Georgia Department of Education
Title I Schoolwide/School Improvement Plan
School Name: Coan Middle School
School Mailing Address: 145 Fourth Avenue, SE Atlanta, GA 30317
LEA Name: Atlanta Public Schools
LEA Title One Director/Coordinator Name: Andrea Farris-Moore
LEA Title One Director/Coordinator Signature:
Date:
LEA Title One Director/Coordinator Mailing Address: 130 Trinity Ave., SE Atlanta, GA
Email Address: bbockman@atlanta.k12.ga.us
Telephone: 404-802-6600
Fax: 404-802-6698
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 1 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SWP Template Instructions
Notes:
 All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed.
When using SWP and SIP checklists all components/elements marked as “Not Met” need additional
development.

Please add your planning committee members on the next page.

The asterisk (*) denotes required components as set forth in Section 1114 of the Elementary and Secondary
Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in this document.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 2 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Title I Schoolwide/School Improvement Plan
SWP Components
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that
may affect achievement.
Response:
A. We have developed our schoolwide plan with the participation of individuals who will carry out the
comprehensive schoolwide/school improvement program plan. Those persons involved are listed in the
Planning Committee chart. The ways they were involved were in reviewing the school’s data for the last three
years, identifying the school’s areas of strengths and needs, and setting SMART goals to improve the school’s
areas of needs.
B. We have used the following instruments, procedures, or processes to obtain this information:
1.
Highly Qualified Teachers, as deemed by the Georgia Professional Standards Commission, delivering
instruction to students on a daily basis.
2.
The use of the CCGPS to develop and implement lessons and assessments for all core content areas
3.
Teachers assess student mastery of the Common Core Georgia Performance Standards (CCGPS)
through daily observations, as well as formative and summative assessments.
4.
Professional Learning Communities (PLC) that meet on a regular basis to discuss student
achievement, instructional strategies, assessments, rubrics, and ways to compact and differentiate both
teaching and learning.
5.
Instructional Meetings to discuss and review student data, discuss researched-based best practices, and
redeliver system-wide initiatives (SST/RTI, co-teaching models, least restrictive environment) to
improve student achievement.
6.
Faculty Meetings to redeliver and discuss state and system-wide initiatives (Teacher Keys Evaluation
System, REP) to ensure research-based practices are implemented with fidelity in classrooms.
7.
Regular teacher-parent conferences to discuss students’ strengths and progression to mastery of
CCGPS.
8.
Before-school and after-school tutorials led by classroom teachers.
9.
Coan provides a rich selection of identified professional development sessions in the following areas:
Pyramid of Intervention (RTI and SST), integrating technology in the classroom (teacher webpages,
on-going Promethean training, interactive websites), effective instructional strategies for teachers,
transition to Coan monthly meetings for new teachers, how to differentiate for all learners, on-going
assessments for learning, and data digs.
10.
Disaggregated data collected and published by the Georgia Department of Education (GaDOE) and
the Atlanta Journal Constitution on achievement and assessments of our students continue to be
shared amongst our parents, teachers, students and all other stakeholders.
11.
Data tracking of pre- and post-assessments in all classes to ensure differentiation and re-teaching
occurs in classes as needed in order for students to demonstrate mastery of the CCGPS.
The comprehensive needs assessment will be done by reviewing any data providing supporting information for
the established 2012-2013 goals. These data sources include Criterion-Referenced Competency Test (CRCT)
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 3 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that
may affect achievement.
results, Computer Adaptive Test (CAT) results, test scores, attendance and Department of Special Education
goals. The academic performance of the students who are entering the school as well as those who are
currently attending the school will be considered and, if necessary, the 2012-2013 goals may be revised.
C. We have taken into account the needs of migrant children. Presently, the district does not have a migrant
population in need of service. If we receive migrant students, we will contact the district migrant liaison and
follow the prescribed procedures.
We have reflected current achievement data that will help the school understand the subjects and skills in
which teaching and learning need to be improved. This information is summarized in the Comprehensive
Needs Assessment Chart below.
Teachers receive feedback on their instructional practices in multiple ways. The principal and assistant
principal will provide teachers with feedback using the Teacher Keys Evaluation System (TKES). The
school’s two instructional coaches will conduct informal observations and provide feedback to inform teachers
about their implementation of instructional practices for the purpose of improving these and raise student
achievement.
