Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE
School Name: Lewis Frasier Middle School
District Name: Liberty
Principal Name: Jermaine Williams
School Year: 2015-2016
School Mailing Address: 910 Long Frasier Road, Hinesville, GA 31313
Telephone: 912-877-5367
District Title I Director/Coordinator Name: Stephanie Clark
District Title I Director/Coordinator Mailing Address: 200 Bradwell St., Hinesville, GA
Email Address: sclark@liberty.k12.ga.us
Telephone: 912-876-4854
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:
June 9, 2015
Revision Date: Dec. 7, 2015
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 1 of 55
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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 2 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
I.
Title I School Improvement Plan Components:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
p)
q)
r)
s)
II.
Comprehensive Needs Assessment……………………………………
School-Wide Reform Strategies………………………………………
Highly Qualified Professional Staff……………………………..……
Staff Professional Development………………………………………
Strategies to recruit highly qualified staff………………………………
Parental Involvement………………………………………………….
Plans for Assisting Student Transition…………………………..…….
Use of Assessment……………………………………………….……
Students experiencing difficulties mastering standards……………….
Coordination and Integration of Federal, State, and Local programs…
Student Assessment results and providing interpretation to parents…..
Collection and disaggregation of data…………………………………
Valid and reliable disaggregated data…………………………………
Public reporting of disaggregated data………………………………..
Plan developed in one year period…………………………………….
Plan developed with stakeholder involvement…………………………
Availability of plan to stakeholders……………………………………
Translation of plan…………………………………………………….
School Improvement Provisions according to section 1116…………..
06
12
16
16
17
17
22
23
23
24
25
25
26
26
27
27
28
28
28
Action Plans:
(a) Math Action Plan……………………………………………………..... 29
(b) Language Arts Action Plan……………………………………………. 31
© Science Action Plan…………………………………………….……… 33
(d) Social Studies Action Plan…………………………………………….. 35
(e) Parent/Stakeholder Involvement Action Plan………………………… 37
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 3 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
(f) Connections Action Plan…………………………………………………39
(g)Administration/Guidance Action Plan……………………………………41
(h) School Counselor Action Plan…………………………………………...42
(i) Media Literacy Action Plan……………………………………………….44
(j) Focus School Action Plan……………………………….………………..50
III.
Appendix:
a) Academic Specialist Job Description…………………………………51
b) Parent Involvement Facilitator Job Description………………………52
c) Budget Narrative 2015-16…………………………………………….53
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 4 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
NAME
Planning Committee Members
MEMBER’S SIGNATURE
POSITION/ROLE
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 5 of 55
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:
In order to develop a comprehensive needs assessment of the entire school that addresses all academic areas and other factors that
may affect achievement, our school uses a number of instruments, procedures, and processes to obtain the needed information.
Information is drafted from surveys such as Equity Needs, SAI, Title I, Title II and AdvanceEd which are completed annually by
the majority of our staff, students, and parents. The school looks at promotion/retention lists, student course grades, and students
who are in RTI to determine areas of instructional need. In addition, the Leadership Team meets frequently throughout the school
year to collaboratively analyze benchmark data and review progress as it relates to areas of weakness. The certified staff attends
bi-monthly grade-level team meetings during which standardized and benchmark test data, student performance, and school climate
are reviewed. The School Improvement Committee, made up of certified staff, classified staff and parents, collaboratively analyze
test data trends to brainstorm intervention strategies to be addressed in the school wide improvement plan.
Historically, the school does not have migratory students. However, the needs of migrant children have been taken into account and
procedures have been established that would be followed should those students be in attendance. Migrant children are identified
through the use of the Occupational Survey at the time of registration. The system liaison makes contact with each migrant family to
determine case-by-case needs. Migrant students are then evaluated academically, just as other students in the school system, to
determine academic needs. All migrant students are eligible for and receive appropriate Title I services. Furthermore, a referral is
made to student services to indicate additional services, such as ELL or RTI. Specific activities to address the needs of migratory
families are provided to inform parents and to help children and families to gain access to other education, health, nutrition,
and social services. Identification done by counselors of individual needs of migrant students is followed by placement in classes
that reflect the least restrictive environment. Support from the parent involvement facilitator is initiated and consultation is
conducted with the ELL teacher.
Current standardized achievement data is reviewed to help the school understand the subjects and skills in which teaching and
learning need to be improved. Done through grade level team meetings, each team of teachers meets every ten days with the
administrators, academic specialist, counselors, and parent involvement facilitator to discuss student performance. During these
meetings, the teams’ standardized test or benchmark data is examined collaboratively. Data of students who performed poorly on
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 6 of 55
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 current standardized test and who are having academic difficulties in the classroom are discussed and plans for interventions are
developed.
Subject-area teachers meet during professional learning communities to discuss the most current standardized test or benchmark
data thru vertical and horizontal articulation. Math, science, social studies, language arts, and reading benchmark assessments are
scheduled two times a year. The academic specialist meets with content area teachers to discuss the results and share strategies that
are successful in improving student achievement which is used to plan instruction.
Current standardized test results are displayed on data walls throughout the school and are provided on the Lewis Frasier Middle
School website. This allows the school’s stakeholders to have the information needed in order to support the school’s performance
goals.
Staff and parents have opportunities to review and analyze current standardized test data before a preliminary comprehensive
School Improvement Plan (SIP) is developed by the School Improvement Committee to target areas of need. Since 2014-2015
standardized test data was not available at the time of the initial draft, trend data from the past three years’ Criterion Referenced
Competency Test (CRCT) was used to develop the 2015-2016 SIP for Lewis Frasier Middle School. The SIP was reviewed by all
stakeholders which include administrators, certified staff, classified staff and parents. Based upon recommendations from the
review, a final SIP was developed. This plan has been revised to reflect the Georgia Milestones Assessment System (GMAS) data
provided to the school during November, 2015. Stakeholders will be advised of the revision and the revised plan will be posted to
the school’s website for stakeholder access.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 7 of 55
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).
Summary of Assessment Data
The following represents a summary of the assessment trend data upon which this plan is based:
Georgia Criterion Referenced-Competency Tests (CRCT)-Longitudinal:
By Percentage Meets/Exceeds
READING
All students
African American
Caucasian
Multi-racial
Students with disabilities
Economically Disadvantaged
13-14
98
98
99
100
89
12-13
96
96
96
98
64
95
11-12
98
98
98
98
85
98
MATHEMATICS
All students
African American
Caucasian
Multi-racial
Students with disabilities
Economically disadvantaged
13-14
87
86
91
93
42
12-13
88
88
93
90
52
87
11-12
85
84
87
80
45
Science
All students
African American
Caucasian
Multi-racial
Students with disabilities
Economically disadvantaged
13-14
82
80
88
91
40
12-13
83
79
86
96
34
79
11-12
81
77
87
85
38
78
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 8 of 55
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).
SOCIAL STUDIES
All students
African American
Caucasian
Multi-racial
Students with disabilities
Economically disadvantaged
13-14
85
85
86
87
35
12-13
85
83
89
94
49
83
11-12
81
77
86
83
38
78
Georgia Grade 8 Writing Assessment-Longitudinal:
By Percentage Meets/Exceeds
All students
African American
Caucasian
Multi-racial
Students with disabilities
13-14
70
71
68
67
89
12-13
81
81
82
87
69
11-12
78
77
82
70
79
Lexile Readiness Levels
By Percentage On Track
Grade 6
Grade 7
Grade 8
2013
74
84
78
2014
76
78
80
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 9 of 55
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 from the 2015 STAR Reading program indicates that the average reading level by Lexile falls short of the readiness Lexile
levels needed to be successful on the GMAS.
6
7
8
GMAS Readiness
Lexile
930L
970L
1070L
2015 School
Average
865L
895L
985L
The following represents a summary of the 2014-2015 Georgia Milestones data upon which this plan is revised:
Percentage of students scoring on the FY14-15 GMAS
Distinguished Proficient Developing Beginning
Learner
Learner
Learner
Learner
ELA
4%
31%
39%
26%
Math
6%
23%
48%
23%
Science
3%
28%
34%
35%
Social Stu
4%
20%
47%
29%
Percentage of current grade student Lexile levels
Below grade band On grade band
Above grade band
6th
50%
26%
24%
7th
49%
39%
22%
8th
33%
32%
35%
School
44%
29%
27%
The education landscape in Georgia is changing. Expectations for student performance have been raised with the adoption of
Georgia Standards of Excellence in Language Arts and Mathematics along with the current Georgia Performance Standards in
Science and Social Studies. Instruction has been changed to meet the rise in rigor needed to master these new standards. The
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 10 of 55
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).
ESEA Flexibility Waiver had put new guidelines in place. It was anticipated that scores would drop as the transition was made
from CRCT to GMAS (Georgia Milestones Assessment System). The school and district had been using the CRCT Performance
Targets outlined in the ESEA Flexibility Waiver as the performance targets. These targets were re-normed once baseline data was
collected on the GMAS End of Grade (EOG) in Spring 2015.
