Strategic Plan Level: Durham Middle School
(Middle School)
2015-16 Cobb County School District Strategic Plan
Long Range Board Goal 1: Vary learning experiences to increase success in college and career pathways.
District Focus Areas and Priorities 2016-2019
Focus Area:
Vary learning
experiences to
increase success
in college and
career pathways.
Focus Priorities:
(Based on priorities identified by IE2,
AdvancEd-AdvEd, Superintendent-S,
and Academic Division-AD)
1. Organize student performance data
through CTLS for full accessible use by
teachers and school leaders. (S) (AdvED)
2. Organize, examine, and adjust
instruction based on student progress
monitoring data. (AD)
Results
Of Key
Actions:
(Due June
15, 2016)
Focus
Priority
Status:
NM =
Not Met
IP = In
Progress
M = Met
N/A
N/A
2015-16 Aligned Actions and Measurements (Due June 30, 2015)
Key Actions:
(List as many actions as needed in
each box.)
N/A
Use data routinely in order to
differentiate instruction and
adjust instructional focus.
Focus on special education
support strategies and
specialized instruction to impact
student progress.
3. Develop and deliver flexible formative
assessments in all core content areas for
monitoring student progress and
adjusting instruction to meet individual
student learning needs. (S)
Plan common formative and
summative assessments for each
instructional unit through
collaborative teams
4. Align critical professional learning by
grade level/content area and ensure
access for all teachers. (AD)
Provide one release day per
semester for data team training,
analysis of assessments, and
creation of common assessments
Measured by:
(Formative
and/or
Summative)
Owner(s):
Resources
Needed:
N/A
N/A
N/A
SLO assessments
and analysis of
teacher-created
common
formative and
summative
assessments;
student
grades/academic
performance
Formative: TKES
observations,
anecdotal, Unit
Plans &
Reflections
Summative:
Student data on
assessments
(teacher created
and state tests)
Data team
results, CCRPI
Scores,
anecdotal,
survey results
All teaching
faculty
members
Thursday
grade levels;
SFSD/Cell
tower funds
for release &
training
Teachers and
Admin
Thursday
grade levels;
Release time
through
SFSD/Cell
tower funds
for training
and planning
Admin
Thursday
grade levels;
SFSD/Cell
tower funds
for release &
training
5. Increase percentage of students
reading on grade level. (S)
(Based on CCRPI 2014 Reading Scores)
Implement Read 180 for our
lowest 25%ile in 8th grade and
our ELL students;
Identify by name students not
reading on grade level (SRI or
other district measure);
CCRPI scores,
class
performance, SRI
scores, teacher
assessments
Admin and
teachers
Extended Day
funds;
Thursday
grade levels;
SFSD/Cell
tower funds
for release &
training
Data team
results, CCRPI
Scores,
anecdotal,
survey results
CCRPI scores,
class
performance,
math scores,
teacher
assessments
Admin and
math teachers
Thursday
grade levels;
SFSD/Cell
tower funds
for release &
training;
SOS tutors
RTI Data
Collection;
monitored
monthly
Teachers,
Counselors,
and Admin
None
Provide RTI or other strategic
intervention (Extended Day
tutoring, etc.) for students below
grade level;
6. Increase percentage of student
performance in math/algebra at every
grade level. (S)
(Based on CCRPI ES-MS Math & HS
Algebra Scores)
7. Increase number of students
academically completing every grade.(S)
Focus on student literacy and
writing skills (continued from
2014-15) via engaging classroom
strategies that integrate literacy
into all content areas.
Invite students below the 30th
percentile to Extended Day
tutoring.
Identify by name those students
not performing on grade level
and provide strategic
interventions to include:
1. Wildcat Tutoring
(Extended Day)
2. SOS Club
3. RTI process
4. Study Skills Class
Utilize Data Teams/Common
Assessment strategies to identify
students needing remediation or
additional help in math.
Monitor actively, and provide
interventions for students at risk
of retention through the
following methods:
RTI Process
Wildcat Tutoring
Study Skills
SOS Club
8. Other:
(Priorities specific to school, division, or
area. Can be multiple.)
Purchase, train teachers, and
utilize Gizmos online resources in
science and math classes to
increase student engagement
Data team
results, CCRPI
Scores,
anecdotal,
survey results
CCRPI scores,
class
performance,
math & science
scores, teacher
assessments
Principal &
Science/Math
teachers
Instructional
funds
Long Range Board Goal 2: Differentiate resources for students based on needs.
District Focus Areas and Priorities 2016-2019
Focus Area:
Differentiate
resources for
students based
on needs.
Focus Priorities:
(Based on priorities identified by IE2,
AdvancEd-AdvED, Superintendent-S,
and Academic Division-AD)
Identify local school innovations through
system flexibility to increase student
achievement. (IE2)
Divisionally support local school
innovations identified through system
flexibility for increasing student
achievement. (IE2)
NA
Results
Of Key Actions:
(Due June 15,
2016)
NA
Focus
Priority
Status:
NM = Not
Met
IP = In
Progress
M = Met
NA
N/A
N/A
N/A
2015-16 Aligned Actions and Measurements (Due June 30, 2015)
Key Actions:
(List as many actions as needed
in each box.)
