborate with other staff members concerning best practices, and work on curriculum pacing.
Additionally, time will be allotted for teachers to acquire, enhance, and refine knowledge, skills, and
commitment necessary to create and support high levels of learning for all students. There will be an
ongoing effort to build the school’s professional library to assist teachers with developing strategies to
meet the needs of students. Little Mill Middle School is committed to using the necessary time, money,
and other resources to address the root causes of the weaknesses previously identified in the plan.
Finally, the staff survey indicated a need to continue with programs and efforts designed to
strengthen the home school connection. In particular, the staff mentioned a need for training in getting
resources to parents to assist students’ at-home learning. Communication between parents and the school
was targeted as an area of importance to the staff. Concern regarding the disengagement of students was
also expressed.
5.
Strategies to attract high-quality highly qualified teachers to high-need schools.
Response:
The Forsyth County School System is committed to providing the best education possible for all
students by assuring that all children have equitable opportunities to receive quality instruction from
highly qualified teachers. The system has consistently met the goal of providing all students with highly
qualified teachers at an average of 99% or higher since the signing of No Child Left Behind. In the
Forsyth County Schools, all teachers are required to be highly qualified and in-field for their current
teaching assignment. Continuous monitoring and analysis of the highly qualified assignment of teachers
based on student demographics (poverty level, minority, etc.) is systematically done using information
from the Certified/Classified Personnel Information, Georgia Professional Standards Commission HIQ2
data, and local system data. This ensures that poor and minority students are not taught by inexperienced,
unqualified, or out-of-field teachers at higher rates than other children. In addition, individual class sizes
are monitored routinely to maintain equal opportunity for all students according to the system's class size
allotment criteria and Georgia Department of Education rules. Forsyth County Schools provide
notification to parents at the beginning of each school year that describes how parents can request teacher
qualifications for their child's teacher. The Forsyth County School System maintains a high standard in its
recruitment of teachers and paraprofessionals. All teachers must be highly qualified or must be able to
obtain highly qualified status within one year (unless they are in an alternative preparation program)
before being offered a teaching position in Forsyth County.
All paraprofessionals must be highly qualified before they can be hired. It is a district policy that
Title I may not employ paraprofessionals with Title I funds. In addition, Forsyth County provides
Georgia Department of Education
April 2015 ● Page 22 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
assistance to English certified teachers to add ESOL (English as a Second Language) to their certificates
and for ESOL teachers to add English certification. Endorsement classes in ESOL, Reading, Gifted,
Preschool Special Education, and Teacher Support Specialist (Georgia's Mentor Teacher Program) are
offered, and they are supported through Title IIA funds. Many of the endorsements include at least part
of the instruction online. The Forsyth County School System has reimbursed teachers for taking and
passing the appropriate content assessments, offered study sessions for teachers who were required to take
assessments, provided scholarships to teachers in alternative preparation programs, and reassigned
teachers to areas where they are highly qualified. The system will continue these procedures; in addition,
the system supports the use of distance learning/technology-based instruction in classrooms where this
delivery model is appropriate. Title III funding supports summer school teachers who are fluent in
English, and that is the language of instruction.
6.
Strategies to increase parental involvement in accordance with Section 1118, such as
family literacy services.
Response:
Little Mill Middle School complies with all requirements of the Parent Involvement Checklist as
dictated in Section 1116 of the Title 1 Law (See Appendix “D” for complete job description). The
school’s Parent Involvement Coordinator (PIC) implements and monitors all facets of this list as well as
engaging in regularly scheduled collaboration with PICs within the county and at the region and state
levels. The six keys of parent involvement identified by Dr. Joyce Epstein of the Center of School,
Family, and Community Partnerships at Johns Hopkins University and constitute the areas of parent
involvement focus for the LMMS Title I school wide program and mission of the Family Resource Center
at LMMS. The Six Keys of Parent Involvement are listed in the chart below –
Parenting
Communicating
Volunteering
Learning at
Home
Decision
Making
Collaborating
with
Community
Joyce Epstein’s Six Keys to Parent Involvement Framework
LMMS will host programs that offer training for families to provide supportive and healthy home
environments where learning can take place. i.e. Hill Center Parenting classes, resource lists for
parents in the FRC, school counseling department
LMMS will ensure that there is comfortable two-way (school to home and home to school)
communications that increase understanding about the school, its programs and each child’s
progress in all classes. i.e. district website, Title I/School newsletters, contact to homes via email,
call, text and auto dial – all in preferred language extent feasible.
LMMS will provide opportunities for families to help with school and/or classroom related
activities, programs, and projects: individual students; or other parents i.e. community volunteer
programs, PTSA, Local School Council, FEAT team, Title I parent/family meetings and activities
LMMS will provide a Family Resource Center in addition to the materials available for checkout at
the Hill Center (district) to help families support children’s learning at home through homework
and other learning activities that families can do with their children. i.e. workshops for learning
together (child and parent), workshops for parents to learn about curriculum in middle school,
school newsletters
LMMS will participate in developing parent leaders who play a decision making role in focus
groups, organizations, planning committees, and advocacy groups at both the district and school
level. i.e. Family Engagement Action Team (FEAT), Parent Teacher Organization (PTSA), Parent
Institute (district), Local School Council (LSC), individual school leadership teams and focus
groups as the need arises
LMMS will focus on ways that businesses, service-providers and others in the community can
support families and schools to strengthen student learning and development. i.e. LSC, FEAT,
Business “Partners in Education”
Little Mill Middle School recognizes the importance of parental involvement and will facilitate
ongoing opportunities to increase the involvement of the school’s families. These include the following:
 Including parents in the development of the Parent Involvement Policy;
Georgia Department of Education
April 2015 ● Page 23 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan





Providing access to copies of the Policy, the Title 1 Plan, Title 1 Parent Compact and Parent
Involvement Policy and Plan as well as other pertinent information that is available in the Family
Resource Center as well as on the school’s website; (See Appendix “B” for a copy of the LMMS
Compact and Appendix “C” for a copy of the LMMS Parent Involvement Policy/Plan)
Making access to LMMS Family Resource Center available with flexible hours of operation and
equipping it with a myriad of resources for parents to check out as well as to keep. Resources
include flashcards, homework dictionaries (English & Spanish) for math and reading,
Spanish/English dictionaries, study skills and test taking strategies books as well as books
designed to improve the home-school connection. Supplies are also available for parents to use
both at the school in meetings and at home. Inviting parents to attend weekly and monthly
workshops with childcare and translation services available if needed. Scheduling meetings at
various times during the school day, after school and at night with childcare being available as
needed.
Disseminating information using a variety of methods including mail, email, texts, phone, flyers,
newsletters, and the school’s website.
Providing parent programs/event as well as programs for male and female caregivers, nontraditional guardians, such as grandparents, as well as Spanish speaking families. These programs
and trainings will have an academic focus (See Appendix “E” for a copy of LMMS’ parent
events)
Translation services, childcare and transportation are made available to parents in order to
facilitate their attendance at meetings and parent events.
A written Title I school-level Parent Compact and Parent Involvement Policy/Plan have been
created in conjunction with Title 1 parents. Copies of these are provided in Appendices “B” and “C”.
Parents are invited to attend our Title 1 parent advisement meetings to give input on both the school plan
and the involvement policy. Furthermore, copies of these documents are distributed to each family, are
posted on the school’s website, and are located in the LMMS Family Resource Center. Meetings are
hosted a number of times throughout the year to allow for parents to review and accept these documents.
All parents are invited to participate in a yearly needs assessment, made available online as well as on
paper.
Additionally, LMMS’ Local School Council will review and provide feedback on the parent-school
compact, parent involvement plan, and schedule of parent involvement meetings. Attendees at LMMS’
parent involvement meetings participate in revisions and approve the plan. Students, teachers, and
parents sign the parent – school compact. All documents are posted on the school’s website.
7.
Plans for assisting preschool children in the transition from early childhood programs,
such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to
local elementary school programs.
Response:
In order to ensure a smooth and seamless transition from elementary to middle school, the following
activities take place to orient both students and parents:
 Middle School 101 Night –At this event hosted for parents and students in April of students’
fifth grade year, school staff explain schedules, curriculum, Code of Conduct, and other relevant
Georgia Department of Education
April 2015 ● Page 24 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
information.

School Tours – Students from feeder elementary schools visit Little Mill in order to tour the
school, visit classrooms, discuss connection/elective opportunities, and ask questions.

Site Visits – Students from Little Mill along with a teacher and counselor travel to feeder
elementary schools to answer questions in hopes of alleviating anxiety about the transition.

Mustang Camp – This event is hosted on the Saturday before school begins. Students and
parents visit the school for two hours to engage in various activities and informational sessions.
Student activities include team building with their homeroom, receiving schedules, participating
in treasure hunts in the school, learning about class change and cafeteria procedures, and Locker
101. Parent sessions include Parent Portal, technology resources available for both parents and
students, and expectations for academic success. Cyber bullying, Internet safety are addressed by
staff members and the Forsyth County Sheriff’s office. Title 1 parent informational sessions are
available.

Student Support Teams (SST)/Special Education (SPED) & Gifted
Chairpersons/Counseling Collaboration – These groups meet to discuss the academic and
emotional needs of respective students.

Student Data Collection – Administrators and counselors collaborate to gather Title 1 data to
facilitate placement of students; work with 5th grade teachers to complete Multiple Criteria
Survey.
As Little Mill considers the transition from middle to high school to be pivotal in the success of
students, various experiences are planned and implemented to assist eighth graders moving to high
school.

