Local Education Agency Information
School Name: Otwell Middle School
School Mailing Address:
605 Tribble Gap Road
Cumming, GA, 30040
LEA Name: Forsyth County School System, Cumming, GA
LEA Title One Director/Coordinator: Ms. Fonda Harrison
Signature of LEA Title One Director: ______________________________Date: _____________
LEA Title One Director/Coordinator Mailing Address:
1120 Dahlonega Highway
Cumming, GA 30040
Email Address: fharrison@forsyth.k12.ga.us
Telephone: 770-887-2461 x. 202243
Fax: 770-887- 1158
FY 2015 Planning Team Members

Mr. Steve Miller, Principal, OMS

Ms. Auburn Keaveney, Assistant Principal, OMS

Ms. Amy Reutter, Forsyth County Federal Programs Specialist

Mr. David Miller, ITS, OMS

Ms. Michele Luthart, Title I Lead Teacher, Title I Mathematics Teacher, 6th Grade, OMS

Ms. Ali Cregan, Parent Engagement Coordinator, OMS

Ms. Catherine Keyser, Band Director, OMS

Mr. Chuck Shadburn, Graduation Coach, OMS

Ms. Heather Roth, Counselor, OMS

Ms. Jeanna Black, Mathematics, Grade 8, OMS
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Section I – Comprehensive Needs Assessment
Otwell Middle School is one of nine middle schools in the Forsyth County School District in
Cumming, Georgia. Located approximately twenty-five miles north of Atlanta and thirty miles south of
the Appalachian Mountains, Otwell Middle School is home to 1,167 students and 100 faculty and staff
for the 2014-2015 school year. Our sixth grade students join Otwell primarily from four elementary
schools: Whitlow, Cumming, Kelly Mill, and Sawnee. Our students continue to Forsyth Central High
School after completion of their eighth grade year. Otwell offers competitive athletic teams in football,
basketball, competition cheerleading, dance team, track and field, golf, wrestling, cross-country, and
intramural soccer. Connections classes offered are musical theater, band, health, PE, science literacy,
art, skills for adolescents (6th grade), innovations in technology, and computer literacy. We offer a wide
variety of extracurricular clubs and activities, including but not limited to: Fellowship of Christian
Athletes, Jr. Beta Club, Art Club, yearbook, chorus, Science Night, Robotics Club, and Technology Club.
Otwell’s school mission and motto sum up who we are and who we strive to be: Every child, every day,
no excuses!
For the 2014-2015 school year, Otwell’s free and reduced lunch percentage is 36.44 %.
A primary component of school improvement lies in understanding the population of all
students being served. To target the needs of the student population at Otwell, our school and planning
committee have reviewed the changing demographic patterns that have developed in the past five
years. The following table was retrieved September 2, 2014 from the Georgia Department of
Education’s website. This represents the most FTE count for March 6, 2014.
Gender
Female
Female
Ethnicity/Race
Hispanic
American Indian
Grade
Grade
Grade
TOTAL
06
07
08
140
49
51
40
4
1
2
1
3
Female
Female
Female
Female
Female
Female
Male
Male
Male
Male
Male
Male
Male
Male
School Total
Asian
Black
Pacific Islander
White
Two or More
Races
Subtotal
Hispanic
American Indian
Asian
Black
Pacific Islander
White
Two or More
Races
Subtotal
School Total
19
15
2
346
7
6
0
107
5
3
0
124
7
6
2
115
15
541
168
2
17
16
0
341
3
173
54
1
6
5
0
113
8
193
61
0
8
8
0
115
4
175
53
1
3
3
0
113
11
555
1096
5
184
357
4
196
389
2
175
350
Currently Otwell also has zero enrolled migrant students. When we do have migrant students,
they are served through the ELL program, Title I, special education, and general education programs.
The Migrant Education Office at the Georgia Department of Education provides a Current Enrollment
Report (CER) and New Participant Report (NPR) each month of the school year (if the system has new
migrant students enrolled). Ms. Kathy Jolly, Forsyth County’s Title III Coordinator, completes a Priority
for Services (PFS) form for each new student and submits it to the MEP office at GaDOE for review. PFS
students are identified per their academic needs, including mobility and EL status. All PFS students are
given priority for supplemental tutoring services based on the district's Implementation Plans approved
by the state. In addition, Ms. Jolly checks the national Migrant MSIX data base provided by USED's
Migrant Education office to review assessment and enrollment data for the student. The Georgia State
Longitudinal Data System (SLDS) in Infinite Campus also provides assessment information. Locally, the
district's Comprehensive Needs Assessment committee reviews student attendance and grades at the
end of each grading period and makes recommendations to school-based counselors and Title I
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teachers for adjustments to tutoring or other support services as deemed necessary. Ms. Jolly contacts
ELL Coordinators at each school, as well as ESOL teachers to notify them when new migrant students
arrive. They also are notified if the GaDOE MEP office designates a migrant student as PFS.
The following chart represents the steady increase in the economically disadvantaged subgroup
as measured by free and reduced lunch rates. Otwell serves the second highest free and reduced lunch
population in Forsyth County. The free and reduced lunch population from 2013-2014 was 36.44%.
Based on the population we serve, we have determined the following as our strengths and
areas for improvement.
Otwell’s strengths include the following:

Recognized as a Georgia Top 5% Highest Performing Title I Reward School.

Designated a Title I Distinguished School for eight consecutive years.

Recognized as a 2008 Georgia School of Excellence.

Achieved 99% passing for reading section of the CRCT for 6th, 7th, and 8th for 2011-2012 school
year.
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
Commended in the GAPSS Analysis for the school faculty and staff’s commitment to exhibit a
positive commitment to student academic, social, and emotional growth.

Commended in the GAPSS Analysis for having teachers who feel empowered by school
leadership to initiate improvement efforts, and the leadership team participates in shared
decision-making and distributive leadership.

Continued achievement meeting target performance levels for the Georgia Alternative
Assessment program In Special Education.

Produced four Forsyth County Teachers of the Year winners in the past nine years: Ronnie
McNeese, 2005; Mike Sloop, 2006; Melissa Sessa, 2007; and Jenna Ward, 2009. One of these
county winners, Sessa, continue to teach at Otwell, while Mr. Sloop and Mr. McNeese currently
serve as administrators within the county.

Received the Golden Plate award for two consecutive years for the cafeteria workers’
outstanding service in providing school lunches.

Earned State Counselor of The Year Award, Ms. Heather Roth.

Placed first and second in the 2012 Georgia E-cyber Mission challenge with Ms. Ward as the
science teacher sponsor.
Otwell’s areas for improvement include the following:

To continuously improve CRCT scores for all grades on the math subsection of the CRCT, with a
concentration on 8th grade which notably decreased from 96% meets and exceeds to 80% from
2011 to 2012, respectively.

To close the achievement gap as compared to the eight other Forsyth County middle schools for
mean CRCT scores in Reading, English/ Language Arts, and Math.
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
To increase the mean score on the 8th Grade Georgia Writing Assessment Meeting Standards
percentage scores. These scores have remained stagnant, while the category for the percentage
of students exceeding has continued to decrease since 2009.

To provide staff development to reflect relevant content based on the school’s needs and
student population.

To increase the parent involvement percentage through PTSA meeting attendance, parentteacher conferences, Title I parent meetings, and parent support sessions.

To improve the attendance rate for all students for increased student achievement.

To increase differentiation and higher-order thinking strategies for increased depth of
knowledge and student rigor.
Through the analysis of data and the identification of areas for improvement, Otwell has identified
the following as the root causes of these weaknesses:
a) changing demographic in student population,
b) a need to align professional development for teachers relating to the school’s areas of weakness,
c) a lack of parent involvement in school functions.
Otwell’s student demographic shift correlates with CRCT scores that have been falling below the
county average and closer to the state average since 2008. With a collapse in the American economy,
Otwell’s student population has simply been changing faster than we have provided for through
professional development.
The need for professional development with our changing demographic becomes even more
needed with the continued implementation of the Common Core Georgia Performance Standards, the
new Georgia Milestone, and the Student Learning Objective Assessments. The Common Core standards
require increased depth of knowledge, analysis and synthesis of information, and complexity of text in
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fiction and non-fiction reading. The complexity and rigor of these standards present continued
challenges as the test scores at Otwell have already fallen closer to the state average in the past five
years.
The free and reduced lunch percentage has increased from 30% to over 50% since 2008, with
the Hispanic population’s rate increasing from 14% to 26% in the same time period. Current
data reflects Otwell’s free and reduced lunch population has decreased to 38.44% for the 20132014 school year. Otwell’s attendance data shows a decrease of students with 10 or more
absences form 2012-2013 to 2013-2014 with the percentage of students with only 1-5 absences
increasing from 43% to 51%. Our goal is to continually minimize student absences to increase
academic achievement.
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Based on our areas for improvement, we have broken down our subgroups to address the learning
needs of all students, along with identifying our at-risk population. Below are graphs representing the
eighth grade scores in reading and math.
With a passing rate of 99 percent, the data show that the few students not passing are identified as
special needs.
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In math, the data show that math is historically weaker at Otwell with students identified as special
needs, ELL, and Title I as the students who are most at-risk of not passing.
To address the weaknesses described above, Otwell develops the Forsyth County School
Improvement Plan (see Appendix A for the 2013-2014 Executive Summary) at the beginning of each
school year. Each department works together to set goals for its content area with all students being
included in the plan for improvement. These goals are put together with support staff goals to create
the School Wide Plan. The academic content areas set goals with CRCT data targets, while support staff
work with ESOL, Title I, and Special Education to create goals for their students within the executive
summary. The Connections teachers support improved school attendance along with the Guidance
Department and graduation coach to increase oversight of students with the goal of having a positive
impact on academic performance. The Connections department will also implement close reads to
support reading and ELA content areas by increasing exposure to non-fiction text. This year Otwell’s
staff and leadership team determined the School Improvement goals as follows:
Note: The final CRCT administration was in the Spring of 2014. A new measure, the Georgia
Milestone, or End of Grade (EOG) Test, will be implemented for the first time in the Spring of 2015.
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This has impacted the data used to determine school improvement goals and Otwell will be focusing
on increasing the CCRPI for the 2014-2015 school year.

To increase points earned from 47.2 in Achievement for Content Mastery towards the
maximum possible points of 50 points.

To increase points earned from 11 on the Achievement Gap in all areas, with a focus on
ELA/Reading and Science, towards the maximum possible points of 15.

To maintain existing Performance Flags for all subgroups meeting Participation Rate,
Subgroup and State Performance Targets in all content areas.
 To improve the Performance Flags English Learners and Students with Disabilities subgroups
to meet Participation Rate, State Performance Target and Subgroup Performance Target in
Reading.
 To improve the Performance Flag in the Hispanic and English Learners subgroups to meet the
Participation Rate, Subgroup Performance Target and/or State Performance Target in
Science.
 To improve the Performance Flag in the Multi-Racial, English Learners, and students with
Disabilities subgroup to meet the Participation Rate, Subgroup Performance Target and/or
State Performance Target in Social Studies.
Accompanied by the data above, Otwell uses the federal survey, TINA, to rank order every student
at Otwell in relation to at-risk factors impacting academic student achievement. Every spring, fall, and
winter, teachers complete a digital survey for every student taught. (In the spring, an administrator
visits each of the primary three feeder elementary schools to complete the survey for the rising sixth
graders.) This survey asks questions to identify needs, including:
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
If a student is served in the McKinney-Vento (Homeless), Migrant, Special Education, or
Early Intervention programs.

If a student has excessive absences or has been retained/placed.