Owner(s):
Resources
Needed:
NA
Measured by:
(Formative
and/or
Summative)
NA
NA
N/A
N/A
N/A
Provide targeted resources for students:
1. not reading on grade level (Lexile)
2. unsuccessful in Math/Algebra
(Based on 2014 CCRPI Math/Algebra
scores)
3. not on-track for graduation (S)
1. Implement Read 180 in 8th
grade and ELL classes; Provide
all students in grades 6 and 7
with daily reading instruction as
a separate course with a focus
on reading skills and strategies.
2. Re-design Extended
Day/Wildcat Tutoring Program
to target specific weaknesses in
each subject.
Data team
results, CCRPI
Scores,
anecdotal,
survey results
CCRPI scores,
class
performance,
reading SRI
scores, teacher
assessments
Admin and
teaching
staff
Instructional
funds to
maintain
Read 180 –
and perhaps
extend to 7th
and 6th
grades
N/A
N/A
Admin and
teachers
SFSD and
Cell Tower
Funds
(applied for)
3. RTI process revamped to
meet monthly and help teachers
carve out time to discuss
strategies to help students be
more successful;
Implementation of the Study
Skills Connections class to
support students struggling
academically through targeted
interventions, contracts, and
support with organization, work
habits, and work completion.
Identify and provide resources to
increase opportunities for advanced, onlevel, and remedial students to earn
initial credit, embedded credit, dual
credit, recovered credit, distance
learning, and certifications in areas of
student interest. (AD)
Other:
(Priorities specific to school, division, or
area. Can be multiple.)
N/A
Provide a release day (1 per
semester) to all content-area
teams to work together to
create and analyze common
assessments, and create the
plans to address student needs
N/A
Improved
achievement
data, student
performance,
CCRPI
Achievement
Score
N/A
Long Range Board Goal 3: Develop stakeholder involvement to promote student success.
District Focus Areas and Priorities 2016-2019
Focus Area:
Develop
stakeholder
involvement to
promote student
success.
Focus Priorities:
(Based on priorities identified by IE2,
AdvancEd-AdvEd, Superintendent-S,
and Academic Division-AD)
Seek and evaluate stakeholder input for
critical processes. (AdvED)
2015-16 Aligned Actions and Measurements (Due June 30, 2015)
Key Actions:
(List as many actions as needed in
each box.)
Measured by:
(Formative
and/or
Summative)
Review stakeholder survey data
with staff during pre-planning
and with School Council
Data team
results, CCRPI
Scores,
anecdotal,
survey results
CCRPI scores,
class
performance,
math scores,
teacher
assessments;
course
syllabus
Implement initiatives based on
data:
1. Admin attend weekly
collaborative meetings
2. Team Leaders meet
monthly with principal
to discuss current issues
3. RTI process - teams
meet monthly
4. 504 & RTI process are
managed by counselors,
mentored by SSA
5. Data teams meet each
Wednesday to create
common assessments
and plan for instruction,
remediation, and
enrichment.
Enforce grading consistency to
ensure that all teachers are
grading using percentages (out of
100%). This helps with better
clarity and fairness for all
students, and assists parents in
better interpreting and
understanding grading
procedures.
Owner(s):
Admin and
teachers
Resources
Needed:
SFSD and Cell
Tower Funds
(applied for)
Results of
Key
Actions:
(Due June
15, 2016)
Focus
Priority
Status:
NM =
Not Met
IP = In
Progress
M = Met
Other:
(Priorities specific to school, division, or
area. Can be multiple.)
Continue to build and develop
the DMS Foundation
Improve parent perception of
school by updating/refreshing
the building, partnering with
churches and community
businesses.
Increase number of Partners in
Education and program offerings
(school play, etc.)
Provide clear and consistent
parent and staff communication
by streamlining PTSA eblasts on
Sundays, School e-blasts on
Wednesdays, and Friday memo
to all staff members.
Stakeholder
survey data;
school climate
rating
Principal
None
Long Range Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence.
District Focus Areas and Priorities 2016-2019
Focus Area:
Recruit, hire…
Focus Priorities:
(Based on priorities identified by IE2,
AdvancEd-AdvED, Superintendent-S,
and Academic Division-AD)
Seek and hire teachers who meet the
qualifications for a highly effective
teacher. (IE2)
2015-16 Aligned Actions and Measurements (Due June 30, 2015)
Key Actions:
(List as many actions as needed
in each box.)
Measured by:
(Formative
and/or
Summative)
Survey data,
retention, and
school climate
ratings
Owner(s):
Resources
Needed:
Principal
None
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Trend data
from surveys,
observation,
student
performance
on common
assessments,
and
stakeholder
feedback
(teachers,
parents,
students);
teacher
retention rate
Administrati
on and
teachers
Mentors,
trainings in
progress
monitoring/
data teams
Re-design interview questions to
promote better, more in-depth
interviews.