At the beginning of the FY15-16 school year, Lewis Frasier was removed from Focus School status which had been based on the
school’s largest achievement gap between students with disabilities and the multiracial group. Since Math is a high stakes content
area, attention and resources were focused on that content area, along with attention on improving overall literacy achievement
scores for all subgroups.
Based on the disaggregation of data from the FY14-15 GMAS, all subject areas reflected a decline in scores. In Language Arts,
65% of students did not meet proficiency. In Math, 71% of students did not meet proficiency. In Science, 69% of students did not
meet proficiency and in Social Studies, 76% of students did not meet proficiency standards. In addition, almost half of students
(44%) are not on grade band Lexile levels. Therefore, it is determined that the school will be focused on:
Increasing student learning and achievement in Mathematics.
Increasing student literacy achievement across content areas by increasing LEXILE scores and writing scores.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 11 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement 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:
The ways in which we will address the needs of all students in the school, particularly the needs of students furthest away from
demonstrating proficiency related to the state’s academic achievement standards are:
 Professional learning communities and staff development days are organized by the needs for teacher-focused improvement.
 Collaboration between special education and content area teachers to plan lessons will be monitored through extended learning
time.
 All students will be expected to write in all content areas through incorporating such ideas as “Writing Wednesdays” where
students are required to write once a week.
 All content areas will collaborate to develop common strategies, unit plans, procedures for authentic experiences, and common
formative assessments during professional learning communities.
 Formative and summative assessments are done frequently throughout the year. District level skills assessments (STAR) will be
administered at least four times a year. Writing benchmarks will be administered through WriteScore. After the assessments have
been given, teachers will meet to discuss the results, to share strategies that improve student achievement and to plan instruction.
 Tutoring will be provided through extended learning time on Tuesdays and Thursdays and will be offered to all students in all
content areas dependent upon need.
 Saturday math will be offered approximately twice a month for students who need additional support in mathematics.
 Students needing additional help in mathematics may be assigned to the Remedial Math class which incorporates Math180 as a
computer assisted, small-group driven intervention.
 To address the need of increasing Lexile scores and improving literacy, identified students will be assigned to the Remedial
Reading class which incorporates READ180 as a computer assisted, small-group driven intervention.
 Special education co-teaching/inclusion classes and resource classes will be provided for exceptional learning students who
qualify.
 Students who qualify as English as a Second Language Learner will be assigned to EL classes.
 Technology resources are available for all content areas.
 Liberty County School System will provide additional tutoring through the Title 1 funded activity, RESSLA, to help students
increase achievement in reading and math.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 12 of 55
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).
 To build literacy and mathematical competency in Science, students will have access to ESCOLAR and/or STEMscopes which are
computer-based tutorials that build vocabulary and problem-solving.
 Students will use MYON (district-purchased) to build Lexile levels through reading and writing activities in all content areas.

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:
Following are examples of the scientifically-based research supporting effective methods and instructional practices or strategies:
 Benchmark assessments (i.e WriteScore:
Herman, J. L., Osmundson, E., & Dietel, R. (2010). Benchmark assessments for improved learning (AACC Policy Brief). Los Angeles,
CA: University of California.
Where do benchmark assessments fit in a balanced assessment system? While annual state
assessments provide a general indicator of how students are doing relative to annual
learning standards, and while formative assessment is embedded in ongoing classroom
instruction to inform immediate teaching and learning goals, benchmark assessments
occupy a middle position strategically located and administered outside daily classroom
use but inside the school and/or district curriculum. Often uniform in timing and content
across classrooms and schools, benchmark assessment results can be aggregated at the
classroom, grade, school, and district levels to school and district decision-makers, as well
as to teachers. This interim indication of how well students are learning can fuel action,
where needed, and accelerate progress toward annual goals.
 Tutoring (Extended Science, Math, Language Arts, Social Studies, and Saturday Math):
Rothman, T.,Henderson, M. (2011) RMLE Online: Research in middle level education. V34 n6 p1-10
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 13 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
This study used a pre-post, nonequivalent control group design to examine the impact of an
in-district, after-school tutoring program on eighth grade students' standardized test scores
in language arts and mathematics. Students who had scored in the near-passing range on
either the language arts or mathematics aspect of a standardized test at the end of seventh
grade were recruited to receive tutoring in either language arts (LA) or mathematics (MA),
depending on the area of weakness. An analysis of covariance revealed that both groups of
students tutored in LA (n = 23) or MA (n = 20) significantly outperformed a matched
control group (p = 0.02 for LA; p = 0.04 for MA). Components of effective after-school
academic programs are discussed.
 CAI Tutorial Programs (Math180, Reading180, STEMscopes, MYON):
Blok, O., Otter, & Overmaat, 2002; Kulik, 2003; Murphy, Penuel, Means, Korbak, & Whaley, 2001; Pearson,Ferdig, Blomeyer, &
Moran, 2005; Schacter, 2001
Over the years a substantial body of empirical evidence has been amassed supporting the use
of technology as an instructional tool in primary classrooms Overall, researchers have found
that computer-assisted instruction has generally had a positive effect on a variety of student
outcomes including their academic achievement and adjustment.
 Writing areas across content areas (Thinking Maps Writing, Six Traits of Writing)
NCTE 2011
Data show that writing across the curriculum is essential to learning. Without strategies and opportunities to write thoughtfully, students
have difficulty mastering concepts. These literacy practices are firmly linked with both thinking and learning. Students who can read with
clear comprehension and write effectively about a given subject matter will learn the material much more thoroughly than those who do
not (NCTE 2011). Student achievement will take place when students “develop and strengthen writing as needed by planning, revising,
editing, and rewriting. Writing in all content areas will drive instruction to increase literacy and writing scores. By utilizing strategies
from Thinking Maps and Six Traits of Writing, students will be able to “produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience. All teachers including special education and connections will be
trained in Thinking Maps Writing and Six Traits of Writing by teacher leaders.
Instructional practices that increase the quality and amount of instructional time includes:
 Utilize bell-to-bell instruction (60-70 minute classes) including sponge activities,
 Utilize extended learning time during regularly scheduled day,
 Provide additional mathematics/reading tutoring for students through the Saturday program (transportation provided).
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 14 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
 Utilize Flexible Learning Plan (ALEKS) for all identified students.

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:
Strategies used to address the needs of all children particularly those of low-achieving students and are at risk:
 Counselors are available to provide assistance with educational and social needs individually or in a group setting.
 Parent Involvement Facilitator provides materials and resources for students and parents who are in need.
 Mentoring services both adult and peer are provided based on students’ academic and/or social needs.
 Per state mandate, all students are required to develop a graduation plan which is done through a college/career awareness
program.
 Students may be enrolled in a keyboarding or career awareness class.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 15 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

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:
 State mandated standardized test results will determine if the academic needs of all children have been met.
 The school also sets SMART goals in the SIP that require the school as a whole and a percentage in each student group to meet or
exceed standards on state assessments in math, reading, science, social studies, and language arts.
 Twice a month, team meetings will be held to discuss student achievement and focus on all students who are not performing
academically.
 The school will also implement Flexible Learning Plan interventions to address the achievement gap between students with
disabilities and the multi-racial subgroup who meet the program criteria.
3.
Instruction by highly qualified professional staff
Response: Response: Currently, 100% of the teachers at Lewis Frasier Middle School meet the highly qualified requirement as
identified by the State of Georgia guidelines.
 If necessary, non-highly qualified teachers may be employed with specific plans for meeting the highly-qualified definition,
preferably within six months.
 Appropriate notification will be provided to parents of students who are instructed by teachers who do not meet the highlyqualified definition.
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:
The ways in which we will address the needs of all students in the school, particularly the needs of students furthest away from
demonstrating proficiency related to the state’s academic achievement standards are:
 Professional learning communities and staff development days are organized by the need for teacher focused improvement. The
collaboration component with special education and content teachers will be addressed through professional learning
communities.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 16 of 55
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.
 Through Thinking Maps Writing, emphasis will be placed on writing across all content and connections area to improve literacy.
 Redelivery of summer teacher leadership training will occur across all content areas and teachers will collaborate to develop
common strategies, unit plans, procedures for authentic experiences, and common formative assessments.
 All teachers to include paraprofessionals will attend Formative Instructional Practices sessions to enhance instructional and
assessment practices.
 Each content area has an Action Plan based on site based professional development (see Appendix for subject related Action
Plans)
 Remedial teachers will attend training for implementation of the READ180 program and MATH180/ALEKS programs.
5.
Strategies to attract high-quality highly qualified teachers to high-need schools.
Response:
The school will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia. Lewis Frasier
Middle School adheres to the district’s overall plan for recruitment which includes such practices as
 the annual job fair,
 interview screening,
 the assigning of professional mentors,
 support of new teachers through professional development activities,
 teachers with certification deficiencies (Non Highly-Qualified), will have a three year Hi-Q plan implemented and monitored
throughout the school year or until completed.