If a teacher or parent requests extra support for the student.

If the student has failing grades or did not pass the Forsyth County Interim Assessment.

If the student has low passing score or did not pass the CRCT.
The results of this survey assign point values based on the risk factors. The administrator and
teachers review the results and provide Title I program support to the students identified as most at-risk
with the highest need for supplemental academic support.
As a district, Common Core Georgia Performance Standards (CCGPS) have been prioritized for
teachers, including frameworks for guiding instruction to target the needs of our learners. Teachers at
Otwell are using the prioritized standards to target student needs through the implementation of data
teams and common formative assessments (CFA) for all students this year. Content teachers plan with
one another within the same grade level creating CFAs, which are ten question pre-assessments given to
students prior to instruction of a particular unit. Student needs are determined through teacher
analysis of these data, with teachers planning strategies and interventions for each subset of students to
guide instruction for the unit. After instruction, a post-assessment is given to determine student gains,
while also preparing for re-teach opportunities prior to a summative assessment. Teachers use the final
instructional day(s) prior to a summative assessment to reinforce the defined areas provided from the
Common Formative post-assessment data. The purpose of this cycle is to allow for more purposeful
instruction for each subset of students to meet incremental gains towards the year long A.I.M. School
Improvement Plan.
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For the 2014-2015 school year, Otwell Middle School will address the needs of our students and
families by working towards the following goals from the executive summary for schoolwide
improvement:

To increase Otwell’s CCRPI score from 88.7 to a 93.7 over the next 3 years.
o Continued guidance from Academics & Accountability on the latest instructional
strategies & Data resources.
o A continual push from Human Resources to increase our allotments so we can
hire the best out there.
o Support from Technology and Information Services so we can continue to
engage our students with the best we can offer.

To maintain and improve upon the culture and climate of Otwell Middle School.
o Continued guidance from Educational Leadership providing supervision in
developing, achieving and maintaining the best possible educational systems
o Our image is so important in our community and we could always use help from
Public Information and Communications to promote the positive aspects of
being in the Central cluster.
o The Superintendent should continue to inspire the vision for our system and we
will fall in line with that vision – Quality learning and superior performance for
ALL – just like our vision at Otwell – Teach, Inspire, Motivate - Every child, every
day!

To increase parent involvement through PTO meeting attendance, parent-teacher conferences,
Title I parent meetings, and parent support sessions.

To decrease the percentage of students with 10 or more absences from 15% to 13% for the
2014-2015 school year.

To focus on the implementation of the CCGPS by increasing student rigor with differentiation,
higher-order thinking strategies, and depth of knowledge as measured by administrative
Focused Walk teacher observations and common assessments, created by classroom teachers,
to be reviewed by administrators.
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
To provide purposeful professional learning opportunities for all personnel as measured by a
staff survey.
Note: Parent and staff surveys were conducted in the spring of 2014. The surveys completed by the
parents indicate areas of focus to strengthen communication and provide student learning support to
families in the Otwell community. The staff surveys indicate a need for professional learning and
other resources needed by the staff to support our at-risk students.
Testing information provided through Otwell students' 2014 CRCT results and the
TINA spreadsheets have been used to determine the direction of the Title I Reading Program. The
2014 CRCT results reflect a Meets percentage of 98.1% for Otwell in reading, a decrease from 98.6% in
2013. Testing information provided through Otwell students' 2014 CRCT results and the TINA
spreadsheets have been used to determine the direction of the Title I Reading Program. The 2014
CRCT results reflect a Meets percentage of 98.1% for Otwell in reading, a decrease from 98.6% in
2013. Of note, the 6th grade TI CRCT reading scores increased from 4% to 37% exceeds. With the end
of the CRCT, and the release of the Georgia Milestones, Otwell’s goal is to maintain, to the extent
possible, current levels of performance based on a prediction of decreased scores from the relational
comparison charts. Based on the Common Core Georgia Performance Standards, Otwell will
concentrate on maintaining current performance of subgroups meeting performance indicators on the
CCRPI and improving performance for the subgroups identified from the CCRPI in the school
improvement plan.
Testing information provided through Otwell students' 2014 CRCT results, as well as other identified
risk factors included in the Title I TINA spreadsheets, have been used to design the OMS Title I Math
program. The CRCT results from spring 2013 to 2014 show that Otwell decreased passing by 3% from
a 96.5% passing average to 93.6% . With the end of the CRCT, and the release of the Georgia
Milestones, Otwell’s goal is to maintain, to the extent possible, current levels of performance based
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on a prediction of decreased scores from the relational comparison charts. Using the Common Core
Georgia Performance Standards, the Title I teachers, as well as math content teachers, will
concentrate on maintaining current performance of subgroups meeting performance indicators on the
CCRPI and improving performance for the subgroups identified from the CCRPI in the school
improvement plan.
Section II – Schoolwide Reform Strategies
Within the school’s Improvement Plan (See Appendix A) for improvement are the strategies and
interventions used to support student instruction towards meeting the school’s annual targets. These
annual targets are set in accordance with Forsyth County’s systematic agreement with the state of
Georgia’s Individualized Excellence in Education’s (IE2) compact, as well as the newly outlined College
and Career Readiness Performance Index (CCRPI). This new indicator is the school-level accountability
measure to which Georgia schools will be held in response to the NCLB waiver approval. The CCRPI
accounts for current CRCT state assessment, along with indicators including fine arts and physical
education courses, attendance, 21st Century skills for eighth graders, and student Lexile levels.
Otwell’s specific plan for professional learning and school improvement in the A.I.M. plan this
year is to implement the Data Teams model within grade level content areas to define student learning
needs and provide differentiation to support student learning. The purpose of Data Teams is to “use a
systematic process to look at student learning and student evidence” (Allison, Besser, et al, 2010, p. 2).
Each staff member is assigned to a grade level, content specific team to collaborate. Using the five-step
process, with the sixth step being continual monitoring and evaluation of results, defined in Data Teams:
The Big Picture (2010), teachers will collaborate in the following ways:
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1) Collecting and charting data: Teachers conduct pre-assessments to determine student needs
for the coming unit of study.
2) Analyzing data and prioritizing needs: Teachers collaborate to determine student grouping
and focus for instruction.
3) Establishing SMART goals: Teachers create attainable goals for each of the student group
learning needs.
4) Selecting instructional strategies : Teachers determine strategies to use to target learner
needs.
5) Determining results indicators: Teachers review student learning to determine results of
chosen strategies and student progress.
6) Monitoring and evaluating results: There is a continual cycle of collecting and analyzing data
to determine student learning needs and progress.
The data team cycle is designed for all learners to show growth based on defined learning needs
indicated through a continual assessment cycle.
Differentiation is a key tenet in making data teams effective for improving student achievement.
Per Tomlinson, the focus for increasing differentiation in the classroom is to provide opportunities for
learning that address student learning needs through varying the content, process, product, and
learning environment (diffcentral.com). Among the many strategies for differentiation being covered in
professional learning for translation into classroom implementation are grouping based on ability,
interest, and topic; allowing for flexible seating in the classroom; and allowing for student-choice in
product of learning. Differentiation is individual to the abilities of the teacher and the needs of the
learner, because “there is no one-size-fits-all model for differentiated instruction; it looks different
depending on the prior knowledge, interests, and abilities students bring to a learning situation”
(Huebner, 2010, p. 79-81).
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Teachers at Otwell will incorporate the differentiation model into the data teams model by
using the unpacked standards of the CCGPS to first determine the unit of study. Teachers will then
collaborate with conversation centered on the unit and determine the focus on what students should
“know, understand, and be able to do” (diffcentral.com). Teachers will develop pre-assessments,
always beginning with the end in mind, to gather baseline data of students’ current knowledge of a
topic. These data are used to inform instruction by guiding learning tasks, grouping of students,
products to be developed by students, and further on-going assessment of work. As educators engaged
in the differentiation model, we know that:
Students come to our classrooms with unique differences as people and, therefore, as learners.
Our students have varied degrees of background knowledge and readiness to learn, different life
experiences, cultural orientations, languages, interests, preferences for how they learn best, and
different feelings about themselves as learners and about school. Just as medical doctors don't
prescribe the same medications for every one of their patients, teachers who differentiate
instruction are mindful of the varied learning needs of their students and plan instruction
accordingly. (Tomlinson & Parrish, diffcentral.com)
Together, data teams and differentiation are the focal points for continued student growth and
achievement at Otwell for meeting the needs of all learners.
Among the instructional strategies and interventions listed in theSchoolwide Plan, the
Reading and English Language Arts Department has addressed student learning needs by providing
separate reading and English Language Arts classes to all sixth and seventh grade students. The purpose
for splitting this content into two separate courses is to allow more instructional time for reading and
ELA content throughout the school with the overall goal to improve eighth grade writing scores by
increasing our meets and exceeds categories to 92% or above and increasing our reading CRCT scores
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from 99% passing in 2012 to 99.1% in 2013. Science and Social Studies are also supporting the school’s
writing goal by increasing non-fiction reading and writing within these content areas, along with a novel
study being completed in the advanced courses.
With the use of the CCGPS, there is a continued emphasis being placed on non-fiction text in all
content areas, as well as an increase in text complexity for all students to reach college and career
readiness. To address this schoolwide, the Literacy Design Collaborative, a group of four teachers from
Otwell serving on a county committee, has worked during the past year to create modules for
instruction in science, social studies, and technical courses. These modules are lessons provided to
guide units of learning in these content areas with the purpose of teaching students how to read
technical subject text with increasing text complexity.
In math, three of the five Title I teachers have been assigned to teach Title I math in order to
serve a larger percentage of at-risk students. One teacher is assigned to each of the grade levels, while
in eighth grade, our largest area of weakness with CRCT test scores, one Title class is co-taught with a
general education teacher to further target student needs. The Title I math teachers collaborate with
the general education teachers to plan remediated instruction for the students we serve based on the
Common Core standards and detected areas of weaknesses for students in mathematical foundations.
To address all learners, the math courses are differentiated in each grade level with on-level and
advanced courses. Our goal is for all students to, at a minimum, meet standards on the CRCT and
increase our percentage of students who exceed on the CRCT.
Note: During the 2014-2015 school year, instructional models include small group instruction
delivered in the regular scheduled class rotation. Title I reading services will be provided in 6th grade,
addressing reading comprehension and related reading skills necessary throughout all core academic
18
areas. Title I math services will address the students’ identified needs essential to success in middle
school mathematics classes. Students are selected using the TINA multiple criteria sheet.
Along with planning instruction and collaborating with general education teachers, Title I uses
Skills Tutor and Reading Assistant, purchased programs designed to remediate basic skills and monitor
progress towards goals, as supplemental support for content mastery in their classrooms. Skills Tutor is
published by Houghton Mifflin Harcourt and is a “flexible online curriculum provide[ing] differentiated
instruction and intervention for the classroom” (SkillsTutor.com, 2009). Otwell’s Title I mathematics
teachers use this program as a targeted intervention to reinforce foundational math skills for students
to complete at their identified level and pace through the student management system provided. The
program also provides a basic math section that is utilized for students who are well below grade level
standards, as well as an intermediate section that is utilized for students who are prepared to work
ahead in the curriculum. Houghton Mifflin Harcourt states that for Title I students, the program
provides “targeted instruction” with an “interactive curriculum” that “walks students through core skills
in reading, language arts, writing, math and science” (SkillsTutor.com, 2009). Within the content area of
mathematics, the Title I teachers use the program to have students remediate and practice:






Proportions and percentages
Word problems and problem solving skills
Algebra I
Geometry
Statistics and probability
Decimals, fractions, and percentages
The Title I math teachers review student progress in each of the strands and use this information to plan
for further instruction.
The Title I team also integrates technology through the use of Nooks, iPads, Netbooks, and
laptops to increase student engagement and promote the creation of projects and presentations. Other
19
resources to support teaching the Common Core standards include novel guides, class sets of novels,
teaching guides, and Common Core student workbooks for home practice. The Title I teachers provide
Homework Help before school every Tuesday, Wednesday, and Thursday to allow students extra time to
review and practice any classroom work they bring to the Title I teachers.
Instructional Strategies for Reading (2014-2015)
QAR (Question-Answer Relationships)
Students often assume that most questions following a reading selection are fact- related. The
QAR (Raphael, 1982) design teaches the four different types of questions possible in
comprehensive assessment. QAR identifies them as Right There (fact in the text); Think and
Search (in the text, but must be synthesized through the use of multiple ideas across
paragraphs or pages), Author and You (author’s information plus the student’s personal frame
of reference combined); and In My Head or On My Own (expository related).
StrataLogica
Using StrataLogica, students will improve their background knowledge and academic
vocabulary. Robert Marzano concluded in one of his studies that over 50% of students'
academic vocabulary is built from history, geography, civics, and economics. The Common Core
Georgia Performance standards require an increase in non-fiction text, which is often best
supported through an integration of social studies and science study. StrataLogica will support
reading by building vocabulary for improved reading comprehension. Stratalogica also allows
students to write in a digital format via informational and non-fiction text. Students will have
access to atlases and maps digitally with these resources providing supportive text throughout
the visual graphics. Teachers will have access to aligned lessons, activities, and tasks for student
learning.
Triumph Learning
An online subscription to the book series of Triumph Learning include, Triumph Online, Coach,
Readiness, ebooks, Buckle Down, Options, and The BookJam. This variety of e-books provides
text in fiction and non-fiction, pre-assessments, post-assessments, and progress monitoring
tools. Teachers have the ability to create classes, manage student learning assignments, and
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monitor student use of programs towards content mastery. Triumph Learning prides itself on
being “committed to serving 21st-century learners with a mix of interactive digital tools and
innovative student texts.”
Sadlier Vocabulary Workshop and Vocabulary for Success Workbooks
The Vocabulary Common Core Enriched Edition introduces high-utility and academic vocabulary
in context and promotes students’ understanding of these words with multiple exposures. In
addition, this program builds Word Study skills through reading, writing, speaking, and listening
activities. Vocabulary for Success helps middle school students who are at or nearing grade level
proficiency and English Language Learners meet the Common Core State Standards. This
program also teaches academic and domain-specific vocabulary that is vital to comprehension
using explicit instruction and the Gradual Release of Responsibility model.
Content Area Reading
Additional support in the area of content reading is provided by the use of NookCOLOR (Barnes
& Noble) to enable students to access books, newspapers, Internet support sites, etc. Books
will be downloaded to the Nooks for students to access. This resource is intended to increase
their vocabulary and build their background knowledge thereby contributing to their
comprehension of a wider range of reading material. Students will also read various class
novels (Freak the Mighty, We Beat the Streets, Peak, Cracker Jackson, Where the Red Fern
Grows, The Outsiders, and And Then There Were None) as part of their fiction unit. In addition,
Plugged-In To Reading, a reading program for middle and high school students from literacy
expert Dr. Janet Allen, is used in the ELA/reading classrooms to enhance the reading instruction
of both fiction and nonfiction.
Spanish Language Book Sets for Curriculum Content Areas
Research shows that ELL students who can learn or read about the concepts in their native
language will enhance their understanding of the curriculum. As the students who speak very
little English have to learn harder concepts, especially in 7th and 8th grade (with minimal support
in the classroom), it would be beneficial for them to first read about it in Spanish. Many of
Otwell’s Title I students are also ELLS and can be better supported by providing books in their
first language.
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Interact Simulation Teacher Guides
Eighth grade ELA teachers utilize this resource to guide units for writing and public speaking.
The guides provide learning modules with scenarios to which students respond. These scenarios
build upon one another to assist students with taking a single idea and building it into a written
essay and/or public speaking speech.
Instructional Strategies for Math (2014-2015)
SkillsTutor
This is a research- based computer program supporting the growth of students’ basic to
intermediate math skills. Specific assignments and skills are assigned to each student based on
his/her strengths and weaknesses. Through SkillsTutor, students are able to receive more
practice and review of concepts most needed. It also provides ongoing information regarding
each student’s progress.
Penda Learning
Penda is an avatar-based online math and science program that incorporates the latest brain
research to engage students. Penda assigns homework on the teacher’s behalf, tailored to the
district’s curriculum map. Weekly progress monitoring of subgroups and classes is automated
without requiring a separate test. Penda provides weekly progress monitoring data, by
subgroup and class, through completion of homework. Students are motivated to work in
Penda because the lessons are personalized to their learning level, goal setting and mastery are
required before a student may progress to a new concept, and participation is required.
Technology
NookCOLOR’s, Netbooks, Apple iPads, and the classroom laptop computers are used to access
applications addressing the learning and practicing of math skills necessary for lasting math
competency. Apple cards will be used for the teacher to purchase Apps throughout the school
year for math instruction.
The students’ use of classroom sets of iPads in the Title I classroom will greatly increase the
hands-on learning that occurs because it provides a safe environment to research, manipulate,
and synthesize information. Applications are available that allow students to visualize difficult
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science and mathematical concepts, that, otherwise, they would may not be able to explore
individually. In addition, there are a multitude of apps that allow students to create digital
products to demonstrate their understanding of specific concepts and vocabulary in any content
area. By effectively using technology, in the simplified format of an iPad, students are given a
whole new canvas to synthesize and create their own learning.
iPad cases will be purchased to protect the iPads during student use.
Teachers will have iPads with AV cables that will be used to enhance the learning experience of
each student through the use of iPad applications, including Educreations, GoodNotes, ShowMe,
ScreenChomp, Pic Stitch. These applications allow for student interpretation of math standards
with technology enhancement.
Laptop Carts – Laptops will be used by students to enhance classroom learning. Using a printer
networked to the laptop carts, students will be able to publish their work to share with peers for
review and editing or to share with teachers for feedback purposes. Additionally, a mobile
laptop cart will be purchased to securely store the laptops when not in use.
ACTIVSLATES will be utilized by both the teachers and the students. Using the ACTIVslate means
that the teacher will be able to achieve the freedom to move around the room and interact with
the students. The students will benefit from the opportunity to interact with the ACTIVboard
without even leaving their seats.
With students using a variety of technology to create project-based learning, the printers on the
existing laptop carts require toner cartridges. In addition, two carts do not have printers at all.
These items are requested to support the use of technology in the building. Some programs
utilized by the Title I programs require that student listen to the program to enhance the
learning experience. Because of this, headphones will be used by students who are working on
differentiated lessons independently.
TI-30XS Scientific Calculators are requested to support math instruction for student learning.
Playing Cards – Playing cards be used as a learning extension in math support class when
learning about inequalities, integers, statistics and probability.
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Student math curriculum support books for lessons, reteach, and review.
Updated atlases are also required to assist both the SS teachers and the ELA teachers to
visualize a geographic region of the world while studying the literature and culture from that
area.
Many of our Title I students also receive supportive instruction through the English Language
Learner (ELL) program. Otwell’s ELL program uses the support instruction model within the general
education classroom for students. As stated previously, Otwell also serves seven migrant students.
These students’ learning needs, along with those of the ELL population, are coordinated at the district
level by Ms. Kathy Jolly. Ms. Jolly works with Otwell to ensure county resources, such as translation
services, tutoring, parent communication, and parent involvement needs are being met. General
education and ELL teachers collaborate to plan for instruction for students, as well as modify and make
accommodations for students based on their ELL needs. Students served in this program, as determined
by the federal Title III guidelines outlined on page three of Section I, also attend a Literacy class during
the day as a segment to review and support their language learning in academic content. While in the
classroom, the ELL teacher and general education teacher collaborate to provide slotted notes,
simplified writing assignments, reading of text and tests, multiple examples, paraphrasing, visuals, and
word-to-word dictionaries to students for increased language understanding of content material. In the
pull-out literacy support classes, the ELL students receive targeted instruction in receptive and
expressive language acquisition, specifically related to academic language and vocabulary. Students
participate in Rosetta Stone on the computer, and the ELL teachers use the Inside textbook series by
Harcourt and National Geographic publishers for small group language instruction.
In order to reach every student, students at Otwell are provided ample opportunities before,
during, and after school for extra academic assistance. Zeroes are not an option! Our teachers work
with students in every way possible to ensure all work is completed. Every Thursday the entire school
has Relearn/Recovery (R&R). R&R is a thirty minute period built into the school day to provide students
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with extra time to complete work, re-take tests, and participate in teacher-led re-teach sessions. In
addition, teachers also provide sessions before and after school, scheduled and upon student request,
for tutoring time. Instructional Extension, another tutorial opportunity for students, is funded by the
District. It is primarily offered to students who are at-risk, including special education and Title I
students, based on teacher recommendation and available student achievement data. Instructional
Extension tutoring is provided prior to the CRCT. In order to maximize the tutoring provided to
students, upon the depletion of these funds the tutoring will continue via Title I funds. This ensures
students are offered small group tutoring twice a week with certified teachers in reading/ELA and math
instruction.
Supplemental Instructional Activities (2014-2015)
Bulldog Bridge Camp