APPENDIX A - Disaggregated Data
Comprehensive Needs Assessment
SUBJECT
READING
ENGLISH/LANGUAGE ARTS
MATHEMATICS
SCIENCE
SOCIAL STUDIES
WRITING
GRADE
6th
7th
8th
6th
7th
8th
6th
7th
8th
6th
7th
8th
6th
7th
8th
8th
2011
91%
89%
93%
83%
96%
86%
46%
81%
59%
34%
70%
38%
39%
27%
41%
76%
2012
96%
92%
88%
84%
87%
92%
53%
78%
54%
39%
82%
61%
45%
36%
44%
85%
DIFFERENCE
5
3
-5
1
-9
6
7
-3
-3
5
12
23
6
9
3
9
D. We have based our plan on information about all students in the school and identified students and groups of
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 4 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that
may affect achievement.
students who are not yet achieving to the State Academic content standards [the Common Core Georgia
Performance Standards (CCGPS)] and the State student academic achievement standards including
 Economically disadvantaged students, who make up almost the entire school. Our plan addresses the fact
that these students may need additional resources to achieve academically. These students also benefit
from additional support services in the school (Graduation Coaches, enrichment opportunities through
local partnerships).
 Students from Major racial and ethnic groups as these students make up almost the entire population of
Coan Middle School. Historically there an achievement gap between White and Black students has
existed in Atlanta Public Schools. This plan includes resources to make the curriculum more accessible to
all students, particularly those who historically have not demonstrated mastery of standards on the CRCT.
 Students with disabilities is a subcategory of concern as the achievement gap between Coan’s regular
program students and students with disabilities is at least ten scale score points for each subject tested on
the CRCT in all grade levels. These students will benefit from additional support in reading instruction,
aligning their learning goals with instructional delivery models, and
 Students with limited English proficiency are currently not a subgroup at Coan Middle School. Should
these students enroll, Coan Middle School will ensure that they receive instruction from a certified ESOL
Teacher, and this teacher would collaborate with all content areas to ensure best practices and appropriate
instructional accommodations were implemented.
E. The data has helped us reach conclusions regarding achievement or other related data.
 The major strengths we found in our program were in the Reading and English/Language Arts programs,
as most students are scoring in either the Meets or Exceeds categories in all grade levels. Students are
able to comprehend what they read, understand utilize different forms of media, apply knowledge of
grammar and sentence structure, and use their knowledge of the writing process to answer questions.
 The major needs we discovered were in the areas of Mathematics, Science, and Social Studies. The 7th
and 8th grade sciences have the largest gains in the number of students who are meeting and exceeding
state expectations, but the overall percentage of students who are at least meeting the standard is not as
high as Reading and English/Language Arts for two consecutive years.
In 6th grade science, mathematics, and social studies, the percentage of students demonstrating mastery is
less than 55. Students in all grade levels struggle with the Mathematics domain of Number and
Operations and the Social Studies domain of History.
 The needs we will address are increasing our percentage of students scoring in Level 2 in mathematics,
science, and social studies by decreasing our percentage of students scoring in Level 1 in these areas;
decreasing the gap in scale score points between general education students and special education
students; increasing the percentage of students moving from Level 2 to Level 3 in all core subjects.
 The specific academic needs of those students that are to be addressed in the schoolwide program plan
will be to increase reading fluency and comprehension, particularly with regard to informational texts.
This will enable students to process and comprehend information in science and social studies classes,
ensuring greater accessibility to and mastery of the curriculum. We will address underlying skill deficits
in mathematics (multiplication and division, fractions and decimals, integers) so students are able to use
these skills when working with CCGPS in all grade levels.
 The ROOTCAUSE/s that we discovered for each of the needs were a consistent lack of content
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 5 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*1.
A comprehensive needs assessment of the entire school that addresses all academic areas and other factors that
may affect achievement.
knowledge by all academic teachers, lack of consistent and meaningful professional development for
teachers to ensure research-based practices and lessons aligned to the CCGPS are implemented in all
classes, and Level 1 students not benefiting from appropriate interventions in previous grade levels.
F. The measurable goals/benchmarks we have established to address the needs were pre-tests in each academic
subject to identify students’ prior knowledge and areas of weakness, two checkpoints during the year (October
and February) to monitor students’ progress towards mastery of standards. We will use the Computer
Adaptive Tests (CAT) to benchmark Reading, Language Arts, and Mathematics. Science and Social Studies
will use a test aligned to the CCGPS for their benchmarks. Additional intervention will be provided for
individuals who are not making progress at the checkpoints.
*2.
Schoolwide reform strategies that are scientifically researched based, directly tied to the comprehensive
needs assessment and academic standards.