6.
Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.
Response:
A. The school will involve parents in an organized, ongoing, and timely way in the planning,
review, and improvement of school wide programs and the school parental involvement policy by….
 The parental members of the school council are given the data from the current standardized state and/or benchmark
assessments. The school governance team will discuss the results and brainstorm ideas that would effectively promote
student achievement. These items are included in the SIP. After the SIP is formalized, the school members are asked to
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 17 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
review and recommend changes. The Action Plan for Parent/Stakeholder Involvement is provided in the appendix.
 Parents are asked via email and newsletters to peruse the SIP that is found on the Lewis Frasier Middle School website.
Parents are actively encouraged to offer suggestions and revisions to the SIP.
 Through our Parent Involvement Facilitator, parents are sent links via email for on-line surveys directly related to school
improvement. The information is gathered and used in the SIP as applicable.
 The School Improvement Plan team consists of parents who are present during discussion and review of the SIP.
B. The school parental involvement policy is periodically updated to meet the changing needs of parents and the school. The policy
includes the following items:
 Parent Workshops: At least three times per year, parents are invited to attend information meetings at the school. Topics
include helping children be successful in middle school, using web-based resources to gain information about assessments,
and supporting the student at home by providing help with homework and practice for major assessments.
 Parent Compact: Parent input is extremely important in accordance with the state and district policies for parents to play a
more integral role in assisting student learning at home. Therefore, it is necessary for all stakeholders to enter into a
compact with the school. As part of the Title I Parent Involvement Program, this compact serves as a partnership between
parents, students, teachers, and administrators. Parents and students sign the compact and return it to the school.
 Parent Communication: In an effort to increase parental involvement and open more lines of communication with
parents/guardians in Liberty County, several forms of communication have been put in place:
 Weekly emails-Teachers are required to use the parent email distribution list for their team and email parents
weekly.
 Teacher websites-Teachers use the OnCourse lesson planner to develop a website available to the student and
parent which includes information about respective classes and school. In addition, teachers are identified by team
on the Lewis Frasier Middle School website which provides the teachers’ email.
 One-Call Now- This telephone call system is used daily to contact parents about such things as absences, discipline
referrals, classroom behavior, and classroom performance.
 Parent Portal: Parents are permitted to log onto the school data website and view the student’s grades, as well as
future and missing assignments. This site may be accessed 24 hours a day and seven days a week.
 Parent/Teacher Conference Calendar: Parents are provided with the opportunity to call the school and schedule a
conference with their student’s teaching team at their convenience. The meeting provides parents with information
about the academic assessments used and the proficiency level of their student, and parent compact information.
The conference is logged on the Outlook conference calendar with conference notes on file.
 Student Planner/Agenda: Each student receives an agenda book to help parents know what assignments are due.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 18 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan


The agenda provides teachers and parents with a means of daily communication about academic and behavior
issues.
Counselor’s Newsletter: This informational letter addresses news that concerns the school such as clubs, socials,
and programs and is sent home periodically throughout the school year.
Parent Involvement Facilitator: As part of Title I, the parent involvement facilitator is employed to serve as a direct
communication with parents, guardians and stakeholders. The Facilitator provides resources as needed or
requested. In addition, the Facilitator collects and houses documentation such as the School Compact (copy in
Appendix), the Title I Plan, School Council minutes, and sign-in sheets for parent involvement activities.
C. An annual meeting, scheduled at a couple of convenient times, is conducted to inform parents about the school’s Title I program, the
parents’ requirements and the school parental involvement policy, the SIP, and the school-parent compact. A flexible number of
meetings, such as meetings in the morning or evening, will be offered. Transportation, child care, or home visits as services related to
parental involvement may be funded under Title I.
 Meeting with the Principal upon request anytime during the year
 Meeting with the Academic Specialist upon request anytime during the year
Parents are encouraged and invited to attend by…
 Use of One Call Now, an automatic phone system to call all parents.
 Use of mass email to all parents providing dates and times
 Use of the school’s marquee to inform parents about meeting dates
 Use of the school/district website to inform parents of the meetings
 Use of letter delivered by student to the parent
D. Parents of participating children will be provided with timely information about the Title I program, a description and explanation of
the curriculum in use at the school, and the forms of academic assessments used to measure student progress along with the
proficiency levels students are expected to meet. In addition, parents will be provided with opportunities for regular meetings, if
requested by parents, to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their child,
and respond to any such suggestions as soon as practicably possible by …
 Two annual Title 1 meetings
 Parent nights
 School website
 School Governance Team
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 19 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan



School newsletter
Parent email distribution list
One Call—call out system
E. The school will jointly develop with parents of participating children a school-parent compact that outlines how parents, the entire
school staff, and students will share the responsibility for improved student academic achievement and the means by which the school
and parents will build and develop a partnership to help children achieve the state’s high standards by…
 Surveying parents for suggestions on existing compact
 Soliciting parents for suggestions from parents during Title I parent meetings
 Soliciting suggestions from parents during school governance team
F. The school will provide assistance to parents of participating children, as appropriate, in understanding the state’s academic content
standards, the state’s student academic achievement standards, the state and local academic assessments including alternate
assessments, the requirements of Title I, Part A, how to monitor their child’s progress, and how to work with educators, through…
 Parent conferences
 Patriots in Progress (PIP)—daily progress report
 Parent information meetings throughout the year
 Open House
 Parent Portal
G. The school will provide materials and training to help parents to work with their child to improve their child’s achievement, such as
literacy training and using technology, as appropriate, to foster parental involvement, by…
 Parents can access Parent Portal for real time access to their child’s grades
 Parent resource room is available to parents during the day and after school upon request
 Parent night offers parents information on the technology been utilized by their students in class and available resources
within the school
 Parents have access to computer upon request through the Parent Involvement Facilitator
H. The school will provide training to educate the teachers, pupil services personnel, principal, and other staff in how to reach out to,
communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 20 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
implement and coordinate parent programs, and build ties between parents and the school by Parent Involvement Facilitator by
conducting training with faculty during Professional Learning Communities.
I. The school will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with
Head Start, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool
and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully
participating in the education of their children, by …
 5th grade parent orientation parent meeting scheduled to answer questions from parents regarding their child’s transition
from elementary to middle school
 Parent resource room (including technology access) available to parents upon request
 Parent nigh throughout the year
J. The school will take the following actions to ensure that information related to the school and parent programs, meetings, and other
activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon
request, and, to the extent practicable, in a language the parents can understand, by…
 One Call
 Parent email distribution list
 School marquee
 Flyers
 Teacher weekly emails
 TransAct upon request for EL parents
K. The school will provide full opportunities, to the extent practicable, for the participation of parents with limited English proficiency,
parents with disabilities, and parents of migratory children, including providing information and school reports required under section
1111 of the ESEA in an understandable and uniform format and including alternative formats upon request, and, to the extent
practicable, in a language parents understand, by…
 Utilizing the TransAct web site to provide information for non-English speaking parents
 Parents of students with disabilities meet with teachers to ensure information regarding their child is disseminated
accordingly and modifications/accommodations are being met based on the child’s needs

L. School administrators and a social worker will collaboratively work together to address the needs of homeless and/or migrant students
and their families.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 21 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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:
The building is for middle school children; therefore, there is no plan for assisting preschool children in the transition from early
childhood programs. However, the school does have transition plans for students entering middle school, moving up to high school,
entering from private schools, and students enrolling throughout the school year.
 The school counselors organize opportunities for a smooth transition for rising 6th graders.
 Toward the end of the year, fifth grade students are bused in for an assembly and tour of the middle school. These students
have opportunities to ask questions and see firsthand what is expected in the classroom.
 A parent orientation night is held which allows rising sixth grade parents to have the same experience as their students. At
this meeting, parents’ concerns are addressed. Parents are given information that can be used to help their child transition
to middle school.
 In addition, transition talks are held for fifth grade students. A number of middle grades students are escorted to
elementary schools to explain the expectations of middle school to help ease the transition from elementary to middle
school.
 The guidance counselors conduct appropriate transitional activities to high school for eighth graders.
 During the last few weeks of school, tours to Bradwell Institute High School are arranged and all eighth graders are bused
to the campus. The tour includes opportunities for students to hear about activities at the high school.
 Per the Bridge Bill, the counselors assist students in developing individual graduation plans which outlines the students’
course plan.
 Registration for ninth grade classes is a joint effort between the high school and middle school counselors. Counselors talk
to each homeroom class of eighth graders to explain options for the upcoming year.
 Transitional talks provided by current eleventh and twelfth graders are conducted with rising ninth grade population.
These high school students are chosen because of leadership abilities. They spend the day talking to the rising ninth
graders about expectations and procedures at the high school.
 Groups from the high school such as ROTC, band, chorus, and athletics arrange to provide a brief introduction about each
organization.
 The guidance counselors provide information and support to students who are enrolling from a private school, another school
system, or enrolled after school begins.