Summer camp provided to rising sixth graders, current seventh and eighth graders with
instruction provided by certified teachers. The camp includes a teacher work day to plan and
prepare and three days of instruction provided to students. Bus transportation is provided to
students for this learning opportunity. Students are selected to attend this program based on
at-risk factors, including teacher input, TINA surveys, student test scores, and current programs
services receiving. Refer to page 54 for further explanation.
H2 (Homework Help)
This is a program offered before school three mornings a week at Title I teacher and content
area classroom teachers’ discretion throughout the entire school year. It is for the purpose of
assisting Title I students with their homework requirements across the curriculum. H2 supplies
instructional support in all academic areas, as well as materials for projects (poster board,
markers, etc.). Students will have a permanent pass in their OMS Agenda and may participate as
they feel necessary. Note: There are no budgetary expenses associated with H2.
Instructional Extension Tutoring
Otwell is provided instructional extension money to provide before and after school instruction
to at-risk students, including those who did not pass/are at-risk of not passing the CRCT, Title I
students, ED, SWD, and ELL students. This money was used from November through February.
At the depletion of this money, Otwell will continue tutoring for at-risk students for the month
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of March, leading up to the CRCT in April, and for reteach and remediation for 8th grade students
who do not pass the CRCT. Twelve teachers provide sessions on Tuesday and Thursdays from
8:00 – 8:50 a.m. and from 4:15-5:15 p.m. to approximately 150 students.
ITS LEARNING will be used by parents and students to view links assigned by the teacher for various
learning activities, such as websites providing step-by-step instruction in math and reading;
practice sites to reinforce new information; CRCT practice sites; and textbook links for all grade
levels and subject areas.
OMS Title I Homepage (http://www.forsyth.k12.ga.us/oms/site/default.asp under Student and
Academic Support) lists websites that can be used by students to improve their work in all
content areas. It also lists materials available to them through the OMS Title I: Family Resource
Room that can be used in the home for additional development of improved skills and additional
knowledge in all content areas.
To further support classroom instruction, Otwell’s counselors and graduation coach provide
assistance for all students, extending outside the classroom to build partnerships with families and reach
beyond academic needs. Otwell’s graduation coach, Coach Shadburn, leads the Response to
Intervention (RTI) program for the school. Response to Intervention is “a multi-tier approach to the
early identification and support of students with learning and behavior needs” (RTI Action Network,
2013). Students who have difficulty meeting proficiency within the grade-level content and curriculum
are identified by the classroom teacher and referred to the Instructional Support Team (IST) as requiring
extra educational support with research-based strategies and interventions. The progress of the
students is closely monitored using research-based strategies and interventions determined by the
instructional team. Teachers, parents, administrators, and other school personnel are involved in
making instructional decisions for the students based on data collected via progress monitoring. This
process is in place “when making decisions in both general education and special education, creating a
well-integrated system of instruction and intervention guided by child outcome data” (RTI Action
Network, 2013). Coach Shadburn sets up and ensures fidelity of interventions and monitors progress of
interventions for the students who have been identified as requiring Tier 2 and Tier 3 support. Coach
Shadburn also maintains regular “check-ins” with students who need help with organizational skills,
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require behavior plans/contracts, or simply need an extra adult at school for moral support. (Refer to
Section IX for further information regarding RTI.)
Otwell also has an excellent counseling department that provides extra support for students in
school by leading small groups for many students, including divorce, new students, social skills, and
managing stress. The counseling department also collects yearly data and creates a plan to improve
school attendance (see Appendix B). Our identified students with 15 or more absences are assigned an
administrator, social worker, or guidance counselor with whom to check-in on a regular basis. The
school personnel and students set goals for attendance each month, provide incentives for meeting
goals, as well as trouble-shoot to improve attendance when the goal is missed.
To further the
emphasis on student support, Otwell’s administrative team, counselors, social worker, and graduation
coach meet monthly to monitor the progress of at-risk students and collaborate on how to provide
resources to assist these students and their families. This can range from a phone call home by a
member of the team to ask how the school can best support the family, to the school social worker
making home visits, and following up with the court system to ensure parents are abiding by the law in
regards to their children and school.
The counselors coordinate and manage a mentoring program, pairing trained adults one-on-one
with at-risk students. In addition to supporting at-risk students, they also lead groups of model students
to serve as peer tutors to the elementary school adjacent to our campus. Otwell students are teamed
up with elementary students to practice reading and math. In addition, Otwell has a Compass Program.
The Compass Program is a mentoring program led by a Title I teacher. This program pairs teachers and
instructional assistants with identified at-risk students. The teacher becomes a mentor to a student to
develop and strengthen the positive impact of the school, increasing the investment for the student to
do well in school. Students are chosen based on academic need, SST or IST status, and teacher referral.
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Not only do the students’ achievement in their classes increase, but their social interaction with other
students and adults is also enhanced.
At Otwell, we want students to be invested in our school to increase attendance, academic
performance, and a sense of belonging at our school. Among these initiatives, the Otwell Science
Department has put on five annual Family Science Nights for the school and local community. Although
this is an ongoing project, we are expanding, refining, and enhancing Science Night each year to make it
more effective for our student population. The goal of this event is to promote and demonstrate the joy
and thrill of science through hands-on activities as they relate to everyday activities, expanding beyond
simply impacting our student population but affecting our local community!
Otwell’s Science Night stands out from many others in that it involves a majority of students at
every grade level in a profound way. Students in each of our 6th, 7th, and 8th grade science classrooms
are invited to be an integral part of the event. Our students, not our teachers, are in charge of each of
the nearly twenty-five sessions. They develop and practice the presentations, decorate the rooms, and
organize the materials and supplies needed for the hands-on demonstrations. On the night of the
event, our students shine as the stars of the evening. Our students practice presentation skills, crosscurricular learning with English Language Arts, and demonstrate science principles to the attendees of
their session. This evening is a high-leverage learning strategy for our students to become the teacher
of science concepts that they learned earlier in the year and will be seen again on the CRCT with the
majority of the activities based around the science standards that are taught in each grade level. Since
the students are the teachers, this evening allows students to demonstrate their understanding of the
concepts by becoming the teacher to their peers, as well as younger, elementary-aged children. Each
year, students from each of our feeder elementary schools are invited to participate. It is our hope to
get younger students excited about science even before they enter middle school. This event is a yearly
highlight for our student as a way to extend learning beyond the classroom in the field of science.
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With our focus on making all students feel connected and involved, as well as improving daily
school attendance, Otwell also offers intramurals in the fall, winter, and spring for any student
interested in participating! Each intramural sport lasts for six weeks with practice occurring two days a
week either before or after school. The sports offered are basketball and soccer. Basketball takes place
in the fall, and soccer is in the winter and spring. There is a soccer intramural tournament in the spring,
played on a Saturday at Forsyth Central High School, to end the soccer season.
Otwell’s effort to support students in academic, athletic, extracurricular, and innovative reform
strategies reflects our teaching and learning mission: Every Child, Every Day, No Excuses! Our
administrators, counselors, graduation coach, instructional technology specialist, teachers, and
paraprofessionals all work together to problem-solve for effective teaching and learning throughout the
school year.
Section III - Highly Qualified Instructional Staff
The Forsyth County School System is committed to providing the best education possible for all
students by assuring that all children have equitable opportunities to receive quality instruction from
highly qualified, effective teachers. District data providing information on class size, teacher quality, and
equity is analyzed and interpreted, and discussions are held with key central office support staff, school
administrators, and professional learning representatives. These discussions center around the
equitable access to highly qualified teachers and paraprofessionals, equity in teacher experience, equity
in teacher training to meet the diverse needs of students, and equity in class sizes as well as discussions
around the needs that the system may have based upon the results obtained in student test scores and
data from AYP, formerly, now CCRPI.
Otwell Middle School has eighty-six (86) certified staff members and 100% are highly qualified in
their field of experience. The average teaching experience is 13.46 years. The chart below categorizes
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the qualifications of our teachers from 2013-2014. Statistics for 2014-2015 will not be available until
October 2014.
Educational Degree Level
Bachelor
Number of Teachers
17
% of Teacher Population
22.7%
Master
40
53.3%
Specialist
18
24%
Total
75
100% Highly Qualified
Teachers are highly encouraged to continue their education, either through additional degrees,
endorsements, or through professional development courses. Over 250 unique courses were offered
last year in the district, and training included coursework to add the ESOL endorsement, gifted
endorsement, online teaching endorsement, and courses related to the Common Core Curriculum
Performance Standards. The Exceptional Children and Youth course is offered annually at no charge to
Forsyth County teachers. The Otwell Middle School Professional Development Team also collaborates
with administrators and the leadership team to provide professional learning opportunities for the staff
which coincide with school goals as outlined in our A.I.M. and Schoolwide Improvement Plan. In addition
to continuing their education, teachers are also encouraged to seek leadership positions within the
school and county.
Every effort is made in Forsyth County Schools to insure that all students are taught by highly
qualified, experienced, and effective teachers. Before a teacher is approved for employment or
approved for a transfer, his/her certification for the assignment is verified. If the teacher does not hold
the appropriate certification for the assignment, the request for employment or transfer is not
approved. The county and school work together to do the following:
 Assist teachers in becoming or continuing to be highly qualified and effective:
o Providing a Coordinator of Highly Qualified Staffing position to assure compliance
with NCLB requirements;
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o
o