Response:
This year the school will implement Individual Learning Plans (ILPs) for all students based on their results
on the CRCT taken in Spring of 2012 or pre-tests aligned to the CCGPS taken at the beginning of the 2013
school year. Students will meet with their team of core teachers once these results are calculate to set goals
for all classes during the 2012-2013 school year.
This team will administer at least two benchmarks during this school year to track progress toward the
learning goals. After these benchmarks, the student, teachers, and parents will meet to discuss the student’s
progress toward his/her goal, decide what additional work and support is needed to achieve this goal, and, if
needed, adjust the student’s final goal to ensure it is both appropriate and reasonable while at the same time
it pushes students to work toward their upper limits.
2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed
Georgia’s proficient and advanced levels of student performance.
A. Response:
The ways in which we will address the needs of all children in the school, particularly the needs of students
furthest away from demonstrating proficiency related to the State’s academic content and student academic
achievement standards, are to use the Pyramid of Intervention. The Pyramid of Intervention is an integrated
system of service for delivery to low performing students. This prevention mode is designed to find and
provide students at-risk with effective instruction, learning and interventions.
Students with disabilities are served through in the Least Restrictive Environment (LRE) for Language Arts
and Mathematics. Students learning needs are evaluated by the student’s team to determine if the
appropriate placement is Resource or Inclusion. Teachers will continue to monitor students’ progress
toward mastery of standards and, if necessary, meet as a team to discuss academic placement.
Students identified as academically gifted students are served for one segment per day by a gifted certified
teacher. These teachers assist other teachers on their team in designing lessons and projects that
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 6 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
2(a). Schoolwide reform strategies that provide opportunities for all children in the school to meet or exceed
Georgia’s proficient and advanced levels of student performance.
differentiate instruction for these learners in order enable them to master content standards.
2(b). Are based upon effective means of raising student achievement.
B. Response:
The Following are examples of the SCIENTIFICALLY BASED RESEARCH supporting our effective
methods and instructional practices or strategies including use of the seven-step lesson plan that includes the
four stages of the learning process (engagement, exploration, explanation, and elaboration), graphic
organizers, problem-based learning, inquiry lessons
Teachers will incorporate a variety of teaching techniques based on student needs and learning styles.
Groups will be monitored through informal and formal assessments, pre/post assessments, Atlanta Public
Schools common assessments, CRCT Coach Books, teacher observation, rubrics that correlate with specific
assignments and quarterly skills checklists and performance based assessments. Results of these
assessments will be monitored and daily instruction will be adjusted accordingly.
Also, we have bi-weekly Professional Learning Communities (PLC) Meetings to allow collaboration of
colleagues to discuss effective strategies for meeting the needs of all students. These sessions will enable
teachers to vertically align the CCGPS in all content areas and establish learning expectations for each
grade levels.
2(c). Use effective instructional methods that increase the quality and amount of learning time.
C. Response:
We will increase the amount and quality of learning time by implementing a master schedule that include 75
minute classes for all academic subjects, before-school and after-school tutorial sessions with teachers from
Coan Middle School, partnering with the Georgia State Academic All-Stars tutorial program, and push-in
tutors for mathematics classes through Emory READS to provide individual attention for Level 1 students.
This year Coan will use its REP teachers to co-teach in mathematics classes at each grade level to ensure
students receive small group instruction and timely intervention to address underlying skill deficits. These
teachers will collaborate with the grade level mathematics teacher to provide re-teaching opportunities, as
well as acceleration opportunities when appropriate, to ensure students master mathematics standards.
We are focusing our efforts on assessing students to diagnose weak areas and analyzing current data to
highlight areas of need to create a foundation for the eventual success and movement of all of our students.
The support of the Connections classes and our plans for reading and writing across the curriculum will also
reinforce the language and reading skills of our students.
Also, all students will participate in the Accelerated Reading Program which monitors progress and
comprehension of reading throughout the curriculum on a regular basis. Another tool that will be used
throughout the school year in each classroom will be a Data Tracking system for all summative assessments
to monitor students’ mastery of standards as they are addressed in classes.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 7 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
2(d). Address the needs of all children, particularly targeted populations, and address how the school will
determine if such needs have been met and are consistent with improvement plans approved under the
Elementary and Secondary Education Act of 1965 (ESEA).
Response:
Students identified as needing support in reading through class performance and low CRCT scores will be
provided an opportunity for reading enrichment as a Connections class. A Student Achievement Plan will
be created to highlight content areas of weakness for each student. This plan will be supported by our
counseling team and graduation coach. Through analyzing the collected test data, teachers will develop an
Individual Student Plan that focus on the areas of need for Special Education student, as well as students
not demonstrating mastery on the CRCT.