 Pertinent information is provided to parents regarding school procedures, services provided to improve student
achievement, and district policies outlined in the code of conduct.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 22 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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
8.
Counselors speak individually to the enrolling student and answer questions the student may have.
A student helper is assigned to the enrolling student to escort them around the campus and to class. The student helper
provides a tour of the school and points out particular areas such as student services, the media center, cafeteria, nurse
office, and front office. In addition, the helper assists the student throughout the day by showing where each class is
located and by helping the students secure textbooks.
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:
Measures which allow teachers to provide input in the decisions regarding the use of academic assessments to provide information and to
improve overall student achievement include:
 Team meetings held every ten days to discuss and identify students who are having academic or behavioral problems,
 Professional learning communities where teachers are provided with student data that is disaggregated to identify the needs of
individual students, and
 Teacher input based on formative and summative assessments.
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.
Response:
Activities are provided to ensure that students who experience difficulty mastering proficient or advanced levels of academic achievement
standards shall be provided with effective, timely additional assistance. Those activities are:
 Extended learning time (approximately 60 minutes) twice a week in all content areas.
 Saturday math/reading four-hour tutoring with provided transportation for students,
 Remedial math and remedial reading classes (research-validated purchased program)
 FLP basic math skills remediation using “ALEKS” (researched validated program)
 LCSS Title 1 funded RESSLA program to tutor students deficient in Reading or Math
Teacher-parent conferences are held at the request of the parent or the teacher and provide the following:
 Suggestions, strategies, and support to assist the student who did not meet standards on the most recent standardized assessment.
Such activities include extended learning time, on-line tutorials, and remedial programs.
 Suggestions, strategies, and support to assist the students performing below expectations in the classroom. Such activities include
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 23 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
extended day tutoring, on-line tutorials, remedial programs, and Patriots-in-Progress (PIP) daily sheets.
 Provide parents with information about access to the parent resource center at the school and other resources available to assist the
student within the school district and community.
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:
Current federal, state, and local programs that support the academic, social and emotional needs of students include, but are not limited
to:
 Title I,
 Title II,
 Title VI,
 Local LEA funds,
 English Language Learners (EL) program,
 Students with Disabilities (DEL) program,
 Gifted Education program,
 Response to Intervention,
 Counselors
 Alternative Education program (Ombudsman),
 School Social Worker/Visiting Teacher,
 Parent Involvement Facilitator (job description included in appendix),
 Academic Coach (job description included in appendix),
 Military and Family Life Consultant
Currently allotted Title I funds are used to provide for and/or purchase the following resources:
 Saturday math/reading tutoring (Title I)-twice a month, four-hour tutoring with provided transportation for students
 Flexible Learning Program (FLP)(Title I Part A)—basic math skills remediation during the school day
 Salaries of the school’s Academic Coach and Parent Involvement Coordinator
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 24 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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Remaining Title I funds are used to supplement technology
Remaining Title I funds are used for literacy resources
Minimal remaining amount of Title I funds: purchase classroom consumables.
Due to the “Focus” status, the school has received additional funds to be used toward closing the achievement gap between
students with disabilities and our multi- racial subgroups while providing interventions to all qualifying students.
All Title I Part A expenditures align with the comprehensive needs assessments.(Budget Narrative listed in Appendix)
11. Description of how individual student assessment results and interpretation will be provided to parents.
Response:
Standardized testing results are forwarded to the school from the LEA testing coordinator in paper and digital formats.
 Individual Student Reports from standardized assessments are sent home through the student.
 Individual benchmark assessment scores are provided to parents during parent-teacher conferences.
 Formative and assessment results are provided to parents through the Parent Portal.
 Individual student progress reports are issued mid-nine week term.
 Report cards are issued at the end of each grading period.
12.
Provisions for the collection and disaggregation of data on the achievement and assessment results of students.
Response:
Standardized testing results are forwarded to the school from the LEA testing coordinator in paper and digital formats. Data is
disaggregated in various ways through the cooperative efforts of the administrative team:
 The data is disaggregated by teacher, content area, student subgroups, and current teams.
 At the beginning of the next school year, the student data is forwarded to the teacher and reviewed for use in planning
instruction.
 Disaggregated data is used to populate remedial classes (Remedial Reading/Math) and to develop initial tutoring lists.
 Skills assessment results are available to teachers and are provided to parents during parent-teacher conferences.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 25 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
 Longitudinal data is provided on the main data wall where parents enter the school. This same data is found in the front
conference room and in the teacher’s workroom.
 Data is also disaggregated via State Longitudinal Data System (SLDS)
13.
Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
Response:
Efforts used to provide valid and reliable results from disaggregated assessment data include:
 Currently utilized standardized assessments are published products and the companies that produce them attest to their reliability
and validity established by the GaDOE testing program.
 Teachers are required to attend documented training prior to the administration of the Georgia Milestones test which
emphasizes the importance of testing security and handling the materials in a secure manner.
 Teachers are required to sign that they have received and read the examiner’s manual.
 Available proctors are provided documented training as well.
 “Roles and Responsibilities” forms are signed by each teacher and proctor attesting that the individual knows the testing
liabilities and administration constraints.
 Researched-based, valid, and reliable skill assessments are administered in math and reading.
 During team meetings, the disaggregated data is reviewed and corrected if needed.
14. Provisions for public reporting of disaggregated data.
Response:
Disaggregated standardized test data is published and made available to the public in a variety of ways. These include:
 school data walls
 parent emails
 the local newspaper
 parent information meetings
 school governance team meeting, and
 school website
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 26 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Response:
Disaggregated standardized test data results are published statewide and released by the Georgia Department of Education. The data is
reported for the school and district on the GADOE website.
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 SIP is developed annually and submitted to the LEA.
 The SIP is developed after the Georgia Milestones data is received and disaggregated. Then a comprehensive needs assessment
plan is implemented.
 The SIP is periodically reviewed throughout the school year to monitor the progress toward goal achievement. Revisions may be
necessary based on new data that may be acquired from benchmarks and grading period averages.
 The SIP is used to determine goals for areas of need in the comprehensive school wide improvement plan and the SIP must align
with the district’s SIP.
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 SIP is developed with involvement from the community, parents, and faculty:
 Parents and community leaders are involved in the development of the SIP via the school council. Standardized test data and the
condition of the school climate are shared with the school governance team. The school governance team makes recommendations
to be included in the plan and then is asked to review the plan for editing purposes.
 Parents are invited to attend any meetings that review and revise the SIP. Notifications of meeting times are sent via school email
and the messenger call-out system.
 The school’s Leadership Team is representative of the school staff population. This team reviews the preliminary plan and
provides copies of the plan to the faculty to offer suggestions for editing.
 Once presented by the Leadership Team to the teacher body, the plan is reviewed, discussed, and input is given for revision.
 The revised SIP is placed on the school’s website for review and feedback from parents and other stakeholders.
 The Equity Needs Survey is used to allow parents, certified, and classified staff input on their perceptions about instruction and the
needs of the school. The results are used to identify any perceived strengths/weaknesses in instruction and student achievement.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 27 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
17.
Plan available to the LEA, parents, and the public.
Response:
The school improvement plan is sent in its original form to the LEA.
 Upon review and approval by the LEA, the plan is published on the school’s website.
 At the beginning of the school year, a copy of the SIP is made available to parents.
 The SIP is presented and discussed with members of the School Governance Team who represent the parent population.
 The SIP is available at the school upon request. Parents are advised of its availability through the Parent Involvement Facilitator
via the parent email distribution list.
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:
While no significant percentage of parents are non-English speakers, provisions are made via the district’s TransAct on-line software, the
school’s English Language Learners teacher, and the school’s guidance office to provide translation services for those in need.
19.
Plan is subject to the school improvement provisions of Section 1116.
Response:
The school’s Title I and Comprehensive School Wide Improvement Plan adhere to the provisions of Section 1116.
 The SIP adheres to the standards of AdvancEd and the Southern Association of Colleges and Schools (SACS) for school
improvement which accredits the school through the district accreditation process.
 The school and its SIP plan are also subject to the regulations of the Georgia Accrediting Commission.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 28 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Improvement Plan-Lewis Frasier Middle School Action Plan for Mathematics
Objective: Students will raise achievement scores on the state standardized assessment in mathematics (those meeting proficiency or distinguished learners) as
follows:
Grade
6
7
8
2014-2015 baseline
24%
37%
26%
2015-16 Objectives
30%
42%
30%
Content Domain Area of Needs: Numbers/Operations
Actions/Strategies/Interventions
Math tutoring will be provided by math teachers
on scheduled Saturdays and during
Tuesday/Thursday extended learning time (ELT)
period to students (including students with
disabilities) who are showing deficiencies in
mathematics based on standardized testing and
formative/summative assessments.
Math teachers (to include teachers of students
with disabilities) will implement best practices
learned from participating in local, state and
regional content-specific professional learning
activities (conferences/professional learning
communities) intended for improvement of
instruction and student achievement.