Reimbursing for the costs of GACE tests;
Providing a stipend to special education teachers for adding content fields to their
certificate and to regular education teachers who add special education fields;
o Working in partnership with MRESA to provide alternative teacher preparation
programs for critical need fields or for converting permits to clear, renewable
certificates;
o Providing scholarships to teachers completing approved preparation programs
through colleges or universities in critical need fields;
o Providing endorsement classes in ESOL, gifted, reading, math and science;
o Providing assistance to principals in determining the effectiveness of their teachers.
Assist paraprofessionals in becoming or continuing to be highly qualified:
o Providing staff development opportunities for paraprofessional participation to assist
them in maintaining their certification;
o Working with qualified paraprofessionals in helping them to become certified teachers.
Support school improvement efforts in all schools:
o
o
o
o
o
Providing on-going systemic and targeted professional learning to ensure teacher
quality;
Providing consultants who will train teachers in schoolwide writing initiatives at all
levels;
Providing support for RTI and differentiated instruction to meet the needs of all
students;
Providing training to teachers in writing evaluation and assessment;
Providing a Leader Mentor to coordinate leadership development and coaching of
aspiring, new, and veteran administrators.
The recruitment pool for educators wanting to work in Forsyth County is rich in both number
and talent. Even areas that many systems find hard to staff have many qualified applicants in our pool
of prospective teachers. Because of the reduction in some staff positions due to the economy, many
qualified and certified teachers have accepted assignments as paraprofessionals in our system. The
system is committed to retaining its highly qualified teachers and has instituted a number of strategies
including offering a very competitive salary and benefits package. Forsyth County Schools has a very
liberal transfer policy that helps with the retention of quality teachers in our schools. In addition, all
new teachers are assigned a school-based mentor and receive support from their mentor and
school/system administrators throughout the year. New teachers are provided with three days of New
Teacher Orientation to acclimate them to the system and are provided additional training as needed
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throughout the year. Professional learning opportunities are offered to all staff throughout the year at
no cost to system employees.
Efforts are ongoing to “grow our own” teachers from our current staff of paraprofessionals. By
participating in approved alternative education programs, paraprofessionals who hold degrees in areas
related to a critical need teaching field can become teachers at the completion of the program. Several
of our paraprofessionals have recently become teachers in our school. Substitute teachers also
contribute to our pool of applicants. When substitute teachers attend their county-level training
session, certification requirements are discussed, and many are recruited to fill teaching vacancies.
Colleges and universities are great partners with Forsyth County Schools in their recruitment efforts.
Otwell Middle School fosters a close relationship with several local colleges and universities which offers
many opportunities for finding talent. We have many student teachers throughout the year, and several
are recruited for permanent positions when their degrees are completed.
Technological advances have made it possible for the system to advertise vacancies across the
country and around the world. By posting vacancies on both the school system and state websites,
applicants interested in relocating to Forsyth County can easily find any job opportunity available to
them. Of course, the best recruiters are our employees, and many people who relocate to Forsyth
County bring other family, friends, and neighbors to this area as well. We at Otwell are able to attract
highly qualified personnel as our culture and climate are positive and well-known throughout the
community and county. Our staff is exceptionally talented and inspiring in its effort to guide learners.
Forsyth County prides itself on providing a solid, viable living community for all of its residents. We
were recently named as one of the 100 Best Communities for Young People by America’s Promise
Alliance. Because of the positive relationship between the school system, along with being the largest
employer in the county, and the local businesses, attracting highly qualified personnel to teach in our
school is successful as this is a community in which people want to work and live.
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When a new employee is hired, documentation is gathered to determine whether or not the person
is highly qualified to fill the position for which he/she has been recommended. If the person cannot be
considered as highly qualified, a Career Remediation Plan is developed that details the requirements
that must be met in order for the person to become highly qualified within the first year of employment
with FCS. The plan includes any tests that are required, coursework that may be required, completion of
any approved teacher education program, etc. The plan is signed at the time of Intake and specifies the
condition that if the person does not meet the requirements set forth in the plan by June 30 of the next
year, the teacher will resign the position with FCS. Constant monitoring by the Coordinator of Highly
Qualified Staffing is done throughout the year to insure that the person is on-track to meet the deadline.
If the person is not on-track or if the person cannot meet the requirements by the specified deadline,
counseling sessions are held to determine whether or not to accept the resignation of the teacher. If
the teacher is in an approved program and has been making progress toward completing the program
but may need additional time to finish, a Continued Employment Agreement is initiated if the
certification held by the teacher has been valid for three years or less. As the Otwell administration
identifies teachers who may need additional training in order to increase their effectiveness,
professional development and other strategies are implemented to assist the teacher. If these
strategies are successful, the teacher may remain in the classroom. If the strategies are not successful,
steps are taken to terminate this teacher.
Title IIA funds are used to reimburse teachers for the costs of any GACE tests that may be required for
them to obtain highly qualified status or to reimburse teachers for the costs of GACE tests that an
administrator may ask a teacher to take in order to fill a particular need in a school. Title IIA funds are
set aside to support people who may have to complete an approved program for certification
requirements in hard to staff areas. In addition, teachers who are enrolled in approved programs
through local colleges or universities are offered scholarships on an annual basis to help defray the costs
33
associated with that program if the teacher is on-track to complete their program by a specified
deadline.
In conjunction with the policies of the Forsyth County School System, all teachers at Otwell Middle
School are highly qualified in their area of expertise. We attract quality professionals by maintaining a
positive and supportive working environment. Many levels of professional development are provided to
encourage teachers to continue to improve their teaching methods for the benefit of all learners.
Otwell prides itself on having the most solid, hardworking faculty and staff in the system.
Section IV – Professional Development
Professional development at Otwell is an integral aspect of student achievement. In identifying
the professional development needs for Otwell, the work occurs on multiple levels beginning with the
district level down to individual teachers for personal growth. Each staff member in the building,
including paraprofessionals and support staff, is expected to participate in professional development.
Professional learning begins at the district level with Forsyth County’s belief and commitment to
develop teacher leaders. The district recruits teachers from each school in the district and trains these
teachers in order for them to return to the school to re-deliver for the entire staff. The current county
initiative for professional learning is supporting the implementation of the new Common Core Georgia
Performance Standards (CCGPS). Forsyth County district personnel, including Ms. Lynn Seay, Ms. Erin
Zitka, and Ms. Nita Giddish are available to help plan professional learning and to present learning at the
school’s request. These district staff members are invaluable resources in supporting school
administrators and teachers with professional learning needs.
The 2013 – 2014 focus for professional development via the county office was for PerformanceBased Assessments lead by Kathy Matthews from Metro RESA. A total of seven teachers from different
content areas and one administrator attended this training, four each semester. Re-delivery of this
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training occurred on early release days for professional learning. The trained teachers presented to the
staff and worked at the application level within their grade level and content areas to implement these
changes. Within the grade level content teams, teachers worked to transform multiple-choice
assessments into assessments requiring constructed and extended response items, as well as creating
and implementing task-based activities to reflect student learning and performance. Data teams utilized
this data to guide discussion for student growth.
When looking at the needs of our students, teachers use many forms of data, including
assessment scores, teacher input (including paraprofessionals, counselors, and office staff), parent, and
student input. Our assessment data from 2013 reveal that with a schoolwide 98.2% passing score for
the CRCT in reading, our goal is to continually strive for 100% passing with an increased focus on
increasing our Exceeds percentage in order to close the average score gap with our neighboring middle
schools within Forsyth County. In math, our data show with a 93.6% meets and exceeds rate that
professional learning is needed for an overall increase in passing percentage.
Otwell’s leadership team meets weekly to discuss the needs of the school. In each weekly
meeting, one content area is asked to share highlights concerning what is taking place in its classrooms.
This allows members of the team to hear what is happening in the school and requires each member
increased accountability to continually work toward the common goals for Otwell. The team also
conducts a weekly “pulse check” to review the status of schoolwide initiatives, including professional
learning needs throughout the school. The leadership team constantly refers to the school
improvement plan, orSchoolwide Improvement Goals, to analyze where we are and how to provide
continued support for these goals. It is the responsibility of each leadership team member to share this
information with his/her designated team to increase accountability for all. The principal also meets
with the Local School Council to receive input on the needs of the community and their needs for the
35
school to address for college and career readiness of students and how this impacts the classroom.
Otwell’s PTO and Title I Planning Committee meet to discuss in the needs of the learners in our school.
A separate teacher survey was also conducted to offer teachers input in regards to Title I. The
results revealed that our staff is most confident about the “caring,” committed,” and “dedicated” staff
we have who provide quality instruction daily. The staff feels the Title I team is effective in providing the
supplemental instruction to our at-risk students and “build[ing] strong relationship[s] between the
school and the students/parents.” The staff survey also indicated that the majority of teachers request
more parental involvement and how to “get students more involved in their own learning.”
In an effort to include students in our decision-making process and receive input and feedback, the
administrators meets with two different groups of students at Otwell each month and draw on their
input for school improvement. One group, Shining Star students, is selected based on a teacher
recommendation for outstanding effort in the classroom. This rotating group of students enjoys lunch
with administrators and share their likes and dislikes for Otwell. The other students, Principal’s
Roundtable, are a set group of students with whom administrators meet monthly to review school
improvement goals and solicit input. Based on their input, these students recommend teachers do
more with Bring Your Own Technology (BYOT) and request more interactive and engaging work in the
classroom. This information is shared with our staff to plan for professional learning that meets the
requested needs of our students.
Based on the wealth of information collected through qualitative and quantitative needs
assessment data, Otwell’s current professional development centers on implementing data teams to
drive differentiated instruction and increase instructional strategies to meet our individual student
needs and school improvement goals. Our most important commodity is the expert staff members
within our building who assist in facilitating the majority of our professional learning. Weekly
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professional development sessions are held during personnel planning time within the school day.
Otwell’s Instructional Technology Specialist, Mr. David Miller, and assistant principal, Ms. Auburn
Keaveney, coordinate the professional learning based on the needs of the staff. Ms. Keaveney and Mr.
Miller, along with various staff members with specific expertise, rotate weekly sessions presenting
pertinent information to the staff.
Note: The staff survey completed in the spring of 2014 shows that teachers request the most
support in the following two areas:
1) Learning at Home: Providing resources to families; help with homework and other academic
needs. (42%)
2) Collaborating with the Community: Using resources to strengthen student learning at home.
(44%)
With physical scheduling of student classes, we have re-grouped our students into teams to give
teachers and students more consistency and to make scheduling meeting more convenient. This also
supports students to stay within one cluster in the hallway throughout the school day. Otwell’s ITS has
led monthly professional learning for teachers on using its learning to communicate classroom learning
to parents. Its Learning has also been a focus for parents to learn about at Title I monthly parent
meetings. The Title I team has shared with teachers resources available to parents and students to
support the home-school partnership, and the PIC coordinates a newsletter to send to staff with tips
and strategies. Otwell provided a Curriculum Night for all parents in August to become familiar with the
content and curriculum. Each grade level sends home a weekly newsletter to families, informing them
of the events taking place in classrooms and the school.
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The Title I team attends each of these sessions, as well as hosting professional learning sessions
pertaining to the work they do with Title I students. Bi-monthly sessions have been provided to inform
teachers and ask input in regards to the schoolwide improvement plan, as well as updating them on our
status with transitioning from a targeted-assistance to a schoolwide service school. Our Title I teachers
provide information schoolwide concerning the Title I program to review the federal guidelines,
program purpose, identification of students, data supporting and explaining the risk factors of our
students, instructional strategies and programs used with these students, and information to explain
difficulties impacting parental involvement and how to increase parental involvement. Excerpts from
professional development and information books which are in the Title I: Teacher Resource Center in
the teacher workroom will be the focus of the ‘Title I: Bulletin to Teachers – Title I Tidbits’. As a
computer based bimonthly newsletter sent to the OMS staff, it will present topics of importance to
teachers working with at-risk students in a diverse school population. The bulletins will be designed to
encourage teachers to make full use of the Title I: Teacher Resource Center. Additions to the teacher
resource area will support reading and math instruction. Examples available for teachers include:
“Motivating students 25 strategies to light the Fire Engagement”, “Successful Strategies for Reading in
the Content Area”, “Higher Order Thinking Skills”, “Let’s Talk Title I: Everything You Need to Know”,
“Succeeding with English Language Learners.” Title I funds will be used to purchase additional resources
for the Title I: Teacher Resource Center to keep up to date with research based strategies and
intervention to help struggling students increase their achievement.
Early release days and district professional development days are also used to collaborate with
the middle schools in the county to develop and discuss implementation of the CCGPS, create learning
tasks, and develop pre- and post assessments for consistency among schools. Overall, our teachers
maximize their time and resources to grow as educators and to provide superior teaching and learning
opportunities for their growth and the growth of our students.
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___________________________________________________________________________________
Section V – Parent Involvement
Parent involvement is a critical component in improving student achievement at Otwell. In
order to address parent needs and positively impact student learning, the Title I parent committee was
formed, as described in section I, at the beginning of the 2012-2013 school year. This team, including
the principal, an assistant principal, two non-Title I parents, two Title I parents, two Title I teachers, and
three non-Title I teachers, meets monthly to discuss our school’s needs and areas for growth (Refer to
Appendix C). Our parent committee revealed that home-school communication is difficult as the
information seems to get “lost” from the students’ backpacks to home, as well as the structure of the
middle school is not as “welcoming” as an elementary school. We see this impact in Title I, and the
school in general, as reflected in parent turnout for PTSA meetings and Title I meetings. Our Spanishspeaking Title I parents reaffirmed this information, as well as sharing their fears with their personal
immigration status and deportation, and difficulty with transportation due to a lack of having a driver’s
license. After gathering this input from parents and our committee, the suggestions for improvement
are as follows:

Exploring different ways to communicate information to parents;

Offering student incentives for parent attendance at meetings;

Increasing collaboration and communication with Cumming Elementary School, a primary
feeder school of Otwell and a fellow Title I school;

Hiring a part-time parent liaison coordinator;

Holding parent meetings off-site, such as churches, to increase parent turnout at meetings;

Hosting a family night, including sports and activities, to make school feel more welcoming.
39
In response to these suggestions, Otwell hired a bi-lingual front office receptionist, Ms. Fabiola
Rodriguez. Ms. Rodriguez is the smiling face parents see when they come to Otwell. Her reputation has
spread quickly, and she has experienced an increase in Spanish-speaking parents seeking help and
resources from the school. Mrs. Rodriguez personally calls each of the Spanish-speaking parents prior to
Title I parent classes and parent meetings in response to the feedback from Otwell parents who stated
that the automated phone call system the school uses to share information in large numbers did not
translate into intelligible Spanish for them to understand the phone call. We also began mailing home
Title I meeting notices to all parents in response to their concern that their children were not bringing
the information home. Our students earn free frosty fruit or ice cream during lunch and “buddy passes”
to sit with friends and/or sit outside during lunch as increased incentives for parent participation. We
are working on implementing the other suggestions on our list for this and the next school year.
Our Title I team has also worked to respond to the needs of parents in regards to our programs
and services. We review the Title I Parent Involvement checklist (Appendix D) with county level
representatives on a monthly basis to ensure we are meeting the standards necessary while checking
the folders for appropriate documentation. On a school level, our Title I team meets on a regular basis
to brainstorm how to improve to meet the needs of our parents in conjunction with the Parent
Involvement checklist. For example, after our first parent meeting in August, our English and Spanish
speaking parents requested we separate the groups in order to allow for the information to be shared in
their primary language without having to wait for the translation of the other language in the room.
With the mailing of invitations and separation of rooms for language needs, our parent turnout has
increased from less than 20 parents at our August meeting to over 40 parents at our November
meeting! At each of our meetings, the Title I team shares information with parents concerning the
standards being taught in the classroom, progress of the schoolwide plan, academic progress of our
students, assessment results, testing policy and procedures, and other information relevant to Otwell’s
40
school improvement plan. We allow time for parents to ask questions, offer input, and suggestions for
improvement.
In compliance with Title I regulations, our parents were presented with the forms and policies
for the teacher, parent, student, and administrator compact; complaint form; and parent involvement
plan at the August Annual Meeting (Appendices E, F, G). Drafts of these documents were given to
parents and feedback was requested at this time. This information was shared on our webpage and
emailed in a Title I email list serve. At our September meeting, we made a final request for feedback.
These documents were approved by our parents at that time. Each student and parent received a copy
of each document, and these are posted on our Title I webpage. Compacts have been signed and
collected. Also available in the parent resource room are drafts of the schoolwide plan for parents to
review for input, with a final copy that will be reviewed annually and is available upon completion.
Please see the following table for specific information regarding our completed meetings and projected
remaining meetings for the year:
Meeting Date
Monday, August 27
Topics Covered and By Whom
Auburn Hemsley
-Introduction to Title I and Title III
-Teacher Roles and Duties
-New secretary who speaks Spanish
-Parent Portal and how to get signed up for it
-Parent Involvement Plan – input needed, write
feedback on butcher paper in back of cafeteria
Michele Luthart
-Reading format for the year
-Parent teacher compacts: Feedback is accepted.
Compacts will be reviewed again in September.
Dinner Provided
By
No dinner provided
Breanna Thomas
-Math overview
-Morning help sessions
41
Mitch Brotherton
- Home Team Advantage Bags – will be handed
out to 6th graders in September
-OMS Title I webpage-shared how to get there
and updates
-BYOT technology and classroom Title I
technology
Meeting Date
Topics Covered and By Whom
Thursday, September 27
Auburn Hemsley
-New CCRPI index
-Schoolwide CRCT results from last year
- Information about becoming a schoolwide Title I
Program next year
Dinner Provided
By
Spaghetti and Salad
provided by Cumming
Baptist Church
Michele Luthart
-Overview of Program
-Parent Resources Available
-Parent Compact
-Parent Involvement Plan
-Complaint Procedure
Mitch Brotherton and Breanna Thomas
- distribution of Home Team Advantage Bags
- Ideas for helping students study at home
Tony Jones and Lindsey Tumaliuan
-Curriculum Overview
-Title I Math Common Core
-Title I Reading Common Core
Mary Ann Douglas
-ESOL Progress Reports
-Parent Conferences
-Writing Test on October 17th
42
Meeting Date
Topics Covered and By Whom
Dinner Provided
By
Wednesday, November
28
Auburn Hemsley and Michele Luthart
- Discussed targeted assistance vs. schoolwide
Plan is being written now for schoolwide
application
-Areas of strength (Title I Award School!) and
areas of improvement (increase parent
involvement)
-Differences between AYP and CCRPI
-What we are doing to meet our needs
-What improvements we’ve made this year based
on parent feedback
-Suggestions and more feedback
- Information about Monday Parent Classesfeedback from parents about what topics they
would like covered and when they would like it
-Shared binder with community resources with
Spanish speaking parents
Soup and Subs
provided by OMS
Leadership Team
Meeting Date
Topics Covered and By Whom
Dinner Provided
By
Monday, January 28
CRCT information night
-schoolwide CRCT data (strengths and
weaknesses)
-how to interpret individual CRCT scores
-how to help students prepare for CRCT
-CRCT practice websites
-Tips for the week of testing
-Assessment Calendar handed to parents
-other assessments used to measure student
progress (AIMSweb, Skills Tutor…)
OMS – Lasagna and
garlic bread
43
Meeting Date
Topics Covered and By Whom
Dinner Provided
By
Wednesday, February 27
Common Core Standards
-National Education Goals,
-OMS webpage with calendars and agendas,
-assessment calendar,
-county webpage
Wing Zone and CiCi’s
Pizza
Information on Parent Conferences
-what to expect
-how to request a conference
-SST and IST meetings
-successful Work Habits on report card
Reading Tips for Parents presented by Karen
Griffey
Meeting Date
Topics Covered and By Whom
Dinner Provided
By
Wednesday, March 27
Parent Survey Discussion Groups
-parents are given several topics are responded
to the topics and give feedback
Menchie’s Frozen
Yogurt
Update on Schoolwide Plan from Auburn
Hemsley
Ice cream social and bingo
Meeting Date
Topics Covered and By Whom
Thursday, May 9
-Introduction of Title I Team for 2013-2014
-Glance Ahead to School Wide Plan for next year
-Parent’s Guide to Summer Academics for Title I
students
-Comprehensive LEA Implementation Plan (or
Consolidated Application) overview
-parent feedback for Title I Compact for 20132014
Dinner Provided
By
44
Note: Monthly Lunch and Learn meetings, in conjunction with Cumming Elementary School, are
offered by the PIC in the media center. This hour-long parent learning opportunity allows for a small
group setting of parents to meet and cover topics to assist their students to be successful learners.
Workshops will include math skills, homework help, technology used academically, CRCT Prep,
educational websites and resources for the summer.
The Parent Involvement Coordinator, National Youth At Risk Conference in Savannah, GA. Attending
this conference will help us share information learned with others to better support our families at
OMS.
A Collaboration will take place with Neglected Facilities, Title I schools OMS and Little Mill, FCS
student Services, FCS homeless Education, FCS Migrant and ELL Programs. The purpose for this
meeting is to discuss; the use of title I funds at Neglected Facilities, Title I Parent Involvement
services/resources available from OMS and LLMS, parent resource room/ communication/meetings
at OMS and LLMS.
We are also working with a local agency, Literacy Forsyth, to expand our course offerings to
parents, including English language classes and GED coursework. These classes are held Monday
evenings from 6-8 p.m. for the spring semester. We have shared information with our feeder schools to
expand the adults to whom it is offered. Literacy Forsyth, a non-profit organization in Forsyth County,
provides free materials and tutoring to adults and parents at a pace conducive to their learning needs to
improve conversational English skills and prepare for each section of the GED. With enough interest,
Literacy Forsyth will also offer U.S. Citizenship courses. In conjunction with our adult education, our
Title I teachers rotate to still provide our parents math help on these evenings. The students in our
school’s Jr. Beta Club, along with a supervising teacher or administrative adult, provide free childcare
45
during the parent meetings, and assist with enrichment opportunities, such as homework help, story
time, and athletics to the children of the adult learners.
In addition to increasing parental involvement, we are working to communicate with parents
concerning their individual child’s progress in the school, as well as communicating assessment data and
making this information available to our parents and community. As stated in previous sections, Otwell
completes this Schoolwide Plan for the school year. These plans are turned in to the county office and
posted on the county’s website, accessible to the public. They are also communicated to the Local
School Council for Otwell, and the minutes from these meeting are also posted on the county’s website.
As part of the monthly Title I meetings, these resources are also explained via translator.
As for individual students, Parent Portal is an online website accessible through Infinite Campus
in which parents have access to student grades and assessment results at all times. Teachers and
parents use frequent email communication to express highlights and concerns for student progress.
Sixth and seventh grade also send a weekly newsletter to parents including information occurring
around the school, as well as information being studied for each content area. After the first grading
period ends in October, parent-teacher conferences are scheduled. Teachers in each content area
schedule conferences for the students for whom they are concerned, and invitations are extended to
every parent to schedule a conference at their behest. In regards to standardized assessments, eighth
graders participate in the state writing assessment in February, and all students participate in the CRCT
in April. Letters are sent home to parents prior to the assessments stating the purpose and assessment
dates. The results for the sixth grade student CogAT stanines and eighth grade writing assessment
results are sent home with parents with a letter of explanation. The student CRCT score reports are sent
home with the students’ end of year report cards. At our Title I meetings, the assistant principal and
teachers prepare presentations to explain and interpret these score reports prior to the assessments
occurring. (See table above with monthly meetings and topics covered.)
46
Note: Parent meetings are also offered to parents to provide training on using itslearning to
communicate with their child’s teacher and support student achievement in academic classes.
A needs assessment is conducted in the spring of each year. This information is used to
determine what parent involvement activities should be included in the yearly plan. The needs
assessment from last year indicated the following:
Increasing Parental Involvement in 2014-2015




Monthly Title I: Parents’ Meetings are held on various days of the week and during both the
morning and evening hours to address the educational, social, and personal challenges met by
middle school students and their parents. The OMS Title I Program will reach out to concerned
parents through presentations built around the ‘Parents On Board’ Active Parenting DVDs
and books for Middle School (Spanish and English), including: Preparing Your Child to Succeed;
Encouraging Positive Behavior; Reinforcing Your Child’s Academic Skills; Sidestepping the
Power Struggle; and Effective Discipline. The meetings will also include “Lunch & Learn”,
where parents will learn how to actively communicate and discipline with their child. The
meetings also include topics necessary for understanding the scope of Title I Federal
Programs such as: Common Core Georgia Performance Standards, College and Career
Readiness Performance Index (CCPRI), the Elementary and Secondary Education Act of 1995
(ESEA), Parent Compacts, etc. A speaker will be provided to present to parents about
Encouraging Their Child in School. Translators and childcare Supervision are present at every
meeting.Taxis will be provided for the parents for these meetings.
A parent involvement coordinator is needed to work with the district level and within Otwell
to provide support to the parents in the Otwell community. This part-time position, 40%, will
provide support hours in the parent resource room, coordinate monthly Title I meetings,
managing documentation to meet the federal guideline requirements, attend district and
state conferences to better provide support to teachers and parents and work with the Title I
teachers and staff to communicate with families. In order for the PIC to best manage
documentation and contact parents, it is necessary to purchase envelopes, labels and assorted
color files with file cart.
OMS is the districted middle school for the two Neglected and Delinquent Facilities (Bald
Ridge Lodge and Jesse’s House) in Forsyth County. Otwell’s counselors work with facility staff
to review each student’s needs when he/she is enrolled. This ensures proper placement into
the appropriate programs. Both Bald Ridge Lodge and Jesse’s House are on OMS’s email list
serve to receive information from the school regarding activities, meetings, and course
updates. These facilities are included in all parental involvement correspondence and
activities. To support individual students, OMS teachers communicate with counselors who
then communicate with facility staff members.
Parents who are unable to attend the monthly meetings will be able to find each meeting’s
agenda, summaries of the topics discussed, and any Powerpoints used at the school website
47








http://www.forsyth.k12.ga.us/oms/site/default.asp under Student and Academic Support.
They will also be able to check out the DVD’s, tapes, and books used during the meetings from
the Title I: Family Resource Room and view them in their own home.
Childcare, transportation, and translation services will be available to parents in order to
make meetings more accessible to them.
The ‘OMS Title I: Newsletter’ will be published bimonthly in English and Spanish. It will keep
parents in touch with the OMS Title I Program as well as with dates and events that they may
need to be aware of such as Parent/Teacher Conference dates, testing dates, etc. It will be
sent home as a hard copy and will be found on the OMS webpage under Student Support at
Title I.
The OMS Title I: Parent Resource Room offers parenting books, pamphlets, DVD's, audio
tapes, and video tapes through a check-out system. The parent resource room is open daily in
Room 325. In order to assist parents to promote a supportive atmosphere for reading and
math learning in the home, there are also learning games, audio books, student resource
books for all content areas, puzzles, and many other family involvement materials that may be
checked out for home use.
The Parent Institute is a resource that OMS Title I will provide to support students as they
make a successful transition to the middle grades by encouraging parents engaged and
involved. Provides handouts such as, newsletters, letters and checklists are provided for both
parents and students in English and Spanish. They can be found on the OMS Title I website
and a hard copy can be mailed home, as well as available in the Parent Resource Room.
Joyce Epstein’s Six Keys to Parent Involvement Framework will be used to develop productive
programs that involve family and community partners in ways that boost student success in
school. OMS Title I will use this Framework for technical assistance in using research-based
approaches to improve policies and practices of school, family, and community partnerships.
ETA/Cuisenaire Home Team Advantage Goal Achievement Packs Level 6th are available in the
parent resource room at the school for parents to take home and work with students in
(English and Spanish) with cross-curricular sets of hands-on materials and activities per grade
level to promote standards-based skill mastery in reading, writing, math, and science. There
are daily standards-based cross-curricular activities and materials involving the family in both
remediation and enrichment.
Parent Portal Registration and Training The Parent Portal system allows parents to keep track
of their child’s grades, attendance, homework assignments, test schedules, and behavioral
record online. It also notifies the parents if work is not submitted, as well as, any failing
grades the student may have. Otwell personnel will be available for parents to register for
Parent Portal at the Title I monthly meetings. The Title I team will train parents in how to use
this resource to benefit student learning and communicating with the school.
The parent compact, parent involvement plan, and the schedule of the parent involvement
meetings are attached.
Resources below from the Channing=Bete Publishing Company:

Get Ready For Middle School Summer Calendar - Helps students enjoy their summer
vacation -- and still prepare for middle school! This interactive tool enhances
academic, organizational, and time-management skills by encouraging students to
48



set goals. Includes activities that students and their families can do together to build
the critical skills needed for middle school success.
Parent Involvement Magnet - Raise awareness of the importance of parent involvement! A
way to remind parents that the more active a role they play in their child's education, the
more likely their child will be to succeed in school provided by Title I Parent- Set Aside
Funding.
Parent/Student Education Center Posters - Inspire parents to get involved in their child's
education with this eye-catching poster!
12 Ways To Help Your Child Do Well In Middle School and Preparing your Child for Middle
School - A go-to resource for all parents of students preparing to start middle school! Easyreading text encourages parents to stay positive about the changes ahead, get acquainted
with the school and staff, set up a study space, help their child get organized.
Resources for helping to advertise to parents about OMS Parent Meetings

School Specialty: Provides presentation boards, easels, easel pads and directional signs
for displaying parent meetings.
Audio Resource Group:
The Translation devices will be used for Spanish speaking parents to be able to hear the
presentations translated in their language to better understand the information presented
to parents at the parent meetings.
Section VI – Transition
Every spring, Otwell works with our elementary feeder schools to provide a seamless transition
from elementary to middle school. The assistant principal, Ms. Auburn Keaveney, and guidance
counselor, Ms. Heather Roth, plan meetings with the elementary schools to provide information
sessions to parents, tours for rising sixth graders, and question and answer sessions for fifth graders that
are led by Otwell student ambassadors. Ms. Keaveney meets with the fifth grade teachers at each of
the schools to complete recommendations for coursework and scheduling, as well as to complete the
federal TINA surveys for all students. Each fifth grade team allots a block of time in the spring to
complete the TINA surveys for each student with the assistant principal present to model, assist, and
answer teacher questions for survey completion. The full fifth to sixth grade transition plan for Forsyth
County with timeline and procedures is attached as Appendix H.
49
In an effort to improve our communication with parents and students and to make middle
school a more welcoming environment, Otwell also offers a sixth grade only Open House in August, the
Saturday prior to the first day of school, known as “Pup Camp.” At our Pup Camp, students and parents
are separated to allow for more individualized attention about what to expect in middle school.
Administrators and counselors introduce parents to the middle school format, discipline procedures,
content and curriculum, and allow time for parents to ask questions. For students, our sixth grade
teachers lead the children through getting to know you games, introducing the policies and procedures
for students, and allowing time for students to ask questions.
Prior to Pup Camp, the Title I Team will also offer a three- day summer instruction program,
“Bulldog Bridge Camp,” for at-risk rising sixth graders, rising seventh and eighth graders at the end of
July. Otwell’s Title I Team will use the results of the spring administration of the federal TINA
questionnaire, as well as consult with current classroom teachers, to generate a list of at-risk students
who would benefit from summer instruction. Invitations will be mailed home to the families of the
students by June 1. The students attending the Bulldog Bridge Camp will receive eight days of
instruction at Otwell with transportation provided by Title I funds. This instruction will include
remediation of reading and mathematics. Two teachers will provide mathematics instruction, and two
teachers will provide reading instruction. The students will rotate to each teacher on each of the three
days to receive four 40- minute learning sessions per day, totaling 80 minutes of math and 80 minutes of
reading per day. The teachers will utilize technology via iPads, Nooks, and laptop computers to provide
applicable experience for the students to engage. This experience is intended to begin forging
relationships with parents and students, while providing remedial instruction to rising sixth graders.
In response to our parent feedback and needs assessment, Otwell administrators and guidance
counselors plan on attending fifth grade events, meetings, and Title I meetings at our main feeder
50
elementary school and also a Title I school, Cumming Elementary, in the spring. We hope to begin
building relationships and making the transition from elementary to middle school easier for parents
and students.
For students who enter Otwell after the beginning of the school year, including private school
transfers and students arriving from other districts, our guidance counselors meet with every family,
offering tours and a meeting time to help parents with the transition. We review student records,
including assessment data, to ensure the best placement for each student. Our guidance counselors
lead small groups for new students to help with the transition, and all students are allowed to
participate in extracurricular clubs and activities offered.
Otwell also has a transition plan in place for students completing eighth grade at Otwell and
moving across the street to Forsyth Central High School. Ms. Holder, assistant principal, and Otwell’s
guidance counselors coordinate with the high school to provide a timeline and schedule for registering
for classes, touring the high school, and parent meetings with high school administrators. See the table
below for the events coordinated with Forsyth Central High School.
DATE
TIME
PLACE
EVENT
January 14, 2013
6:30 pm
East Cafeteria
*FCHS Advanced Placement Night
January 17, 2013
2:45 pm
FCHS
OMS and FCHS administration, counselors,
and teachers meet to discuss registration
process
February 8, 2013
4:00 pm
OMS
Deadline for making Academic
Recommendations
February 13, 2013
2:45 pm
OMS
Information on FCHS course offerings
presented to OMS 8th grade students
February 19, 2013
OMS
Registration Packets Delivery
February 20, 2013
OMS
Registration Packets given to students to
take home
51
February 20, 2013
8:00 am
Parent Portal
Parent Portal opens for 8th grade middle
school students
February 21, 2013
6:30 pm
East Cafeteria
*Rising 9th Grade Parent Meeting
Open Lab and time with Counselors prior to
meeting from 4:00-6:00
March 8, 2013
4:00 pm
Parent Portal
Parent Portal closes
March 5, 2013
9:30 am
FCHS
Otwell students tour FCHS
March 13, 2013
2:45
OMS
FCHS counselors follow up with Otwell
students about their course selections
March 21, 2013
6:30 pm
March 27, 2013
New Gym
*Bulldog 101/ Rising Night Grade Night
Printed final course verifications sent home
for middle school students
April 12, 2013
Course Waiver Deadline
Section VII – Assessment
Assessment data is a driving force in how Otwell improves instruction for our students. At the
district level, Forsyth County utilizes teacher leaders from within each individual elementary, middle,
and high school building to develop curricula and instructional materials. As described in Sections I and
II , the county’s focus for professional development this past school year was on selecting power
standards from the new CCGPS. With these standards as the focus for instruction, teacher leaders
developed modules to guide classroom teachers with Common Core instruction. The teacher leaders
then created common summative assessments for each unit of study. These resources are available on
itslearning, an online database for teachers to access information. The teacher leaders are responsible
for re-delivering the information created at their individual schools. The district also shares the work of
these teacher leaders with administrators at meetings.
52
In addition to common summative assessments, our school’s professional learning this year
(refer to Sections I, II, and IV) focuses on data teams to drive instructional strategies and differentiation
within the classroom. Our teachers meet regularly to plan instruction for new material being taught.
Prior to teaching, our teachers develop common pre-formative assessments. Teachers review these ten
question assessments to determine baseline data to plan for the unit of instruction. Teachers plan
instructional strategies and differentiate the unit of instruction based on this common pre-formative
assessment. The unit is then taught with the common formative post-assessment given after
instruction. These results are used to determine student growth in an informal, yet consistent, manner
for teachers to analyze group and individual student progress. With this information, our teachers take
ownership for instructional decisions for students.
Grade level content areas compile various data as part of the Data Team initiative and discuss
data findings and instructional improvement in planning meetings. Every week, at our school’s
leadership team meeting, one content area shares current data, classroom strategies, and programs in
use for student learning. The goal is to build our school’s mutual responsibility for teaching ALL students
and increasing student achievement. These discussions guide our school learning goals.
For students who consistently perform poorly on common post-assessments and summative
assessments, Otwell’s Response to Intervention (RTI) process is in place. Otwell’s graduation coach, Mr.
Chuck Shadburn, manages the students monitored at Tier II and Tier III of the RTI pyramid. Mr.
Shadburn hosts meetings with an identified student’s parents, administrator, school psychologist, and
students’ teachers. The team discusses a student’s progress and puts a plan in place with strategies and
interventions to help a student be more successful. The student’s progress is monitored every two
weeks within this model. The extra support will continue as long as the student requires it. If these
53
extra strategies and interventions do not yield sufficient progress, the team may then make a referral
for further screening and/or psycho-educational evaluation to determine special education eligibility.
Section VIII – Coordination and Integration of Federal, State, and Local Services
and Programs
Otwell collaborates with Ms. Ann Reutter, Ms. Fonda Harrison, and Ms. Christine Snead at the
Forsyth County office to coordinate the allocation and expenditure of funds for Title I use. (On the
following page is a table which describes the allocation of the funds.) Otwell uses its assigned Title I
funds to support supplemental instruction in reading and mathematics for identified Title I students.
Title I teachers purchase materials and resources approved in the yearly plan and budget to support
learning for students in the Title I program. Items purchased with Otwell’s allocated funds include the
following:

Four full-time Title I teachers with benefits (three math, one reading)

One part-time Parent Involvement Coordinator

Technology resources ( iPads and docking stations)

Technology programs (Skills Tutor and Stratalogica)

Childcare providers and translators for parent meetings

Curriculum support (novels, test preparation, non-fiction text, teacher and student study guides)

Parent involvement (student take home backpacks with learning resources)
Description of Services
Otwell Middle School
Amount
Title I
Title I – A
District:
$2,489,371
Show how the funds are coordinated for the
improvement of the entire school.



Parent Involvement
Technology Purchases
After School, Saturday, and Summer
Programs: Kinder Camp, Book Clubs
54






Professional Learning
Instructional Resources
Resource Materials and Supplies
Tutors
Transportation for Parents to Meetings
Parent Training Materials




Salaries and Benefits
Skills Tutor, Reading Assistant
Additional Technology for Students
Class sets of Novels, Anthologies, to
Supplement Reading Selections
$4780



Speaker for Parent Meeting
Handouts (Books, Pamphlets, DVDs)
Family Engagement Conference
District:

$53,917






Tutors (only in non-Title I schools) and
Tutoring Supplies
Supplies for Parent Meetings
Transportation for Parents
Packets with resources sent home
Travel
Registration, materials,
Consultants






Teachers,
Tutors, Supplies, Materials
Professional Learning
Parent Involvement
Supplemental Tutoring
Parent Outreach
School Allocation:
$384,997
Parent Involvement:
Grant
Title II
Homeless Grant
Title II-A
District:
$368,633
Title III
Title III-LEP
District:
$236,310
Migrant
Migrant
District:
$32,090
Along with the Title I funds, Otwell receives and uses funds for the following:

Special Education receives limited monies that are allocated for instructional materials to
support achievement for students with disabilities based on their IEPs and are aligned to the
Georgia Alternative Assessment standards for high school graduation. Support materials and
resources include math curriculum, workbooks, manipulatives, medical supplies, cause and
55
effect toys, social skills stories, and reproducibles. Otwell hosts six self-contained classrooms for
mild, moderate, severe and profound intellectual disabilities.