All teachers will continue to modify reading assignments and provide heterogeneous reading groups for
daily instruction with this targeted group. RTI strategies will be given on a case by case basis based on the
needs of the students. Students are provided daily instruction in grammar and usage through the use of a
grammar workbook in the Language Arts classes. Speaking, writing, and listening skills will be
demonstrated in all classes through the use of journals, responses to current events, dramatic interpretations
and skits, role-playing and oral presentations. Mentors from business partnerships, student teachers, and
connections teachers will assist with additional tutorial for students that are currently at Level 1 or low
Level 2.
2(e). Must include documentation to support that any educational field trip used as an instructional strategy
is aligned to the comprehensive needs assessment found in the schoolwide plan and must be connected
to the support of assisting students to achieve proficiency or advanced status in relation to the State
Academic content standards. Documentation must be provided during the budget approval process.
Required based on FY12 US ED monitoring.
Response:
Coan Middle School will provide students with several educational field trips this year, though none of
them will be paid for with Title I funds. These field trips are aligned to the CCGPS at each grade level,
and they will provide students’ with needed exposure to make real world connections for our students.
These field trips include the Tellus Museum (6th Grade Science), Jekyll Island 4-H Center (7th Grade
Science), Carlos Museum (6th and 7th Grade Social Studies), Etowah Mounds (8th Grade Social
Studies),Oakland Cemetery (8th Grade Social Studies).
*3. Instruction by highly qualified professional staff.
Response:
100% of Coan’s staff is considered Highly Qualified as deemed by the Georgia Professional Standards.
These teachers are recruited all year round through teacher recommendations with appropriate supporting
professional data, from a pool of candidates participating in Teach For America, as well as at the annual
APS district Recruitment Fair. Coan maintains relationships with local and regional universities who
graduate Highly Qualified teaching candidates.
*3(a).
Strategies to attract highly qualified teachers to high-needs schools.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 8 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
*3(a). Strategies to attract highly qualified teachers to high-needs schools.
A. Response:
We will provide instruction by highly qualified teachers who meet the standards established by the state of
Georgia Professional Standards Commission (GPS). If a teacher has a non-renewable certification, he or she
will be required to enroll in a GPS approved program to obtain a clear and renewable certificate. (Use HiQ
Report and school staff roster. Indicate how certification deficiencies are being addressed.)
*4. Professional development for staff to enable all children in the school
Response:
A. We have included teachers, principals, paraprofessionals and, if appropriate, pupil services personnel,
parents, and other staff in our staff development that addresses the root causes of our identified needs.
APPENDIX B - Professional Development Calendar
B. We have aligned professional development with the State’s academic content and student academic
achievement standards. Coan Middle Schools provides a diverse selection of identified professional
development sessions in the following areas: Pyramid of Intervention (RTI and SST), effective co-teaching
for students with disabilities, identifying gifted learners and differentiating for their needs, integrating
technology in the classroom through use of teacher web pages, Infinite Campus, on-going Promethean
training, and effective instructional strategies for all teachers.
C. We have devoted sufficient resources to carry out effectively the professional development activities that
address the root causes of academic problems. For example instructional coaches plan with, observe, and
provide feedback to all academic teachers on a weekly basis. This is done to ensure that instructional
planning and presentation is of high quality and immediately addresses the needs of learners. If a teacher
needs additional support, the instructional coaches are available to model or co-teach lessons to demonstrate
implementation of best practices. A portion of the weekly planning sessions is devoted to addressing students
who are not demonstrating mastery of standards on formative and/or summative assessments and how to use
available resources to ensure that re-teaching occurs.
Through our local partner, Graduation Generation, teachers will be able to participate in external professional
development at Metro-RESA and Emory University to enhance their professional and content-based
knowledge. In addition, Emory University professors and students will collaborate with teachers to design
and implement lessons that address both the CCGPS and students’ learning styles. This form of hands-on
professional development is relevant and meaningful as teachers have the opportunity to use new knowledge
in their classrooms.
Professional Learning Communities are highly effective at improving teachers’ practices through their model
of collaboration and constructive feedback. Teachers use a framework of
D. We have included teachers in professional development activities regarding the use of academic assessments
to enable them to provide information on, and to improve, the achievement of individual students and the
overall instructional program in the following ways
*5.
Strategies to increase parental involvement.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 9 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Response:
A. We have involved parents in the planning, review, and improvement of the comprehensive schoolwide
program plan by inviting them to participate in the process of reviewing the data and assessing the school’s
needs, and designing a plan to address these needs.