Timeline
2016-17 Objectives
32%
44%
32%
Subgroups: All groups
Professional Development
Resources/Estimated Costs
Person (s) Responsible
Fall 2015-Spring 2018
during scheduled math
ELT and twice a month
on Saturdays.
Title 1 funds allotted for this
program.
Fall 2015-Spring 2018
Professional Learning Activity funds Academic Specialist; Math Teachers
allotted by the state and LEA.
GCTM, Rock Eagle Conference,
state required training, GLRS,
FDRESA, and GCEE workshop.
District and site-based professional
learning (Thinking Maps, TKES,
MATH180), Formative Instructional
Practices (FIP), DEL,CPI
Professional training by district
Principal, Academic Specialist,
personnel; professional
Teachers
state/national conferences (i.e.
GAETC, ISTE); on-site professional
development
Teachers will utilize various technology and
Fall 2015-Spring 2018
engineering resources for instructional purposes
to promote STEM-based rigor in the
math/science classrooms and student
achievement across content areas.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 29 of 55
Means of Evaluation
Math teachers, Principal, Academic Teacher evaluation of student work
Specialist
from program activities; state
standardized test results;
formative/summative assessments.
Evaluation of lesson plans and
observation by
administration/support staff of
instructional
practices/methodologies learned at
conferences. Evaluation of
replication of PL activity with
observation checklist.
Direct and Indirect Observations,
formative classroom walk-throughs.
TKES. Replication of strategies
learned will be provided by
conference attendees.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mentoring for new and marginal teachers will be Fall 2015-Spring 2018
provided for the purpose of impacting classroom
instruction and student achievement.
Teachers will effectively implement the
Fall 2015-Spring 2018
Common Core Georgia Performance Standards.
Mentor training by district
personnel; informal mentoring by
peer math teacher
System-based training; on-site
professional development
Principal, Academic Specialist, Peers Direct and indirect observations;
TKES; peer observations
Math remediation will provided through
Fall 2015-Spring 2018
additional instruction using the small-group
instruction and research-validated ALEKS ®
software; MATH180; and/or MOBYMAX for
students who are eligible as determined by the
FLP criteria.
Math teachers will administer benchmarks and Fall 2015-Spring 2018
examine student work to check progress and plan
instruction.
Math teachers will implement appropriate
Fall 2015-Spring 2018
strategies to standardize the instructional
methods for the teaching of writing and content
literacy across the curriculum
Title I Part A funding for software
license and staff training. T&L
professional development
Principal, Academic Specialist,
Math Remediation Teacher,
DEL teachers
Direct and indirect observations;
ALEKS/MATH180/MOBYMAX
progress monitoring, and student
work. State standardized
test(GMAS) results.
NA
Principal, Academic Specialist,
Teachers
Benchmark assessment results,
classroom formative/summative
assessments.
Formative/summative student
assessments; standardized test results
LEA; academic specialist; principal Direct and indirect observations;
TKES; lesson plans.
District wide training for 6 Traits of Principal, Academic Specialist,
Writing/MYON, Thinking
Teachers
Maps/Writing component; on-site
professional development
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 30 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Improvement Plan-Lewis Frasier Middle School Action Plan for Language Arts
Objective: Students will raise achievement scores on the GMAS in reading/language arts (those meeting proficiency or distinguished learner) as follows:
Grade
6
7
8
2014-15 Objectives
39%
30%
37%
Content Domains area of need:
Actions/Strategies/Interventions
Teachers (including DEL) will effectively
implement the Common Core Georgia
Performance Standards.
2015-16 Objectives
50%
40%
50%
2016-17 Objectives
52%
42%
52%
Reading Strategies and Vocabulary Acquisition
Timeline
Sub-Groups: All groups
Professional Development
Resources/Estimated Costs
Fall 2015-Spring 2018
ELA tutoring will be provided to students
Fall 2015-Spring 2018
showing deficiencies based on standardized test (Tuesday/Thursday ELT
results and/or formative/summative assessments schedule)
through scheduled extended learning time.
Mentoring will be provided for new and marginal Fall 2015-2018
teachers in language arts for the purpose of
impacting classroom instruction and student
achievement.
Teachers will utilize various technology resources Fall 2015-Spring 2018
for instructional purposes to promote student
achievement across content areas.
Person(s) Responsible
Means of Evaluation
System/state-based trainings; on-site Academic Specialist, principal,
professional development
classroom teachers.
Direct and indirect observation;
TKES; lesson plans.
NA
Principal, Academic Specialist,
teachers.
Formative/summative assessment
results; annual GMAS results
Mentor training by district
personnel; informal on-site peer
mentoring
Principal, Academic Specialist, Peer Direct and Indirect Observation;
teachers
TKES; peer observations
Professional training by district
Principal, Academic Specialist,
personnel; professional
Teachers
state/national conferences
(i.e.GAETC, ISTE); MOBYMAX;
MyON; on-site professional
development.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 31 of 55
Direct and Indirect Observations,
lesson plans
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
ELA teachers including DEL will implement best Fall 2015-Spring 2018 Professional Learning Activity funds Principal, Academic Specialist,
practices learned from participating in local, state
allotted by the state and LEA.
Teachers
and regional content-specific professional
GMAS, Lexile Conference, Georgia
learning activities (conferences/professional
Council of Teachers of English,
learning communities) intended for improvement
Georgia Middle Grades Conference,
of instruction and student achievement.
state required training, local required
training (GAA, DEL, CPI),
Thinking Maps, ETTC and RESA,
local professional learning activities.
Professional Learning Activity funds
allotted by the state and LEA.
ELA teachers will implement appropriate
Fall 2015-Spring 2018 District wide training i.e. 6 Traits of Principal, Academic Specialist,
strategies to standardize the instructional methods
Writing, Thinking Maps/Writing
Teachers
for the teaching of writing and content literacy
component/MYON; on-site
across the curriculum.
professional development
ELA remediation for students showing
Fall 2015-Spring 2018 Training furnished by READ180
ELA Remedial teacher, Principal,
deficiencies based on standardized test results
consultants; system-wide training; Academic Specialist
and/or formative/summative assessment results
on-site professional development
will be provided through additional instruction
using the small-group instruction and researchvalidated READ180/MOBYMAX.
ELA teachers will administer benchmarks and
Fall 2015-Spring 2018 On-site professional development; Principal, Academic Specialist,
examine student work to check progress and plan
professional learning communities Teachers
instruction.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 32 of 55
Evaluation of replication of PL
activity with observation checklist;
direct/indirect observations, lesson
plans
Formative/summative student
assessments; standardized test
results
Formative/summative student
assessments; standardized test
results
Benchmark assessment results;
classroom formative/summative
assessment
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Improvement Plan-Lewis Frasier Middle School Action Plan for Science
Objective: Students will raise achievement scores on the GMAS in science (those meeting proficiency or distinguished learners) as follows:
Grade:
6
7
8
2014-15 Objectives
38%
27%
28%
2015-16 Objectives
50%
35%
35%
2016-17 Objectives
52%
37%
37%
Content Domains area of needs: Astronomy, Evolution, and Physical Science
Actions/Strategies/Interventions
Timeline
Sub-Groups: All groups
Professional Development
Resources/Estimated Costs
Person (s) Responsible
Means of Evaluation
Teachers will effectively implement the Georgia Fall 2015-Spring 2018
Performance Standards in Science.
Professional Learning Activity
Principal, Teachers, Academic
funds allotted by the state and LEA. Specialist.
System-developed courses, state
required training, on-site
professional development
Direct and indirect observation;
TKES; lesson plans.
Mentoring will be provided for new and
Fall 2015-Spring 2018
marginal teachers for the purpose of improving
classroom instruction and student achievement.
Mentor training by district
personnel; informal on-site peer
mentoring
Principal, Academic Specialist,
Direct and indirect observation;
TKES; peer observations
Teachers will utilize various technology and
Fall 2015-Spring 2018
engineering resources for instructional purposes
to promote STEM-based rigor in the science
classroom and student achievement across
content areas.
Professional training by district
personnel (ESCOLAR);
professional state/national
conferences (GAETC, ISTE); onsite professional development
Principal, Academic Specialist,
Teachers
Direct and indirect observations,
lesson plans; Evaluation of
replication with observation
checklist.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 33 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Science teachers including DEL will implement Fall 2015-Spring 2018 Professional training by district
Principals, Academic Specialist,
best practices learned from participating in local,
personnel; professional
Teachers
state and regional content-specific professional
state/national conferences (i.e.
learning activities (conferences/professional
GYSTC; GSTA; NSTA; GAETC,
learning communities) intended for
ISTE, MSP-RAMP grant; REAL
improvement of instruction and student
STEM, STEM conferences or
achievement.
trainings); on-site professional
development, system-based
trainings, FDRESA (Thinking
Maps, PBIS), DEL training
Science teachers will implement appropriate
Fall 2015-Spring 2018 District-wide training (i.e.Six Traits Principal, Academic Specialist,
strategies to standardize the instructional
of Writing, Thinking Maps,
Teachers
methods of writing and content literacy across
MYON) on-site professional
the curriculum.
development; professional learning
communities
Science remediation for students showing
deficiencies based on standardized test results
and/or formative/summative classroom
assessment results will be provided through
tutoring using extended learning time (ELT).