School Tours – Little Mill eighth graders attending Forsyth Central High School visit the campus
to tour the school, to meet staff and students, and to gather information.

Career Cruising – Eighth grade students complete career inventories and transition plans.

Collaboration – High school teachers collaborate with middle school teachers regarding
placement of students.

Freshman Festival – Students are encouraged to attend summer orientation.
Students who have attended private schools or have been homeschooled may find the transition to
public school challenging. In order to address these challenges, Little Mill has procedures in place to
ease this transition. Working with the counselors, students and their families tour the school to meet staff
and students as well as to be introduced to a student ambassador assigned to the new enrollee. As with all
students, new students undergo diagnostic screening to ensure appropriate class placement. Counselors
maintain close contact with new students to monitor all facets of the transition.
Georgia Department of Education
April 2015 ● Page 25 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
8.
Measures to include teachers in the decisions regarding the use of academic assessments
described in Section 1111(b)(3) in order to provide information on, and to improve, the
achievement of individual students and the overall instructional program.
Response:
By using a comprehensive assessment system to monitor and evaluate student learning, all students
have an opportunity to reach high levels of achievement. By analyzing the data, teachers can create and
incorporate research-based strategies that will improve curriculum and instruction. The staff is provided
multiple and ongoing professional learning opportunities that assist them in determining the root causes
when students do not show progress. Teachers regularly collaborate in content and grade alike Data
Teams to review and analyze student performance data. Teachers gather data from the following
assessments/reports to drive instruction year round:









Georgia Milestones data to be disaggregated upon receipt
College and Career Readiness Performance Index (CCRPI) data
Georgia Criterion Reference Competency Test (CRCT) for sixth, seventh and eighth grades from
2011 to 2014 to provide longitudinal data
Georgia Middle Grades Writing Assessment (MGWA) data from 2013-14 for longitudinal data
Forsyth County Schools (FCS) Interim Assessments for sixth, seventh and eighth grades
ACCESS (ELL Assessment) for all grades
Student Attendance Data
School Discipline Data
Needs Assessment Surveys of Staff and Parents
By using the assessment data above, teachers continuously make instructional decisions. The data is
compiled and evaluated by all teachers. Various ways that it is used by teachers to improve student
achievement include the following:
 Participating in the development of the school improvement plan (AIM plan)
 Fifth academic class allows for remediation and/or enrichment
 Differentiating instruction within the classroom
 Collaborating during IST meetings (data evaluation by IST to determine strategies to support
students who have not been successful with current support)
 Establishing a professional development plan and utilizing specific resources available to meet
the needs of each student
 Collaborating through Data Teams to share data with administration, support staff, and classroom
teachers in order to drive instruction and meet students’ needs
 Focusing on sharing data with administration, support staff, Leadership Team, and faculty
(looking for common denominators in low/high areas of achievement).
All teachers work to provide effective instruction to all students identified academically at-risk through
the RTI Pyramid.
9.
Activities to ensure that students who experience difficulty mastering the proficient or
advanced levels of academic achievement standards required by Section 1111(b)(1) shall be
provided with effective, timely additional assistance, which shall include measures to ensure that
students’ difficulties are identified on a timely basis and to provide sufficient information on
which to base effective assistance.
Georgia Department of Education
April 2015 ● Page 26 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Response:
Teachers serve students based upon their academic need. Services are offered to the lowest
performing students in the school based on Little Mill’s Response to Intervention (RTI) Pyramid of
Interventions. At-risk students are enrolled in additional reading and/or mathematics support classes.
Interventions include those outlined on the LMMS Pyramid of Interventions. (See Appendix “A”) The
Response to Intervention process includes the following steps:
 Students are identified as at-risk based on the collection of multiple data points including
assessment scores, classroom assessments and performance, progress monitoring screeners, and
teacher and parent input.
 The data is used to rank order students to ensure proper placement in support class(es).
 Once in the RTI process, students are exposed to interventions selected to meet their individual
needs and designed to remediate specific weaknesses.
 Data collection is ongoing through monthly progress monitoring to determine if the interventions
are effective.
 If it is determined that the interventions are not successful, students are considered for increased
intervention at a higher RTI tier.
 Based on needs, students could move to the Instructional Support Team (IST) level, Student
Support Team (SST) level, or could culminate in the recommendation for a Special Education
evaluation.
 The school’s Graduation Coach is instrumental in the RTI process and leads teachers through the
ongoing data collection and interpretation of results to ensure that best practices are followed.
In order to ensure that students receive the appropriate interventions and move fluidly through the
RTI process as necessary, teachers are provided professional learning on recognizing student academic
weaknesses and at-risk behaviors. This is accomplished during monthly cluster meetings where teachers
are given the time to discuss student performance and to collaborate around best practices. The school’s
Graduation Coach facilitates these meetings along with members of the administrative staff.
Parents attend RTI meetings at least two times per year to discuss interventions which might
prove successful for their child. Additionally, teacher-parent conferences are officially scheduled in
October and March of the school year as well as any time requested by parents. The school’s PIC
provides parents with monthly training designed to coach parents in helping their student at home
including how to access and utilize the county’s learning management platform, itslearning. Parents are
also made aware of additional learning opportunities available at the school for their child. These
opportunities include Instructional Extension, “Breakfast Club”, Thursday Academy, Saturday School,
and other support provided by individual teachers. Teachers and the school’s Parent Involvement
Coordinator (PIC) enlist the parents in encouraging their children to take advantage of the additional
learning time.
Little Mill Middle School teachers employ the use of a wide array of programs and materials in an
effort to promote student achievement in content area classes. The following is a comprehensive list of
reform strategies, programs, and interventions approved by the Georgia Department of Education
(GaDOE) and currently in use at the school. During the 2015-16 school year, materials will be selected
and ordered to support the school’s at-risk students as they work in the areas of math, reading, ELA,
science, and social studies. The budget is comprehensive in its inclusion of staffing and benefits dollars
including Lead Teacher supplemental pay as well as amounts designated for substitute teachers. In
addition to the various programs listed above, it is important to note that other resources are utilized as a
means of increasing student achievement. Items included are classroom supplies, technology purchases
including Chrome books and carts in which to house these items, a label maker, print material to support
Georgia Department of Education
April 2015 ● Page 27 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
the four core academic content areas, games/manipulatives/kits for reading, ELA, and math, instructional
materials for learning at home, technological hardware including laptops, iPads, Play A Ways, and many
other tools. Monies are designated for maintenance items such as Apple Care claims and other hardware
repairs for laptops and office equipment. Additionally, funds are designated to support science and social
studies with programs such as the Jason Learning for science. Study Buddy cartridges for science will
also provide another avenue of instructional support for this content area. Triumph Learning’s Social
Studies & Science Coach books and Social Studies Skills books are two resources to be purchased to
support instruction in this content area. Finally, Achieve 3000 with standard specific, Lexile-leveled
articles provide instructional support not only in reading but in science and social studies too.
PROGRAMS AND INTERVENTIONS
ACHIEVE 3000
CARS/STARS &
CAMS/STAMS
ALEKS
MOBY MAX
ixl.com
6 Minute Fluency
RAZ Kids
Vocabulary for Success
Daily Grammar Practice
(DGP)
Daily Reading
Practice(DRP)
USA Test Prep
Teachers Involving
Parents in Schoolwork
(TIPS/MIPETS)
Exemplars
JASON Learning
Weekly Writer
Web- based instructional reading program that provides differentiated instruction to support reading,
science, and social studies.
Provides a combination of assessment and instructional activities that focus on key foundational reading
and math skills and is aligned to National Reading and Math Standards.
Web-based mathematics program uses an artificial intelligence engine and adaptive questioning to assess a
student’s knowledge and deliver individualized instruction on the exact topics the student is ready to learn.
Web- based computer program which provides interactive lessons, unlimited tutoring, and adaptive
differentiated curriculum to help struggling math students; extensive opportunity for vocabulary study and
enrichment.
Web- based program which assesses student understanding, provides unlimited practice, and generates
detail performance reports.
Fluency program combining non-fiction text using multiple practice reads in order to build fluency.
Provides reading materials other than text allowing the teacher to assign appropriate reading levels to each
student. Builds listening comprehension, increased awareness of differing text structures, and broader
vocabulary as students listen to books at higher levels.
Targeted intervention for middle school student to improve vocabulary acquisition and provides practice
using the skills necessary to be proficient.
Helps students understand, apply, and remember grammar concepts using simple and logical processes that
move grammar concepts to long term memory to improve writing.
Improves comprehension and fluency using daily reading comprehension assignments.
Web-based resource custom designed to help middle school students understand their state’s required
standards and prepare them for high stakes standardized tests in science and math.
With TIPS, any teacher can regularly keep more families informed and involved in their student’s learning