B. We have developed a parent involvement policy included in our appendices that
 includes strategies to increase parental involvement (such as family literacy services)
 describes how the school will provide individual student academic assessment results, including a
interpretation of those results
 makes the comprehensive schoolwide program plan available to the LEA, parents, and the public
(internet, newspaper, newsletters)
 compacts required – include with policy
 Parent Involvement checklist included
APPENDIX F – Parental Involvement Policy
*6.
Plans for assisting preschool children in the transition from early childhood programs to local elementary
school programs.
Response:
A. Following are our plans for assisting preschool children in the transition from early childhood programs.
Also included are transition plans for students entering middle school or high school and entering form
private schools plus students entering our school throughout the school year.
Fifth Grade Orientation
In February, Coan will host fifth grade students from the feeder schools for a day of orientation to middle
school. Rising sixth grade students and parents participate in the sixth grade transition-in program. This
program will provide them the skills necessary to make a successful transition to middle school (i.e.
organization, interpersonal skills, and time management in short-all about teaching and learning at Coan).
Students New to Atlanta Public Schools
Students new to APS will meet with the school counselor and grade-level graduation coach to assist them as
they transition to Coan. All new students are partnered with a peer in their classes to ensure that they have a
classmate throughout the day to assist them. Coan Middle School holds parent information sessions
throughout the year to welcome new families and familiarize them with the school and community.
Sixth Grade Summer Orientation
Members of the Coan faculty and Graduation Generation offered a week-long orientation to middle school in
June. Students were able to learn about academic classes, as well as Connections and extracurricular
opportunities at the school. This is a great way to meet and greet new and old 6th grade friend as they start
off the new school year.
Eighth Grade Transition to High School
Eighth grade students will participate in a summer transition to high school program at Maynard Jackson
High School. This program will introduce them to high school curriculum, course offerings, study skills, and
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 10 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
school-wide activities. Eighth grade students will have an opportunity to participate in a high school on-site
visit that includes a tour of the facilities, information related to the small learning community programs, and
graduation requirements.
Atlanta Public Schools High School Showcase
Eighth grader students attend the High School Showcase in the spring of each year. The highlights of this
program include: graduation requirements, GHSGT, EOCT, PSAT, SAT, ACT, small learning communities
and small schools, IB programs and AP classes, HOPE and other scholarships, Project Grad, Athletics,
JROTC and extracurricular activities.
*7.
Measures to include teachers in the decisions regarding the use of assessment to provide information on, and
to improve, the performance of individual students and the overall instructional program.
Response:
A. The ways that we include teachers in decisions regarding use of academic assessment are:
Bi-Weekly Professional Learning Community (PLC’s) meet in content areas, the Department of
Special Education, and Connections (Grades 6-8)
During PLC meetings, teachers discuss the pacing of the scope and sequence for each content area, effective
feedback conferencing forms, and instructional strategies (best practices). Teachers also collaborate to
create a subject and/or grade-level standard for mastery based on rubrics and assessments, as well as share
and discuss student work samples. PLC meetings are also a time when the APS content directors
collaborate with Inman’s faculty to develop plans for Common Assessments, implementing a school-wide
writing program, and using technology to engage learners.
CRCT data was presented to evaluate performance from 2011-2012
CRCT data enables teachers to form an understanding about their upcoming students’ strengths and
weaknesses as they begin the 2012-2013 school year. The CRCT data was divided into several usable
formats: data trends by grade and subject for 2010-2012, student data by grade level, and teacher data from
2011. The student data focuses on individual student performance in each content area. The teacher data
analyzes each individual teacher’s performance based on the cohort of students, permitting teachers to look
at the specifics of their students’ scores and trends within the domains for that content area.
Individual Student Learning Goals and Data Tracking
All students at Coan Middle School will set academic goals aligned with previous performance on the
CRCT and/or pre-assessments in academic classes. Teachers will work with parents and students to
monitor progress toward this goal during two mid-year checkpoints.
Data Tracking of Summative Assessments
All teachers will use teacher-created common assessments and then track the data of the assessment. They
will use this data as a means of comparison amongst grade level teams to assess what needs to be re-taught
during class time. APS is also implementing common assessments across the district in all core content
areas.
Atlanta Public Schools Common Assessments
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 11 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Common assessments will be created by Atlanta Public Schools to align with the current scope and
sequence for each content area. These assessments will be administered periodically throughout the year
during class to monitor student mastery of the Georgia Performance Standards (GPS). Coan will use these
as either a pre- or post-assessment depending on how the assessment calendar aligns with teachers’ unit
plans.