Fall 2015-Spring 2018
during Tuesday and
Thursday ELT
Science teachers will administer benchmarks
Fall 2015-Spring 2018
and examine student work to check progress and
plan for instruction.
NA
Principals, Academic Specialist,
Teachers
On-site professional development; Principal; Academic Specialist;
professional learning communities Teachers
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 34 of 55
Evaluation of lesson plans; indirect
and direct observations; evaluation
of replication with observation
checklist.
Formative/summative assessments
of student work; standardized test
results (GMAS)
Formative/summative assessments;
standardize text results (GMAS)
Benchmark assessment results;
classroom formative/summative
assessments
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Improvement Plan-Lewis Frasier Middle School Action Plan for Social Studies
Objective: Students will raise achievement scores on the GMAS in social studies (those meeting proficiency or distinguished learners) as follows:
Grade
6
7
8
2014-15 Objectives
32%
20%
18%
2015-16 Objectives
40%
40%
30%
2016-17 Objectives
42%
42%
32%
Content Domains area of needs: History and Government/Civics
Actions/Strategies/Interventions
Timeline
Sub-Groups:
All groups
Professional Development
Resources/Estimated Costs
Person (s) Responsible
Means of Evaluation
Teachers will effectively implement the Georgia Fall 2015-Spring 2018
Performance Standards in Social Studies.
System/state-developed training;
on-site professional development
Principal, Academic Specialist,
Teachers
Direct and indirect observation;
TKES; lesson plans.
Mentoring will be provided for new and
Fall 2015-Spring 2018
marginal teachers for the purpose of improving
classroom instruction and student achievement.
Mentor training by district
personnel; informal on-site peer
mentoring
Principal, Academic Specialist;
Teachers
Direct and indirect observation;
peer observations, TKES.
Fall 2015-Spring 2018
Teachers will utilize various technology
resources for instructional purposes to promote
student achievement across the content areas.
Professional training by district
personnel; professional
state/national conferences (i.e.
GAETC, ISTE,). On-site
professional development.
Principal, Academic Specialist,
Teachers
Direct and indirect observations;
lesson plans. Evaluation of
conference training replication with
observation checklist.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 35 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Social studies teachers will implement best
Fall 2015-Spring 2018
practices learned from participating in local,
state and regional content-specific professional
learning activities (conferences/professional
learning communities) intended for
improvement of instruction and student
achievement.
Professional learning activity funds Principal, Academic Specialist,
allotted by state and LEA. GCEE Teachers
& GCSS conferences. District and
site-based professional learning
(Thinking Maps Writing, etc.)
Evaluation of lesson plans; direct
and indirect observation; TKES.
Conference attendees will provide
appropriate replication of strategies
learned. Evaluation of replication
with observation checklist.
Social Studies tutoring will be provided to
students showing deficiencies based on
standardized test results and/or
formative/summative assessments through
scheduled extended learning time (ELT).
NA
Principal, Academic Specialist,
Teachers
Formative/summative assessments;
annual standardized test results
(GMAS)
Social Studies teachers will implement
Fall 2015-Spring 2018
appropriate strategies to standardize the
instructional methods for the teaching of writing
and content literacy across the curriculum.
District training (i.e.Six Traits,
Thinking Maps, MYON) on-site
professional development
Principal, Academic Specialist,
Teachers
Formative/summative classroom
assessments; standardized test
(GMAS) results
Social Studies teachers will administer
Fall 2015-Spring 2018
benchmarks and examine student work to check
progress and plan for instruction.
On-site professional development; Principal, Academic Specialist;
professional learning communities Teachers
Benchmark assessment results;
classroom formative/summative
assessments
Fall 2015-Spring 2018
Tuesday and Thursday
during ELT
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 36 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Improvement Plan-Lewis Frasier Middle School Action Plan for Parent Involvement Coordinator
Objectives: To increase the percentage of parent involvement.
Specific Academic Areas within Content (domains) and Subgroups (Special Education, ELL, etc.) to address (based on analysis of School Student Performance
Data, and other relevant data over the past three years):
Content Domains:
All domains within the Reading, Language Arts, Math & Writing Content Areas
Actions/Strategies/Interventions
The Parent Involvement Facilitator (PIF) will
provide students, teachers and parents the
opportunity to enter into an annual compact to
promote student success.
The PIF will contact individual parents and
teachers to offer suggestions, strategies and
ideas to assist the student who did not meet the
reading, language arts, math and writing
standards on the most recent state standardized
test administration.
Sub-Groups:
ALL GROUPS
Timeline
Professional Development
Resources/Estimated Costs
Fall of Each School
Year
NA
Spring of each school
Professional training by district
year following results of personnel; on-site professional
benchmarks and Fall of staff development
each school year
following results of
prior spring state
standardized test
The PIF will provide parents with information Ongoing throughout
about and access to the parent resource center at school year
the school and other resources available to assist
the student within the school district and
community.
$500 per year from Title 1 to
replenish center supplies and
purchase additional materials as
the need arises.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 37 of 55
Person (s) Responsible
Means of Evaluation
Principal, Parent Involvement
Facilitator, Teachers
Annual revision of Compact;
copies of Signed Compacts
Principal, Parent Involvement
Facilitator
Notes from individual contact
sheets documenting calls,
conferences.
Principal, Parent Involvement
Facilitator
Inventory of materials used in
center; parent sign-in sheets; copies
of flyers, notes from conferences,
copies of newsletters, telephone
contacts, flyers, parent-teacher
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
conferences
The Parent Involvement Coordinator will
Fall 2015-Spring 2018
participate in appropriate professional learning
activities to build capacity for providing
information and support to parents and students.
HSC Workshop; Behavior
Management Workshops; First
District RESA,GA Family
Engagement Conference, PIF
conferences; Professional training
by district personnel; on-site
professional staff development;
state/national conferences (i.e.
Georgia Youth At Risk
Conference, PD 360 courses)
Parent Involvement Facilitator &
Principal
Replication of PL activity with
observation checklist
The PIF will schedule and organize parent
meetings for the purpose of providing
information and support.
Fall 2015-Spring 2018
NA
Principal, Parent Involvement
Facilitator, Teachers
Agendas, sign-in sheets
The PIF will provide parents and community
Fall 2015-Spring 2018
stakeholders with the opportunity to provide
suggestions for revisions of the Parent
Involvement Plan, the Student Compact, and the
use of Title 1 funds.
NA
Principal, Parent Involvement
Facilitator
Agendas, sign-in sheets, copies of
emails; copies of surveys and
results;
**See Appendix for Title I Parent Involvement Plan, PIF Roles and Responsibilities, and School-Parent-Student Compact
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 38 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Improvement Plan-Lewis Frasier Middle School Action Plan for Connections Classes
Objective: Students who participate in Connections (Physical Education, Health, Keyboarding, Remedial Reading/Math, Art, & Music) courses will achieve
proficiency level in their respective content area. Eighty percent of students will demonstrate 30 percent or more growth from pre-test to post-test using the
Student Learning Objective (SLO) assessment.
Actions/Strategies/Interventions
Timeline
Connections teachers will implement best
Fall 2015-Spring 2018
practices in their respective disciplines
learned from participating in local, state and
regional content-specific professional learning
activities (conferences/professional learning
communities) intended for the improvement
of instruction and student achievement.
Professional Development
Resources/Estimated Costs
Professional Learning Activity
funds allotted by the state and
LEA. Professional conferences
for respective disciplines
(GMEA, state required trainings,
FBLA, GAEA, GAPHERD,
“Share The Wealth,” FCCLA,
GLRS/FDRESA, Fitness Grams,
SRA). GMEA, District
Choir/band performances.
District and site-based
professional learning (i.e.
Thinking Maps Writing)
Person(s) Responsible
Principal, Academic Specialist;
Teachers
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 39 of 55
Means of Evaluation
Direct and Indirect Observation;
Student Performance Tasks; SLO;
TKES. Replication of strategies
learned will be provided by
conference attendees (observation
checklist will be provided); lesson
plans.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Mentoring for new and marginal teachers will
be provided for the purpose of impacting
classroom instruction and student
achievement.
Fall 2015-Spring 2018 Mentoring training by district
personnel; on-site informal peer
mentoring
Principal, Academic Specialist,
Academic peers
Direct and Indirect Observation;
TKES, peer observations.
Connection teachers will utilize various
technology resources for instructional
purposes to promote student achievement
across the curriculum.
Fall 2015-Spring 2018 Professional training by district
personnel; professional
state/national conferences
(i.e.GAETC, ISTE). On-site
professional development
Principal, Academic Specialist;
Teachers
Direct and indirect observations;
SLO results, student work
Replication of strategies learned
will be provided by conference
attendees (observation checklist
will be provided); lesson plans
Connection teachers will effectively
implement the content standards in respective
courses along with content literacy standards.