Hire special education teachers
for special education openings
to change the culture of SPED at
Durham
Support and
retain
employees for
highest levels of
excellence.
Seek and hire school administrators
who meet the qualifications for a
highly effective school leader and
who are best suited for the school’s
environment. (IE2)
Support local school teachers and
leaders to improve retention rate.
(IE2) (S)
Ensure that teachers are highly
trained in the standards, learning
engagement strategies, formative
assessments, and student progress
monitoring. (AD)
Assign all new staff members a
mentor.
Meetings weekly with all new
special education teachers and
the SSA to assist in meeting
timelines, answering questions,
etc.
Hold weekly grade level
meetings to address data team
needs, instructional strategies,
assessment strategies, and
student progress monitoring
methods (CTLS, iRespond,
benchmarks, etc.)
Results of Key
Actions:
(Due June 15,
2016)
Focus
Priority
Status:
NM = Not
Met
IP = In
Progress
M = Met
Fully implement and evaluate state
system of teacher and leaders
evaluation (TKES and LKES).
Use results of TKES and LKES to
improve professional performance
(IE2)
Other:
(Specific to school, division, or area.
Can be more than one.)
N/A
Reflect upon instruction,
administration, and current
practices.
N/A
Trend data
from surveys,
observation,
student
performance
on common
assessments,
and
stakeholder
feedback
(teachers,
parents,
students)
N/A
Admin and
teaching
staff
N/A
None
N/A
Key Trend Data
Indicator
2012
2013
2014
2014 District Mean
2015
Elem.
Middle
High
4-Year
Graduation Rate
(Data Source: CCRPI)
N/A
N/A
N/A
N/A
N/A
N/A
78.2%
5-Year
Graduation Rate
(D.S: CCRPI)
N/A
N/A
N/A
N/A
N/A
N/A
78.8%
Lexile Levels
5th grade
(D.S.: CCRPI)
N/A
N/A
N/A
N/A
75%
N/A
N/A
Lexile Levels
8th grade
(D.S.: CCRPI)
95.8
93.5
94.7
TBD
N/A
82%
N/A
Lexile Levels
11th grade
(D.S: CCRPI)
N/A
N/A
N/A
N/A
N/A
N/A
56%
On-Track for
Graduation
85.7
85.8
58.2
TBD (Feb)
90%
88%
78%
Career
Ready
100%
100%
100%
TBD
95%
92%
55%
Advanced
Academics
NA – Sept
NA – Sept
NA – Sept
NA-Sept
15%
40%
50%
Stakeholder
Satisfaction
(Annual AdvancED Survey)
NA
NA
78.4%
80.4%
89%
76%
73%
CCRPI Score
90.7
91.8
88.9
73
81
76
Iowa Reading
Grade 3
N/A
N/A
N/A
N/A
69%
N/A
N/A
Iowa Reading
Grade 7
Not available
82.4%
77.2%
76.5%
N/A
60%
N/A
TBD (Feb)
Middle School Level Calculation Guide
Indicator
Description
Numerator
Denominator
Details and Data Sources
Lexile Levels
Middle
Schools
Percent of students in grade 8 achieving a
Lexile measure greater than or equal to the
following on the EOG: 1050
Students scoring
a Lexile measure
≥ 1050 (8th)
Students with
a valid Lexile score
on the EOG
Data for this element is extracted
from the EOG data file and
include students with valid
scores.
On-Track for
Graduation
Percent of students in grade 8 passing at least
four courses in core content areas (ELA, Math,
Science, Social Studies, and World Language)
Unduplicated count of grade 8
students passing courses in four
core content areas (ELA, Math,
Science, Social Studies, and
World Language)
Total enrollment in grade 8
Data extracted
from Synergy Gradebook
Career
Ready
Percent of students with a complete statedefined Individual Graduation Plan by the end
of grade 8
Unduplicated count of students
in grade 8 with a complete IGP
Total enrollment in grade 8
Will be collected via Student
Records
Advanced
Academics
Percent of students enrolled in Middle School
AC classes
Unduplicated count of students
in grades 6-8 enrolled in Middle
School AC classes
Total Enrollment of grades 6-8
Course information in Synergy
Stakeholder
Satisfaction
Percent of positive responses to all items
included on the AdvancEd surveys (parents,
students, staff)
Number of positive ("Strongly
Agree" and "Agree") responses
on the AdvancEd surveys
Total number of responses
excluding "No Answer" or "No
Basis to Judge"
School Improvement Survey
Report, Page 2 - Provided by the
Office of Accountability
Iowa Reading
Grade 7
Percentage of students in grade 7, scoring ongrade level in reading
(On-grade level = 7.1 or above)
Number of 7th grade students
scoring on-grading in reading
Number of 7th grade students
with a valid test score in reading
Riverside Data Manager
CCRPI
State accountability system whereby Georgia
schools earn up to 100 points, based on
required performance measurements
NA
NA
Georgia DOE