*8. Coordination and integration of Federal, State, and local services and programs.
Response:
A. This component requires a description of how the school will implement the programs listed above, a
description of how Title I resources and other resources will be coordinated to support student achievement
goals in the school improvement plan, and a listing of all state and federal programs consolidated in the
schoolwide plan.
B. FUNDING SOURCE: FEDERAL
 Title I
(1) Instructional Coaches to support Literacy/SS and Math/Science
(2) Purchase 30 Mac laptops and cart
(3) Materials and supplies for staff development
(4) Materials and supplies for instruction
C. FUNDING SOURCE: STATE
 Early Intervention Program
(1) REP models reduces the student/teacher ratio in at least two mathematics classes per grade level
 Graduation Coach
(1) Used to help students that are in danger of failing a grade, have been previously retained, or
underperforming in academic classes
D. FUNDING SOURCE: LOCAL
 Graduation Generation (Emory University)
 Zeist Foundation
(1) Support professional development of teachers
(2) Provide students with field trips and cultural experiences in and out of the building
(3) Provides additional Graduation Coach to support students struggling to master academic standards
(4) Partner with Emory University faculty and students to support classroom instruction through
innovative lessons, understanding of student learning styles and best practices, connections to the
world around them
 Whitefoord Community Program
(1) Physical, mental, and emotional health care services for students in the Edgewood Community
8(a). List of State and local educational agency programs and other federal programs that will be included.
Response:
All resources will be used to meet the needs of teachers and students. All Federal, Local, and State funded
programs listed above will be used improve, expand, and build capacity of all stake holders within the
building. A portion of the Title 1 allotment is reserved for parent involvement activities.
APPENDIX C -Title I Budget attached
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 12 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
8(b). Description of how resources from Title I and other sources will be used.
Response:
Title I funds provide Coan Middle School with two Instructional Coaches. The Instructional Coaches will
be utilized to provide content and pedagogical professional development and support for all content areas.
The coaches will divide the academic subjects, with Ms. Boatright focusing on literacy and social studies,
and Ms. Butler focusing on mathematics and science.
Coan will purchase 30 Mac laptops and a laptop cart to ensure technology integration is accessible in all
academic classes. Students will be able to utilize these laptops in classes for research, WebQuests, practice
assessments for CCGPS, and accessing e-books.
Coan would like to purchase 6 sets of ActiveExpression and 6 ActiveSlates (2 for each grade level). Our
achievement data shows that only 50% of students are able to demonstrate mastery of mathematics, science
and social studies content in a given year. Research states that these technologies allow teachers and
students to immediately check for understanding of content during the lesson and receive immediate
feedback to eliminate misconceptions.
Coan would like to order 3 class sets (30 copies per set), as well as one consumable copy per student of
Measuring Up Science aligned to the Georgia Performance Standards for grades 6, 7, and 8 to use as a
supplemental resource in each classroom and at home. Less than 50% of 6th graders and 40% of 8th graders
were able to pass the Science CRCT (2010-2012), and while 7th grade scores have increased, students are
not moving into the Exceeds category at the same rate as the APS average. Therefore students need
additional resources to master this content in all grade levels.
Coan would like to order 3 class sets (35 copies per set), as well as one consumable copy per student of
Georgia Common Core Classroom Set - Mathematics for grades 6, 7, and 8 to use as a supplemental
resource in each classroom and at home. Only 50% of students in grades 6 and 8 are able to Meet
Expectations on the Math CRCT (2010-2012). While the 7th grade scores are stronger, they are not in line
with the APS average for the same grade/content test. Therefore students need additional resources to
ensure they are able to master this content.
Coan would like to order 3 class sets (35 copies per set), as well as one consumable copy per student of
Georgia Common Core Classroom Set – English Language Arts for grades 6, 7, and 8 to use as a
supplemental resource in each classroom and at home. While Reading and English/Language Arts CRCT
results are Coan’s strongest, students are not moving from the Meets to the Exceeds categories; this will
also be the first year Coan does not have a reading reform program to support these content areas.
Therefore we need additional resources to ensure mastery levels maintained and students are moved from
Level 2 to Level 3 on the CRCT.