Fall 2015-Spring 2018 System/state trainings; on-site
professional development;
professional learning
communities.
Principal, Academic Specialist;
Teachers
Direct and indirect observation;
TKES; lesson plans.
Connection teachers will implement
appropriate strategies to standardize the
instructional methods for the teaching of
writing and literacy across the curriculum.
Fall 2015-Spring 2018 System-wide training (i.e. Six
Traits of Writing; Thinking
Maps) on-site professional
development; professional
learning communities
Principal, Academic Specialist;
Teachers
Formative/summative student
assessments; standardized test
(GMAS) results
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 40 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Improvement Plan-Lewis Frasier Middle School Action Plan for School Administration and Support Personnel
Objective: To increase the percentage of students meeting or exceeding the standards in math, reading/English Language Arts, science and social studies by a
minimum of 1-2 percent per year through 2018.
Content Domains:
All domains to include English Language Arts, Math, Science, Social Studies
Actions/Strategies/Interventions
School administrators, support personnel
(Academic Specialist/ media specialist) will
participate in appropriate professional learning
activities to build leadership capacity to focus,
manage, monitor and adjust school
improvement.
Timeline
Professional Development
Resources/Estimated Costs
Fall 2015-Spring 2018 Professional Learning Activity
funds allotted by the state and
LEA. Professional conferences for
respective disciplines:
Youth At-Risk Conference;
GaETC, GACIS Conference; GA
Middle School Assn conference;
Staff Development for Educators
(SDE); Georgia DOE Workshops
including Focus School ; Rising
Stars; FDRESA, GaDOE
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 41 of 55
Sub-Groups
ALL GROUPS
Person(s) Responsible
Means of Evaluation
Principal, Assistant Principal,
Academic Specialist, Appropriate
redelivery will be made by
Conference attendees.
Site-based training of teachers
following conferences; Leadership
Team minutes; Annual state
standardized assessment
outcomes.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
TKES/LKES training, SLO
trainings, STEM or STEAM
conferences; district-wide
initiatives
Administrators and support personnel will
model research-based best practices to
facilitate teacher implementation focused on
improving student achievement.
Fall 2015-Spring 2018 District-wide professional
learning
Principal, Assistant Principal,
Academic Specialist
Formal and informal observations;
TKES checklist.
School Improvement Plan-Lewis Frasier Middle School Action Plan Professional School Counselors
Objective: To increase the percentage of students meeting or exceeding the standards in math, reading/English Language Arts, science and social studies by a
minimum of 1-2 percent per year through 2018.
Content Domains:
All domains within the Reading, Language Arts, Math & Writing Content Areas
Actions/Strategies/Interventions
Timeline
Professional Development
Resources/Estimated Costs
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 42 of 55
Sub-Groups
ALL GROUPS
Person(s) Responsible
Means of Evaluation
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Professional School Counselors will
update/revise the LFMS School Counseling
Plan each fall based upon the results of the
needs assessment completed by parents,
students, and staff.
Fall 2015-Spring 2018 NA
Professional School Counselors
Needs assessment and results;
Updated counseling plan;
CKES documentation notebook
Professional School Counselors will conduct
appropriate transitional activities to include:
orientation to high school via presentations,
tour of high schools & registration for 9th
grade classes. Similar activities occur for 5th
graders to include orientation presentations,
parent night, a tour of the campus, and
distribution of 6th grade survival guide.
Fall 2015-Spring 2018 NA
Professional School Counselors,
5th grade teachers from feeder
schools, 8th grade teachers, high
school counselors, high school
teachers.
Orientation and Tour Sign In
Sheets; Copies of Registration
Materials.
Professional School Counselors will conduct
small group counseling sessions for social
skills, academic/study skills, and other areas as
identified by the needs assessment. Staff,
parent, or self can refer students for group
participation.
Fall 2015-Spring 2018 NA
Professional School Counselors
MFLAC
Attendance records for group
sessions; pre and post observation
data from teachers, pre and post
grade and attendance data
analysis. CKES notebook.
Professional School Counselors
Site-based training of teachers
following conferences; Leadership
Team minutes; Annual state
standardized assessment
outcomes.
Professional School Counselors will participate Fall 2015-Spring 2018
in appropriate professional learning activities
to build leadership capacity to focus, manage,
monitor, and adjust school improvement.
Georgia School Counselor’s
Association (GSCA); Youth AtRisk Conference; district-wide
initiatives; Staff Development for
Educators (SDE); Monthly LCSS
Counselor Meetings
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 43 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Professional School Counselors will conduct
career exploration activities to include
classroom and group career Professional
School, Career Day, and College and Career
Ready Performance Index.
Fall 2015-Spring 2018 Career information materials
(purchased by local and Title
funds); costs for career day paid
for by the school.
Professional School Counselors
RESA/DOE training for career
information system program
management and updates.
Closing the Gap Action Plan based upon data
Fall 2015–Spring 2018 NA
analysis conducted in the fall. Action plan will
contain specific strategies and interventions
targeted towards closing the identified gap.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 44 of 55
Professional School schedule for
classroom career Professional
School; career day participant
sign-in sheets; counselor logs,
CKES notebook.
CCRPI - Percent of students in
grade eight with a complete
Individual Graduation Plan,
Percent of students completing 2
or more Career Interest
Inventories by the end of their 8th
grade year.
Professional School Counselors
CKES notebook; Closing the Gap
Results Data.
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
2015-2016 Plan for Improving Student Achievement in Media Literacy
Data analysis indicated the greatest area of need is:
Student understanding of media literacy skills.
Measurable Student Goals:
1- Students will have increased access to print and electronic resources, which support the Georgia Performance Standards, and/ or
Common Core GPS in order to aid in the system improvement goals.
2- Students will receive collaborative instruction from teachers and their media specialist(s) to increase reading comprehension and
information literacy scores on the GMAP (see system goals).
3- Student understanding of current technology etiquette, cyber safety, and media production will increase student participation in the
Georgia State Media Festival by 1% each year.
4- Student utilization of the media center will increase by 1% for each school site.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 45 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Actions/Strategies/
Interventions
Goal 1.a.
The Media Specialist(s) will
identify and secure
selections/materials/resources to
support the Georgia Performance
Standards and/or Common Core
GPS.
Goal 1.b.
The Media Specialist(s) will
maintain the school media
collection based on SACS, CASI
and GAC standards for
accreditation.
Actions/Strategies/
Interventions
Timeline for
Implementation
Annually
Annually
Timeline for
Implementation
Needed
Professional
Learning
(including
materials)
Funding Source
Person (s)
Responsible
Monitoring of
Intervention (Artifacts)
Evidence of
Impact (Student
Learning Data)
Means of Evaluation
Professional
journals and
reviews,
attendance at
media/ literary
conferences,
media
collection
analysis using
tools like Title
wave, and the
school
improvement
plan,
attendance to
Media and
Technology
Showcase
642 media
account for
professional
journals and
reviews, school
professional
learning budget
for conferences,
free access to
www.titlewave.co
m, and other
available funds:
to include Title I
and Title II funds
for the purchase
of materials
Media
Specialists will
purchase
media
materials.
642 purchase
orders, collection
analysis/purchasing
tool
Annual
media report
Review of
collection analysis/
purchasing tool
and 642 media
account purchase
orders, Destiny
collection reports,
Titlewave
collection analysis
Review of SAC
CASI and
GAC standards
via review of
Liberty County
Media
Handbook
Policy
none required
County Media
Contact
Liberty County
Media Handbook
Circulation
statistics
Collection statistics
from the annual
media report
Needed
Professional
Learning
(including
Funding Source
Person (s)
Responsible
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 46 of 55
Monitoring of
Intervention
(Artifacts)
Evidence of
Impact
(Student
Learning
Means of
Evaluation
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
materials)
Data)
Goal 2.a.
Media Specialist(s) will
implement programs and provide
resources to support student
achievement by collaborating
with teachers to provide reading
incentive programs, research
lessons, and literature
appreciation programs.
Ongoing
Media share
sessions,
information
literacy
focused
professional
learning
course, Media
and
Technology
Showcase
Technology
Department
County Media
Contact,
Media
Specialist
Collaborative
projects (including
GPS, Common
Core GPS,
Standards for 21st
Century Students,
ISTE NETS for
Students), Helen
Ruffin Reading
Bowl participation,
media share
presentations
Accelerated
Reader
reports,
Georgia
Measures of
Academic
Progress
result, and
the number of
media festival
projects
Review of
Accelerated
Reader Reports,
Site visits, media/
teacher
collaborative
projects posted to
communal location,
annual media
report, number of
student media
festival project
Goal 2.b.
The Media Specialist(s) will
provide or coordinate technology
mini-workshops/ lessons for
teachers and students, to include
but not limited to: Use of the
iPad, Cyber safety, Galileo,
United Streaming, Renaissance
Enterprise and Star, Media
Festival, Study Island, locating
resources using Lexiles, locating
and analyzing primary resources,
and using Destiny.