and help more students complete their homework.
Offer math, reading/writing, and science performance materials for assessment and instruction. Materials,
available on CD and in a bound format, are aligned to state and national Common Core standards. They
employ real-world tasks to provide teachers with a way of assessing students' problem-solving and
communication skills, and they provide differentiated instruction.
Exciting STEM professionals and cutting-edge research embedded into award-winning, standards-aligned
in and out-of-school curricula. Live webcasts connect students with inspirational STEM role models.
Student materials include reading selections with read-to-me functionality, inquiry-based labs, videos, and
online games.
Teacher subscription to website where an extensive library of teacher lead video writing lessons and
activities focusing on proper writing instruction and critical thinking skills.
Funds have been designated to achieve the goals as identified in the professional development
section of the plan and include books and other supplies as well as conference and seminar registrations,
speakers, educational consultants, travel expenses, and substitute teachers. One seminar will be Greg
Tang’s Fraction Fluency seminar held in Atlanta during September and October, and his Math Strategies
for Struggling Learners (dates have not been released). Another will be the Dodge Learning sponsored
conference in Perry, Georgia held June 7-8, 2016 known as the Georgia Conferences on Writing and
Reading. Redelivery of the material presented will follow a “train the trainer” model. Fuel costs and bus
Georgia Department of Education
April 2015 ● Page 28 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
driver salaries and benefits, “air time” for kajeets/hot spots as well as teacher salaries and benefits have
been included to be utilized for Instructional Extension opportunities. Funds are allocated for additional
technology hardware include chromebooks, chromebook carts, iPads, Apple Care and cases for iPads.
Finally, monies will be spent to purchase supplies and other materials and to provide programs necessary
to help parents, grandparents and other guardians connect to the goals of the plan.
Little Mill Middle School’s Title I plan is developed in coordination with other federal and state
programs as well local initiatives.
10.
Coordination and integration of federal, state, and local services and programs, including
programs supported under this Act, violence prevention programs, nutrition programs,
housing programs, Head Start, adult education, vocational and technical education, and
job training
Response:
The school’s administration, leadership team, and staff will work collaboratively to ensure that all
programs and subsequent funding are utilized efficiently in order to maximize student achievement at all
grade levels. Title 1 resources will be used to supplement the attainment of goals listed in the plan.
Below is a table of the services that are available at Little Mill and how they are funded.
LMMS
Title I
Title I – A
Description of Services
Amount
District:
TBD
School
Allocation:
TBD
Parent
Involvement:
TBD
Grant
Homeless
Grant
District:
TBD
Title II
Title II-A
District:
TBD
-Parent Involvement
-Technology Purchases
-Before/After School, Saturday, and Summer Programs
-Professional Learning
-Instructional Resources
-Resource Materials and Supplies
-Tutors
-Transportation for Parents to Meetings
-Parent Training Materials
-Salaries and Benefits – 1 math & 1 reading/ELA teacher; 1 PIC
-Achieve 3000, ALEKS, CARS/STARS, CAMS/STAMS, Jason Learning,
Weekly Writer, GALE World & US History in Context website access
Supplies, Manipulatives & Instructional Resources
-Books, Novels, Subscriptions (Print and online)
-Professional Learning and Conferences
-Technology Purchases - Chrome books/carts; label maker, hard cases
-TIPS/MIPETS
-Transportation, Translation, Childcare
-Academic Parent Nights and other meetings
-Parent Resource Center Materials and Supplies, books including literature racks
for parent materials
-Postage for parent mailings
-Tutors (only in non-Title I schools) and Tutoring Supplies
-Packets with resources sent home
-Supplemental Salary for Homeless Liaison
-Calculators
-School Fees
-Teacher and Leader Quality
-Travel
-Registration, materials,
-Consultants
-Salaries
-Recruitment and Retention
-Release Time
-Highly Qualified
Georgia Department of Education
April 2015 ● Page 29 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Title III
Title IIILEP
District:
TBD
Migrant
Migrant
District:
TBD
-Teachers
-Tutors, Supplies, Materials
-Professional Learning
-Parent Involvement
-Extended Learning Opportunities
-Translations
-Interpreters
-Supplemental Tutoring
-Parent Outreach
Little Mill Middle School receives funding from other educational programs to include:
 Local instructional funds
 State funds and special program areas including Gifted
 Federal funds to include Title I, II, and III and IDEA
 Local funds from PTSA and Partners in Education (PIE)
Based upon the LMMS’ needs assessment data, materials will be selected and ordered to support
the school’s at-risk students as they work in the areas of math, reading, ELA, science, and social studies.
The budget is comprehensive in its inclusion of staffing and benefits dollars including additional stipends
as well as amounts designated for substitute teachers. In addition to the various programs listed above, it
is important to note that other resources are utilized as a means of increasing student achievement. Items
included are classroom supplies, magazine subscriptions (both print and online), print material to support
the four core content area, technology purchases including Chrome books, hard shell cases, and carts in
which to house these items, games/manipulatives/kits for reading, ELA, and math, instructional materials
for learning at home, technological hardware including laptops, iPads, Play A Ways, and many other
tools. Monies are designated for maintenance items such as Apple Care claims and other hardware repairs
for laptops and office equipment. As indicated by the CCRPI content mastery scores in science (8.9) and
social studies (9.0), funds are designated to these content areas with programs such as the Jason Learning
for science. Study Buddy cartridges for science will also provide another avenue of instructional support
for this content area. Triumph Learning’s Social Studies Coach books and Social Studies Skills books,
and access to GALE’s US and World History in Context sites are three resources to be purchased to
support instruction in this content area. ALEKS will be purchased for use in Title 1 math support classes.
Finally, Achieve 3000 with standard specific, Lexile-leveled articles provides instructional support not
only in reading but in science and social studies too.
Funds have been designated to achieve the goals as identified in the professional development
section of the plan and include books and other supplies as well as conference and seminar registrations,
speakers, educational consultants, expenses, and substitute teachers. One seminar will be Greg Tang’s
workshop on fractions which will be attended by two staff members, and the attendance of one staff
member to the Georgia Conference on Writing and Reading held in June 2016. One staff member will
attend the National Youth at Risk Conference which will be held in Savannah, GA during March 2016.
Redelivery of the material presented will follow a “train the trainer” model. Fuel costs and bus driver
salaries and benefits have been included to be utilized for Instructional Extension opportunities. Salaries
and benefits for teachers to instruct during Instructional Extensions opportunities are included. Finally,
monies will be spent to purchase supplies and other materials and to provide programs necessary to help
parents, grandparents and other guardians connect to the goals of the plan.
Little Mill Middle School’s Title I plan is developed in coordination with other federal and state
programs as well local initiatives.
Georgia Department of Education
April 2015 ● Page 30 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
11.
Description of how individual student assessment results and interpretation will be provided to
parents.
Response:
Little Mill Middle School uses Parent Portal, the district’s web- based parent information center,
to communicate student progress, grades, and assessment results to parents. Additionally, the results of
mandated state assessments including the upcoming Georgia Milestones are shared with parents via mail,
parent conferences, and other meetings. Furthermore, meetings are hosted both during school hours and
in the evenings to interpret the assessment results; they are conducted by the PIC working in conjunction
with the administrative staff. Typically, state-mandated assessments are administered during the second
and third weeks of April. Prior to the test, workshops/sessions are conducted for parents on how to best
assist their children in preparing for success on the assessments. (See Appendix “D”)
12.
Provisions for the collection and disaggregation of data on the achievement and assessment results
of students.
Response:
LMMS uses the following instruments, procedures and processes to obtain student data:









Georgia Milestones data to be disaggregated upon receipt
College and Career Readiness Performance Index (CCRPI) data
Georgia Criterion Reference Competency Test (CRCT) for sixth, seventh and eighth
grades from 2011 to 2014 to provide longitudinal data
Georgia Middle Grades Writing Assessment (MGWA) data from 2013-14 for
longitudinal data
Forsyth County Schools (FCS) Interim Assessments for sixth, seventh and eighth
grades
ACCESS (ELL Assessment) for all grades
Student Attendance Data
School Discipline Data
Needs Assessment Survey of Staff and Parents
Analyzing the data as it becomes available drives our programs, strategies, and plan. The collection,
analysis, and evaluation of data enable us to determine our most crucial needs for the upcoming year.
Ongoing monitoring of the data might result in changes within our plan throughout the year to meet the
needs of our students. Adjustments are made when informed data driven decisions are implemented.
Student attendance is monitored through classroom teachers and school counselors. Forsyth County
has an established attendance policy. Rewards and incentives purchased with LMMS funds, not Title I
funds, are offered to students who are at risk of violating the attendance policy. Parents, teachers, and
counselors meet to discuss strategies that will inspire school attendance.
Safety and discipline reports are kept by the school’s administrative team. LMMS is proactive in this area
by implementing a school wide positive behavior incentive program. The school’s positive behavior
incentive program is discussed with the students during the first week of school and parents are required
to sign that they have received notification on how the program works. Students at LMMS are
participating in a character education program called Seven Mindsets provided by a community business
partner.
Georgia Department of Education
April 2015 ● Page 31 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
13.
Provisions to ensure that disaggregated assessment results for each category are valid and
reliable.
Response:




LMMS collects data from the DOE website and data sent to us by the district testing director.
Student test results administered by the state are valid and reliable.
Multiple criteria are used for determining the most academically at-risk students.
The Georgia Department of Education provides disaggregation of data on assessments..
14. Provisions for public reporting of disaggregated data.
Response:




The CCRPI is posted on the Georgia Department of Education website.
LMMS School Improvement Plan (School wide Title 1 Plan), including data, will be posted
on the school’s website and is available upon request.
LMMS shares the plans and data reports regularly with the Local School Council, which is
comprised of parents, community members, administrators, and teachers.
LMMS discusses school data with parents during conferences if necessary or upon request
15.
Plan developed during a one-year period, unless the LEA, after considering the
recommendation of its technical assistance providers, determines that less time is
needed to develop and implement the schoolwide program
Response:
The initial plan was developed during a one year period, and each year the plan will be revised.
 The district utilizes state assessment data to monitor our progress in the implementation of
our instructional strategies listed in our plan. Mid-year reviews of our school improvement
plan and formative assessment data are held in January or February. District staff provides
feedback at various times during the year.
 The Leadership Team meets periodically to review the implementation of the plan, reviews
student performance data and to discuss any additional areas of concern.
 This information is shared with grade-level and special areas teams for further input.
 The Leadership Team makes deletions and/or addendums to the plan as needed, basing it on
score reports, surveys, and stakeholders’ recommendations.
 The plan is shared at periodic parent meetings
Georgia Department of Education
April 2015 ● Page 32 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
16.
Plan developed with the involvement of the community to be served and
individuals who will carry out the plan, including teachers, principals, other school staff,
and pupil service personnel, parents, and students (if secondary).
Response:





The feedback from LMMS parents and community members is important. An electronic
parent involvement survey opened to parents each spring allows them to give their opinions
and offer comments and suggestions concerning our parent involvement program. School
computers are available for parents who do not have computer access at home. Additional
paper survey copies are provided as needed.
Each year the Leadership Team, in collaboration with parents, review and provide feedback
the Parent Involvement Policy and School Improvement Plan (Title 1). Members of the
Local School Council participate in this process by reviewing the previous year’s plan and
providing input on ways to improve the Parent Involvement Policy.
Once the draft of the plan is completed, the Leadership Team representatives share the draft
with their teams and solicit input and questions for consideration.
The LMMS Leadership Team in cooperation with the Title 1 staff uses feedback to make
final revisions to the plan.
Upon completion, our plan becomes available to all of our stakeholders.
17.
Plan available to the LEA, parents, and the public.
Response:



At the end of each school year, throughout the summer, and during pre-planning, students
and parents receive an opportunity to provide feedback on the LMMS Parent Involvement
Policy and the LMMS School-Parent Compact. The revised Compact, which requires
teacher, parent, and student signatures, as well as the revised Policy are provided to all
parents at the beginning of the new school year.
Parents can access the final versions of the School wide Title I Plan, School Improvement
Plan (Title 1 plan), Parent Involvement Policy, and School-Parent Compact via the LMMS
website, which allows parents and the community easy access to the documents.
Copies of these documents are also available to any interested stakeholders (including new
students) in our Parent Resource Center, located in Room 2203.
18.
Plan translated, to the extent feasible, into any language that a significant
percentage of the parents of participating students in the school speak as their primary
language..
Response:
An executive summary of the Title 1 plan will be translated based upon the primary languages of the
majority of LMMS students and families. The LMMS and Forsyth County Parent Involvement Policies,
LMMS Parent Involvement Plan, and the School-Parent Compact are distributed in English and Spanish
(based on the primary languages of the majority of LMMS students and families). All communication
(including the forms distributed at the beginning of the school year regarding the School wide Title I
Plan) to parents and families will also be available in English and Spanish.
Georgia Department of Education
April 2015 ● Page 33 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
19.
Plan is subject to the school improvement provisions of Section 1116.
Response:
During the 2012-2013 school year, Georgia instituted a new accountability measure, the College and
Career Readiness Index. This replaced Adequate Yearly Progress as a measure of a school’s growth.
Under the new system, at risk schools may be identified as Priority, Focus, or Alert schools. There are
currently no Priority, Focus, or Alert Schools in Forsyth County.
School Improvement Plan (AIMS) and Title I School wide Plan both are based on assessments and
strategies to help students meet state standards. Both the school wide planning team and the school
improvement planning team collaboratively plan to analyze the assessment to determine the strategies and
programs funding to help students meet state standards. The school wide plan is subject to the school
improvement provisions of Section 1116. The school wide plan and the school wide improvement plan
are not in isolation of one another. They work together in assisting students in meeting and achieving
state standards.
Georgia Department of Education
April 2015 ● Page 34 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Appendix “A”
Pyramid of Interventions
Georgia Department of Education
April 2015 ● Page 35 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Appendix “B”
LMMS Title 1 Parent Compact – page 1
Georgia Department of Education
April 2015 ● Page 36 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Appendix “B” – con’t
LMMS Title 1 Parent Compact – page 2
Georgia Department of Education
April 2015 ● Page 37 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Appendix “C”
LMMS Title 1 Parent Involvement Policy/Plan – page 1
Georgia Department of Education
April 2015 ● Page 38 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Appendix “C” – con’t
LMMS Title 1 Parent Involvement Policy/Plan – page 2
Georgia Department of Education
April 2015 ● Page 39 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Appendix “C” – con’t
LMMS Title 1 Parent Involvement Policy/Plan – page 3
Georgia Department of Education
April 2015 ● Page 40 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Appendix “D”
GaDOE Parent Involvement Coordinator Primary Duties and Responsibilities
General:
Parent Involvement Coordinator: Serves as the liaison between school and parents, relaying the needs of one to the
other; educates teachers and staff on how to communicate and work effectively with parents as equal partners; advises
and trains parents on how to address issues with the leadership staff in school meetings; serves as a school-based
intermediary contact for concerns and comments made by parents and community members; provides referrals to
community-based services for families; expands opportunities for continued learning, voluntary community service
and civic participation; develops community collaborations; promotes sharing of power with parents as decisionmakers; helps parents understand the educational system so they can become better advocates for their children’s
education; maintains parent resource center (where applicable).
Specific:
Parent Involvement Resources: Provides workshops, classes, and activities for parents at their local school(s) and/or
district on a regular basis; recruits volunteers from the community to host various workshops and classes to speak
directly with parents; provides materials such as event calendars, brochures, educational resources and DVDs; creates
opportunities for parents who have limited English proficiency, a disability or are underrepresented because of social
economics or racial barriers to participate in education initiatives and enrichment workshops; provides technical
assistance relating to parental involvement as needed locally or at the district level.
Program Evaluation: Conducts surveys to assess the needs of parents at their local school(s) and/or district; reviews
annual reports to evaluate the effectiveness of their parent involvement programs; develops, analyzes, and distributes
the results of parent surveys to the school’s leadership team and/or Title I Director if mandated.
Compliance: Keeps excellent records of all parent involvement activities, reports, surveys, funding, annual program
evaluations, and communications to parents; ensures compliance of the school or district’s parent involvement
program with all state and federal guidelines.
Program Coordination and Collaboration: Coordinates and implements research-based strategies for their local
school(s) and/or district parent involvement program to engage parents in improving student achievement through the
National PTA Family-School Partnership Standards; collaborates with local, regional, and state organizations to
create opportunities to help families understand school academic standards, assessments and report cards; collaborates
with parents, teachers, and the school’s leadership team to develop a family-friendly school climate; collaborates with
other parent engagement professionals such as parent mentors and early education school transition coaches or other
designees; promotes parents as partners by involving them in the decision-making process regarding parental
involvement activities and school improvement.
Professional Development: Takes part in opportunities for professional development at the local, regional, and/or
state level with proper authorization; attends all local meetings and trainings for Parent Involvement Coordinators;
shares ideas and experiences with school or district staff, leadership team, and/or other parent professionals.
Other Responsibilities:
Coordinates recognition to exceptional parents and volunteers
Conducts trainings with school staff during faculty meetings to determine school needs and shares updates on parent
involvement best practices and proper administration
Georgia Department of Education
April 2015 ● Page 41 of 42
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Appendix “E”
Sample – LMMS Family Resource Center Parent Engagement Activities
Parent Involvement Plan Program and Activities
Title I Family Night Events
Success 101 - a framework that provides students and parents with basic strategies
for success in the core subject areas through organization skills, communication
with teachers, familiarity with itslearning, and knowledge of extra opportunities for
help with homework and specific skills and standards.
Title 1 Annual Meeting - an opportunity for our Title 1 staff to present our plan to all
stakeholders (students, families, teachers, and community members) explaining
our plan and policies regarding the teaching, learning, and achievement
benchmarks that Little Mill will implement throughout the school year.
Discovery Family Night -- an investigation into how science standards and
technology are applied across the curriculum and in real-life situations that are
relevant in today’s society.
Math Madness Family Night – an exploration in taking the mystery out of math
standards and how they apply across the curriculum and in the real world.
Impact Family Night - a journey into the English and language arts standards in
reading and writing that impact success across the curriculum and in life.
Global Society Family Night – an examination of the social studies standards and
how they apply across the curriculum through culture and language connections
with the world around us.
You’ve got this! – a look at the key standards to master in the core subjects and
test-taking strategies to ensure success in preparing for assessments.
High School Transition Family Night - - an opportunity for 8th grade families to
register for high school classes and engage middle and high school teachers in
questions about transitioning into high school and the expectations of the
academic classroom.
Middle School Transition Family Night- an opportunity for incoming 6th grade
families to meet teachers and engage administrators, teachers, and staff about
transitioning into middle school and the expectations of the academic classroom.
Title 1 May Meeting- an opportunity for stakeholders to share their feedback,
thoughts, critiques, and suggestions on the success and areas of improvement for
our Title 1 program.
Work &Chat - Parent Workshops – Ongoing beginning in October, each meeting
will involve ways to encourage your child to succeed in school. Meetings will be
held in the mornings, afternoons, or evenings.
Hispanic Circle of Support Meetings – These monthly meetings, starting in October,
are offered to the Spanish community. Meetings will be held in the mornings,
afternoons, or evenings. Parents will learn skills to help support their child in school
and learn of community resources available for their family with school access.
The Title I Parental Involvement Program will offer a flexible number of
meetings. The meetings will be in the evening and during the afternoon at Lunch
and Learn Workshops, and may provide, with funds provided under this part,
transportation, child care, or home visits, as such services relate to parental
involvement.
Georgia Department of Education
April 2015 ● Page 42 of 42