Coan would like to order one consumable copy per student of Social Studies CRCT Preps for grades 6, 7,
and 8 to use as a supplemental resource at home. Less than 50% of students at Coan currently meet or
exceed the CRCT in Social Studies (2010-2012 results), therefore students need additional materials to
support their understanding of this content.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 13 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Coan will purchase STAR Reading and STAR Math to provide students and teachers with real time data on
their current performance levels and academic progress in these areas. As Coan’s current achievement rates
are well below the APS average for all academic areas (reading, language arts, mathematics, science, and
social studies), additional resources to support classroom instruction is required to help increase student
outcomes. The money will be moved from Materials and Supplies purchased with the Purchase Card.
bo
8(c). Plan developed in coordination with other programs, including those under the School-to-Work Opportunities
Act of 1994, the Carl D. Perkins Vocational and Applied Technology Act, and National and Community
Service Act of 1990.
Response:
The school does not receive funds from these programs.
*9. Activities to ensure that students who experience difficulty mastering standards shall be provided with
effective, timely assistance, which shall include:
Response:
A. We are providing activities to ensure that students who experience difficulty mastering proficient or
advanced levels of academic achievement standards shall be provided with effective, timely additional
assistance. Instructional plans will reflect the use of curriculum compacting, enrichment, acceleration, tiered
instruction, and cross-curricular content and independent inquiry. Students will be administered diagnostic
tests in class to assess areas of need and to focus instruction.
Students identified as Level 1 in Reading will receive additional instruction through a Reading Connections
class. This teacher will work with students to address skills needed to become fluent readers (phonemic
awareness, fluency, comprehension, questioning, and prediction).
Coan has two Remedial Education Program (REP) mathematics teachers to provide support in at least one
mathematics class per grade level by reducing the student/teacher ratio in these classes. These teachers will
collaborate with the teacher of record to deliver instruction in small groups and assist with re-teaching
opportunities for students not mastering standards on summative assessments.
9(a). Measures to ensure that student weaknesses are identified on a timely basis.
Response:
Teachers will regularly collect data on students to inform their lesson planning and delivery of instruction for
the CCGPS. Teachers will make daily observations of students and administer formative assessment to
monitor students’ progress with material during instruction. Summative assessments will inform teachers of
students’ mastery of standards and if re-teaching needs to occur. Atlanta Public Schools will also provide
schools with Common Assessments aligned to each CCGPS unit to help teachers and schools chart progress
of material. Teachers will use data tracking chart to monitor progress of each standard during regular
instruction as well as re-teaching.
Atlanta Public Schools will also administer a Computer Adaptive Test (CAT) aligned to the CCGPS to
provide teachers with additional information of students’ mastery of standards on multiple grade levels,
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 14 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
enabling teachers to identify underlying skill deficits and address these during instruction and small groups.
9(b). Periodic training for teachers in the identification of weaknesses and appropriate assistance for identified
weaknesses.
Response:
Administrators, the Instructional Coach, Common Core Implementation Specialists, and Professional
Learning Specialists will provide model lesson plans and instructional plans, and demonstrate effective
teaching methods and strategies. These will be monitored regularly, and feedback will be given routinely to
support instructional objectives.
Teachers will utilize PLC as a safe communicative environment to discuss the curriculum and instructional
strategies in all content areas.
The Administrative team along with the Instructional Coaches and Common Core Implementation
Specialists will organize and help present model lessons to students with a specific emphasis on 6th grade
mathematics, 6th grade science, 7th grade reading, 8th grade mathematics, and 8th grade science.
The Educational Technology Specialist prepares and/or models lessons to help enhance the use of
technology in the classroom for teachers, as well as use technological resources to make the classrooms more
accessible for students and parents at home.
Teachers are encouraged to participate in continued professional development outside of the school. The
Principal provides financial assistance for professional development.
The PTA serves as parent volunteers for school functions and programs, as well as field trips.
Teachers are constantly being trained on Promethean Boards, use of ActiveVotes and/or ActiveExpressions
to provide immediate feedback, podcasting and other current technologies, flexible grouping practices, and
differentiated instruction.
9c). Teacher-parent conferences that detail what the school will do to help the student, what the parents can do to
help the student, and additional assistance available to the student at the school or n the community.
Response:
Parents are kept informed of their children’s academic progress in the form of progress reports that are given
out every 4 ½ weeks. Parents are also given access to the Parent Portal, a real-time on-line gradebook for all
subjects.
Parent conferences are also a way to stay in touch with the teachers, and ways to better support their children
at home. At each conference the individual learning goals developed for each student are reviewed. Parental
input is solicited into those learning goals or additional goals.
Letters are sent home at the beginning of the second semester to discuss students’ progress and what the
school will do to provide support to the students.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 15 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
APPENDIX D - Home School–Compact
APPENDIX E - Non Progression Letter
10. Description of how individual student assessment results and interpretation will be provided to parents.
Response:
Individual CRCT scores are mailed to each student every June, with an explanation of the scores provided
by Riverside Publishing (vendors for the CRCT reports).