Ongoing
Destiny
training,
Teacher Tools
training,
Renaissance
Enterprise and
Star training,
professional
journals and
listservs,
technology
focused
conferences to
include, but not
limited to:
COMO,
GAETC,
NECC, Media
Consortium
Technology
Office, 642 media
account will
provide funding
for professional
journals, school
professional
learning budget
will provide
conference
funding
County Media
Contact and
Media
Specialists
Teacher workshop
sign-in page, media
center scheduling
documentation, site
visits, photographs
Student
performance
on
technologyoriented
project,
number of
teacher
workshops to
be noted on
sign-in page,
media center
scheduling
documentatio
n, site visits,
photographs
the annual
report
Count of offerings
on the annual
report, and sign in
sheets
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 47 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Actions/Strategies/
Interventions
Timeline for
Implementat
ion
Needed
Professional
Learning
(including
materials)
Funding Source
Person (s)
Responsible
Monitoring of
Intervention
(Artifacts)
Evidence of
Impact
(Student
Learning
Data)
Number of
paraprofessi
onal
workshops
to be noted
on sign-in
page, media
center
scheduling
documentati
on, site
visits,
photographs
the annual
report
Number of
students
participating
in the media
festival, and
achievemen
t in school,
county,
state, and
international
media
festival
Goal 2.c.
The District Media Contact and
Media Specialist(s) will provide
or coordinate technology miniworkshops/ lessons for Media
Center Paraprofessionals to
include but not limited to: Use
of the iPad and MacBook,
locating resources using Lexile
levels or AR levels, and using
Destiny.
Ongoing
Destiny
training, Lexile
and AR
informational
sessions, Ipad
and MacBook
training
Technology
Department
County
Media
Contact and
Media
Specialists
Training sign-in
page, media
center scheduling
documentation,
site visits,
photographs
Goal 3.a.
The Media Specialist will
increase their awareness of
cyber safety, new and current
trends, and issues in
technology, literature, and
information access.
Ongoing
Media Share
Sessions,
Helen Ruffin
Book Club,
Media and
Technology
Showcase,
professional
journals,
professional
listservs,
technology
focused
conferences to
include, but
not limited to:
COMO,
GAETC,
642 media
account will
provide funding
for professional
journals, school
professional
learning budget
will provide
conference
funding
County
Media
Contact and
Media
Specialists
Presentation at
Media Share
sessions/
redelivery of
conference
information,
workshop
delivery to
teachers
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 48 of 55
Means of
Evaluation
Count of
offerings on the
annual report,
and sign in
sheets
Media festival
project rubric,
year end final
report
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
NECC, Media
Consortium
Actions/Strategies/
Interventions
Timeline for
Implementat
ion
Goal 3.b.
Media Specialist(s) will assist
students and teachers with
media production.
Ongoing
Goal 4.a.
Media Specialist will promote
events and services to include,
but not limited to one evening
technology related event per
year. Evening event content to
include but not limited to:
Galileo, AR, Cyber safety,
Destiny, Study Island, or
ongoing
Needed
Professional
Learning
(including
materials)
Helen Ruffin
Book Club,
media Share
sessions,
professional
journals,
professional
listservs,
technology
focused
conferences to
include, but
not limited to:
COMO,
GAETC,
NECC, Media
Consortium
Media share
sessions, site
visits to media
centers in
surrounding
counties,
professional
journals and
listservs,
Person (s)
Responsible
Monitoring of
Intervention
(Artifacts)
Evidence of
Impact
(Student
Learning
Data)
Means of
Evaluation
642 media
account will
provide funding
for professional
journals, school
professional
learning budget
will provide
conference
funding
County
Media
Contact and
Media
Specialists
Presentation at
media Share
sessions/
redelivery of
conference
information, site
visits, student
media festival
projects, school
media festival
Student
projects,
photographs
Number of media
festival projects
participating at
each level,
project rubrics,
annual media
report
642 media
account will
provide funding
for professional
journals,
Technology
Office will
provide funding
for site vsits,
County
Media
Contact and
Media
Specialists
Media center
newsletters,
media center
website, email,
video
productions,
media center
brochure,
education page
Increase in
teacher and
student use
of services
visible in
media
center
scheduling,
visitation
Site visits, annual
report, and
promotional
materials
produced by the
Media Specialist
Funding Source
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 49 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Education City
Media and
Technology
Showcase,
technology
focused
conferences to
include, but
not limited to:
school
professional
learning budget
will provide
conferenec
funding
COMO, GAETC,
NECC, Media
Consortium
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 50 of 55
of Coastal
Courier, media
blog, Liberty
County Board of
Education Good
News
statistics,
circulation
statistics,
Accelerated
Reader
participation
statistics,
and Annual
Media
Report
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
APPENDICES
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 51 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Name: Dr. Annie Welborn
Title 1 Position: Academic Specialist
School: Lewis Frasier Middle School
Time: 7:50am-3:50pm
Grade levels: 6th, 7th, 8th
On a daily basis, the Academic Specialist will perform various activities that may include but are not limited to such things as:
1. Assists in the development of the school-wide components for the Title I school improvement plan
2. Facilitates and documents school-site professional learning based on scientifically based research to fulfill the school’s
improvement plan
3. Conducts walk-throughs and full class observations. Provides concrete specific feedback, including use of effective methods
and instructional strategies, for improvement as a peer coach but not as a part of the evaluation process
4. Assists instructional staff with planning and implementing effective strategies and instructional programs to best meet the
needs of the academically at-risk students
5. Facilitates weekly grade level meetings and professional learning communities for school improvement
6. Conducts model teaching and demonstration lessons as well as redelivery of instructional topics for the staff based on grade
level planning and school priorities.
7. Assists the school administrators with state and local benchmark testing, interpretation of assessment data and the reporting of
assessment data to appropriate individuals and/or groups
8. Maintains and updates the Title I inventories for Title I equipment; assists in the purchase of appropriate materials with Title I
funding to support the instructional program.
9. Coordinates site-level selection of instructional materials including supplemental books, computer software, support materials
and manipulative in support of all students meeting performance standards
10. Communicates the aligned system-level curriculum including scope and sequence, content and benchmarks to the appropriate
instructional staff.
11. Assists with differentiated strategies to meet the needs of at-risk students.
12. Replicates training at the school level to help ensure that students who experience difficulty meeting standards shall be
provided effective and timely assistance
13. Expands transitional activities for students from Pre-k to elementary, from elementary to middle school and from middle
school to high school
14. Utilizes Title I resources for parent check-out, generates site newsletters for parent communication and organizes parent
training
15. Performs other duties as assigned that are Title I associated
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 52 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Name: Lavanda Spencer
Title 1 Position: Parent Involvement Facilitator
School: Lewis Frasier Middle School
Time: 7:50am-3:50pm
Grade levels: 6th, 7th, 8th
On a daily basis, the Parent Involvement Facilitator will perform various activities that may include such things but are not limited to
such things as:
 Documents and attends parent-teacher conferences as requested.
 Makes telephone contact twice each grading period with parents of all students who are failing a core course. Provides
information about scheduling parent conferences, Saturday Academy, after school tutoring, SST. etc.
 Assists with preparation and sending the LFMS parent newsletter once each nine weeks and once in the summer.
 Assists the testing coordinator with test preparation and administration.
 Organizes and operates the Parent Resource Center (located in the media center), assisting parents who use materials and
offering suggestions and ideas to them as to how to use the resources in the center. Also serves as a point of contact for
resources in the community outside of school. Coordinates with the media center the checking out and return of equipment
and materials in the PRC.
 Acts as the school historian, documenting via scrapbook and photos school events and activities.
 Forwards positive school activity information to the press in a timely manner.
 Provides parents with information as changes are made in policies as well as state and federal guidelines.
 Assists principal and Academic Coach with organizing parent workshops/family fun nights, back to school rallies, etc.
 Assists with providing parents information about test results and the implications of those results on the student.
 All other reasonable duties as assigned by the principal.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 53 of 55
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
LFMS FY 2016 per pupil allocation:
CATEGORY
CODE
ORG
Supplies
561000
Grades 6-8
Instrument Repair
Special Education I
Special Education II
Special Education III
Special EducationIV
Special Education V
Gifted
ESOL
Remedial Education
Title I
Media
Guidance
Forms
Administrative
108100LF
108100LF
202100LF
203100LF
204100LF
205100LF
206100LF
211100LF
221100LF
131022LF
002100LF
002400LF
002400LF
11,376
70
2,080
300
2,750
1,800
375
2,520
840
1,680
1,680
Art Supplies
Science
Supplies
Textbook
Replacement
561011
561012
564100
1,067
-
1,067
-
Other
9,954
-
420
(553000)
10,920
(564200)
750
(558000)
Postage
Books, Periodicals
Administrative Travel
25,471
Total
1,067
Total
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 54 of 55
1,067
$
9,954
49,648
12,090
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 55 of 55