The Horizons (Gifted) program purchased literacy materials to help support the increased rigor
and relevance that the new CCGPS present in the social studies curriculum. These materials
provide primary documents and non-fiction works that not only provide information about
historical events but also provide primary textual and visual sources for analysis and discussion.

Instructional Extension – Otwell receives funds each year, based on our student population,
which are allocated for before and/or after school CRCT preparation. Students are identified
through data, including CRCT, classroom grades, program services, and at-risk factors, for
consideration of these services. Identified students meet before or after school one day a week
with an Otwell teacher to receive reading and/or mathematics support. Teachers are
reimbursed at their hourly rate with benefits.

PTO has provided $500 grants to content teams for student learning materials and resources,
including teacher guides for novel studies, supplies for science experiments, an iPad for the
ESOL program, and a video library for social studies. They will continue to do the same this year.

Title III uses funds available from two sources; local school funds and funds from the Forsyth
County School district office. A predetermined amount is designated by the central office for
the purchase of educational materials to be used for ESOL students. These materials include
items such as, classroom library books, content related books, computer programs, workbooks,
posters and other supplemental learning materials designated only for use with ESOL students.
Local funds are used as needed for school and office supplies.

General funds are acquired locally and used at the discretion of the principal to support student
learning in all content areas, including fine arts and physical education. Purchases include
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professional development for teachers, sports equipment, consumables for art projects, and
office supplies.
Section IX – Activities for Students Having Difficulty Mastering Standards
Otwell strives for student achievement and individual mastery of prescribed content and
curriculum; however, in the event a student experiences difficulty mastering standards, the Response to
Intervention (RTI) process is in place to support student learning. Response to Intervention strives for
early identification of students who may require extra support to meet learning goals and objectives in a
timely manner. This model identifies students through a pyramid, or steps for interventions. The
pyramid contains four tiers for monitoring student progress.
The first tier applies to all students receiving standards-based, differentiated instruction
through daily classroom teaching. Teachers frequently monitor student progress of the content and
curriculum, including, but not limited to: daily assignments, homework, projects, quizzes, observations,
and formative and summative assessments. Through these daily activities, the teacher collects data on
each student, using this data to plan instruction to meet the needs of learners and monitor student
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growth. This cycle occurs on a daily basis with teachers monitoring student progress through the
aforementioned measures. As a targeted-assistance Title I school, also among the data collected
cyclically are the spring, fall, and winter TINA surveys. Teachers complete these surveys for every
student, placing them in a rank order based on at-risk factors. For students who experience difficulty
within this model of instruction and are identified as requiring extra support, teachers meet to discuss
these students for implementation of more intensive strategies and interventions in tier two.
In our schoolwide 2014-2015 program, the Title I team meets with grade level reading and math
teachers to review TINA spreadsheets and to identify at risk students who will benefit from
supplemental instruction in the Title I program.
Teachers conduct monthly meetings, Instructional Support Teams (IST), to discuss the at-risk
learners who are not making adequate progress towards proficiency within the standards. Teachers
communicate the learning difficulty with the parents of the student and determine the needs-based
learning strategies that will be employed to assist the learner. These activities include, but are not
limited to extra morning or afternoon study sessions provided by the classroom teacher; academic and
behavior check-ins with Mr. Chuck Shadburn, graduation coach, for reward system and monitoring;
assigning a peer buddy or mentor; consideration for reading and/or math literacy classes for
supplemental instruction. Once interventions are in place, the student is progress monitored on a
monthly basis to determine if he/she is responding to the extra support. If the student is making
progress, the interventions continue. If a student is not responding, the team considers further support.
Further support for students who do not respond to initial interventions in tier two are reviewed
for tier three, or Student Support Team (SST). A formal meeting is held with parents, classroom
teachers, administrator, graduation coach, and school psychologist. The team reviews the student’s
academic history and current concerns in the classroom. The team decides on an appropriate plan of
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action to best support the student. Once in SST, a student is provided with more intensive researchbased programs to target the student’s learning needs, including, Reading Assistant, Read Naturally, and
Skills Tutor for math. The student is progress monitored twice a month to collect data based on the
student’s response to these intensive programs. If a student makes progress, the team continues with
the current intervention. If a student fails to make adequate progress with the interventions prescribed,
the team reviews the data to determine possible psycho-educational evaluation and the need for Special
Education services. Refer to appendices I and J for a comprehensive list of interventions within the
pyramid.
To make this process as effective as possible and to ensure timely interventions are provided to
students, teachers receive ongoing professional development for effective instruction with
differentiated instruction and the Data Teams process. (Refer to Section II for detailed research and
information.) These two areas of professional development are intended to broaden and deepen
teachers’ ability to use common assessments to guide instruction and provide targeted, purposeful
instruction for student learning needs. These two components are critical for successful implementation
of RTI. Mr. Shadburn meets with teachers monthly to review the progress of at-risk learners at each
grade level and the implementation of the pyramid of interventions.
Section X – Individual Student Assessment Results and Interpretation Provided to
Parents
Assessment is an integral aspect of school improvement. To communicate assessments and
results to parents, Otwell works in conjunction with the county office to provide timely notice of
assessments taking place for student groups on the schedule and providing parents with the results of
these assessments. On Otwell’s Internet website is a link containing the Forsyth County assessment
calendar for middle school for the year (Appendix K). Prior to each individual assessment date, Otwell
communicates via letters home (Appendix L for an example letter). After the assessment occurs, paper
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copies of individual student results are sent home via the student. Each grade level has an email
distribution list that is used to alert parents to score reports being sent home. Individual results are also
posted on Infinite Campus’s Parent Portal. Parents have an electronic account which allows them access
to assessment results, as well as their student’s daily classroom grades and assessments. Alerts are also
provided through this electronic system to increase communication to parents. In addition, itslearning is
a tool that can be used for communication from the teachers to the students and parents.
Individual student grades are reported quarterly with October and March dates recorded as
mid-term grades, and December and May posted on transcripts as summative student grades. Otwell
hosts parent conferences in October and March to meet with parents to review student progress, as
needed. Outside of formal conference, teachers communicate with parents regularly via phone and
email. A variety of electronic medium, including, Edmodo, itslearning, and Parent Portal through
Infinite Campus, are used to alert parents to assignments, assessments, and projects.
At the Title I monthly parent meetings, our teachers inform parents, in English and Spanish, of
upcoming assessments, offering tips and strategies to prepare. The Title I parent involvement
coordinator has open hours during the school day to allow parents time to use school computers and
become comfortable with the programs in use.
Section XI - Collection and Disaggregation of Data
Georgia has begun implementation of the Common Core Georgia Performance Standards this
school year. With this new curriculum, a new school-wide accountability measure is being
implemented. As described in Section II, the NCLB AYP has been replaced with the College and Career
Readiness Performance Index (CCRPI). This new indicator is the school-level accountability measure to
which Georgia schools will be held in response to the NCLB waiver approval. The CCRPI accounts for
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current CRCT state assessment, along with indicators including fine arts and physical education courses,
attendance, 21st Century skills for eighth graders, and student Lexile levels.
Once this report is available, Otwell’s administration and leadership team will review the
strengths and areas for improvement in regards to student achievement. Administrators will review
teacher allotments, scheduling for all courses, electives offered, and implementation of program
services. The leadership team will meet to review assessment data to improve instruction for student
learning needs. Administrators and the leadership will communicate this information to the faculty and
use this information to plan for professional development and resources for teachers to impact student
growth. Once goals have been determined for student growth, Otwell’s administration will disseminate
this information to its families, community, and stakeholders.
Section XII – Disaggregated Assessment Results
Otwell receives all validated assessment results from the Georgia Department of Education for
the CRCT, as well as validated Forsyth County interim assessment data from the district. With these
assessment results, along with school-level formative and summative assessment data, Otwell’s
administrators meet with program and content teachers (ESOL, Special Education, Title I, Gifted) to
review results and guide instructional decisions for student learning.
Section XIII – Public Reporting of Data
Otwell provides timely data to parents and the community through the school’s website,
Facebook and Twitter accounts, and Infinite Campus email and phone messenger. All county and state
information is housed on the Forsyth County and Georgia Department of Education websites,
respectively.
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Section XIV – One-Year Planning
The Title I Schoolwide/School Improvement Plan was revised during the 2014-2015 school year.
Ms. Auburn Keaveney, Assistant Principal, coordinated Otwell’s school, parent, and teacher efforts to
collect, organize, and communicate the plan throughout its development. A digital copy will be posted
on the school’s website, and paper-based copies will be available upon request. A hard copy will also
be available in the Parent Resource Room for public review. Once completed and approved, this plan
will be reviewed and revised annually by the administration and leadership team with input from
involved stakeholders.
Section XV – Community Involvement of the Plan and Who Will Implement the
Plan
The plan was primarily developed through a school-based team including: two administrators,
two Title I teachers, two general education teachers, two Title I parents, two non-Title I parents, county
office personnel, and a consultant. Input was gathered from the community at PTSA meetings and Title
I parent meetings. Refer to Appendix C for a timeline of planning with parents, teachers, Local School
Council, and all other stakeholders.
Section XVI – Sharing the Plan
Once completed, Otwell will share the plan in the school newsletter with access for all to review.
Contact information will be provided for the public to comment and offer input for the next annual
revision of the plan. The plan will also be available on Otwell’s website, and a hard copy is available in
the Parent Resource room.
Section XVII – Translation
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The plan has been explained and described at Title I meetings with translators to relay the
information in Spanish. Once approved, the plan will be translated into Spanish, to the extent feasible,
as this is the primary secondary language served at Otwell. Upon request and with the use of Title I
fund, sections of the plan will be translated to the extent possible.
Section XVIII – School Improvement Provisions
The Title I Schoolwide Improvement Plan is a working document that will be updated and
revised annually to support the needs of the Otwell community. The plan is subject to the school
improvement provisions of Section 1116.
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References
Allison, E., Besser, L, Campsen, L, et al. (2010). Data teams: The big picture. United States of America:
Lead + Learn Press, a division of Advanced Learning Centers, Inc.
Houghton Mifflin Harcourt: Skills Tutor. (2009). Retrieved from
http://www.skillstutor.com/hmh/site/skillstutor/Home.
Huebner, T.A. (2010). Differentiated learning. Educational Leadership, 67 (5), 79-81. doi:
http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/DifferentiatedLearning.aspx.
National Center for Learning Disabilities: RTI Action Network. (2013). What is RTI? Retrieved from:
http://www.rtinetwork.org/learn/what/whatisrti.
Scientific Learning Reading Assistant™. (2013). Retrieved from
http://www.scilearn.com/products/reading-assistant/.
Tomlinson, C. & Parrish, W. C. (2009-2010). The differentiated instruction model. In What is
differentiated instruction? Retrieved from http://www.diffcentral.com/whatisdi.html.
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