Benchmark scores are shared with parents and students during the fall and spring Advisor-Advisee
conferences. All parents are invited to attend these conferences to monitor progress toward mastery on
students’ Individual Learning Plans (ILPs). Benchmark results are also shared during parent-teacher
conferences. As benchmark scores are to inform teacher practices and highlight students’ strengths and
weaknesses, we do not disseminate them in isolation.
11.
Provisions for the collection and disaggregation of data on the achievement and assessment results of
students.
Response:
Disaggregated data (collected and published by the Georgia Department of Education, and the Atlanta
Journal Constitution) on achievement and assessments of our students continue to be shared amongst our
parents, teachers, students and all other stake-holders.
The purpose of the disaggregation of the data is for teachers to review for the upcoming school year to help
determine areas of strengths and weaknesses for students next year. This evaluation will serve as a gauge
for administrators to help determine professional development needs at Coan Middle School.
12. Provisions to ensure that disaggregated assessment results for each category are valid and reliable.
Response:
The Georgia Criterion Reference Competency Test (GCRCT) is a state test that has been determined to be
reliable and valid by the state of Georgia.
Coan Middle School strives to have 100% student participation for the CRCT. Test dates are publicized to
all parents well in advance of testing on the Coan Middle School website and Team Newsletters. A makeup schedule for testing is established during the testing window to ensure that students who are absent have
the opportunity to take the test. If a student is absent during the CRCT, parents are notified via phone call.
Members of the Coan Middle School community assist the school by providing transportation if special
accommodations are needed during testing.
By attaining 100% participation in testing, we are able to ensure that all disaggregated assessment results
are an accurate representation of all subgroups and categories at Coan Middle School.
13. Provisions for public reporting of disaggregated data.
Response:
All disaggregated data and test scores will be collected and published by the Georgia Department of
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 16 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Education website. The Atlanta Journal Constitution will report AYP status for each school once they are
released by the Georgia DOE. The school publishes data on its school website and the Inman Insight
(monthly newsletter). Additionally, score reports for the school will be housed in the main office of the
school.
APPENDIX A - Disaggregated Data
14.
Plan developed during a one-year period, unless LEA, after considering the recommendation of its technical
assistance providers, determines that less time is needed to develop and implement the schoolwide program.
Response:
The reporting of the school-wide plan was initially written in 2008 after CRCT scores were published. The
school wide plan is revised annually after CRCT results and APS Targets are compiled and analyzed. The
2012-2013 plan was written following these results.
15.
Plan developed with the involvement of the community to be served and individuals who will carry out the
plan including teachers, principals, other school staff, and pupil service personnel, parents and students (if
secondary).
Response:
The Coan Middle school Title I School-wide plan was developed with the following members: Principal,
Assistant Principals, Instructional Coaches, Counselors, Media Specialist, Local School Council, parents
and all teachers.
See Chart – Planning Committee Members
16. Plan available to the LEA, parents, and the public.
Response:
The Coan Middle School Title I School wide Plan will be available to the LEA Executive Director and the
Office of Federal Grants and Programs at the District office, East Region office, school office, parents and
community. Coan Middle School will post on the school’s marquee that we operate a School-Wide Title I
program.
The full plan will be available to parents and the public in the school’s Front Office. The plan will be
summarized on the Coan website. The plan was presented to parents at the August Open House and will be
revisited at the September Curriculum Night to ensure parents have multiple opportunities to learn about the
plan and contribute input to the plan.
17.
Plan translated to the extent feasible, into any language that a significant percentage of
the parents of participating students in the school speak as their primary language.
Response:
At the current time English is the language of the significant percentage of Coan Middle School based on
the responses from the Home Language Surveys. If in the future another language is the language of
significant percentage of the parents, the plan will be translated into that language. The plan will also be
translated to another language upon parental request.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 17 of 18
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
18. Plan is subject to the school improvement provisions of Section 1116.
Response:
The Coan Middle School Title I School-wide Plan is subject to the school improvement provision of section
1116. All schools in the State of Georgia are subject to this school improvement provision; therefore it
needs to be stated.
The school wide planning team will create a collaborative culture to analyze assessments to determine the
strategies, programs and funding needed to help support students meet state standards. The supports will
improve student achievement and will show how it will assure that students with serious non-educational
problems (e.g., health and nutrition) will receive appropriate services.
Dr. John D. Barge, State School Superintendent
May 2012 ● Page 18 of 18