Aaron Cohn Middle School 2016 2017 School Improvement

Aaron Cohn Middle School 2016 -2017 School Improvement Plan Principal: Richard Green Vice Principal: Al Parham Academic Dean: Denise Fox Academic Coach: Ginger Markham Leadership Chair: Heather White

2016 – 2017 SIP Goal • GOAL 1 By the end of the 2016 – 2017 school year, 90% of students will move into their grade level Lexile band or beyond as measured by the Georgia Milestones ELA EOG.

Needs Assessment/ Data Review Results: DATA SOURCE CCRPI Middle School Indicators Points Possible for Indicator Points earned on the Indicator 5 Percent of English Learners with positive movement from one Performance Band to a higher Performance Bans as measured by the ACCESS for ELLs NA NA 6 Percent of Students With Disabilities served in general environment greater than 80% of the school day 10 9. 391 7 Percent of students in grade 8 achieving a Lexile measure equal to or greater than 1050 on the Georgia Milestones ELA EOG 10 7. 531 8 Percent of students completing 2 or more state defined career related assessments inventories and a state defined Individual Graduation Plan by the end of grade 8 10 9. 943 Percent of students missing fewer than 6 days of school 10 7. 317 Percent of students’ assessments scoring at Proficient or Distinguished Learner on Georgia Milestones EOGs 10 4. 859 9 10

2016 – 2017 SIP Goal • GOAL 2 Incidences of bullying will decrease by 10 percent by the end of the 2016 -2017 school year as measured by Georgia Health Survey 2. 0.

Needs Assessment/ Data Review Results: DATA SOURCE Based on 2015 School Climate Report:

Lexile Level Grade Bands Grade Not On Track Falls Far Below On Track Approaches Meets Exceeds 1 BR 111 L and below BR 110 L-185 L 190 L-530 L 535 L and above 2 150 L and below 155 L-415 L 420 L-650 L 655 L and above 3 265 L and below 270 L-515 L 520 L-820 L 825 L and above 4 385 L and below 390 L-735 L 740 L-940 L 945 L and above 5 500 L and below 505 L-825 L 830 L-1010 L 1015 L and above 6 555 L and below 560 L-920 L 925 L-1070 L 1075 L and above 7 625 L and below 630 L-965 L 970 L-1120 L 1125 L and above 8 660 L and below 665 L-1005 L 1010 L-1185 L 1190 L and above 9 775 L and below 780 L-1045 L 1050 L-1260 L 1265 L and above 10 830 L and below 835 L-1075 L 1080 L-1335 L 1340 L and above 11/12 950 L and below 995 L-1180 L 1185 L-1385 L 1390 L and above College and Career Readiness Beginning Reader (BR) is a code given to readers and text that are below 0 L on the Lexile scale. IN some cases, for readers, a BR code is followed by a number and L (e. g. BR 150 L). A Lexile reader measure of BR 150 L indicates that the Lexile measure of the reader is 150 units below 0 L. The smaller the number following the BR code, the more advanced the reader is. For example, a BR 150 L reader is more advanced than a BR 200 L reader.

Bullying/Harassment https: //www. youtube. com/watch? v=Rwlh. Uc. SGqgs

Bullying/Harassment Based on 2015 School Climate Report:

Bullying/Harassment *39. I have been bullied or threatened by other students. 2015 2016 Disagree Agree Never/1 -2 x Few-Everyday 6 th 70. 37% 29. 63% 6 th 95. 20% 4. 80% 7 th 77. 93% 22. 08% 7 th 90. 00% 10. 00% 8 th 63. 57% 36. 43% 8 th 94. 33% 5. 68% Total 70. 83% 29. 17% Total 93. 03% 6. 98%

Bullying/Harassment *40. I have been picked on or teased at school. 2015 2016 Disagree Agree Never/1 -2 x Few-Everyday 6 th 65. 43% 34. 57% 6 th 88. 00% 12. 00% 7 th 66. 24% 33. 77% 7 th 86. 00% 14. 00% 8 th 57. 86% 42. 14% 8 th 86. 53% 13. 47% Total 63. 38% 36. 62% Total 86. 78% 13. 22%

Bullying/Harassment 45. Someone has bullied or picked on me by making fun of me, yelling at me, or saying something mean. 2015 2016 Disagree Agree Never/1 -2 x Few-Everyday 6 th 65. 43% 34. 57% 6 th 94. 40% 5. 60% 7 th 74. 68% 25. 32% 7 th 89. 33% 10. 67% 8 th 71. 43% 28. 58% 8 th 90. 78% 9. 22% Total 70. 39% 29. 61% Total 91. 35% 8. 65%

Bullying/Harassment Meeting Our Goal: • • • Educating all stakeholders on the definition of bullying. Making it clear the difference between conflicts, teasing, meanness and bullying. Addressing bullying when it is reported - investigate, notify, discipline and follow-up. Teaching students the behaviors we expect (i. e. Core Values, PBIS). Schoolwide initiatives – ILT lessons, No Place for Hate, Upstander Alliance, Peer Helpers On-going professional development

Gradual Release Think about how you learned to drive a car.

Gradual Release of Responsibility: “The gradual release of responsibility model of instruction stipulates that the teacher moves from assuming “all the responsibility for performing a task…to a situation in which the students assume all of the responsibility. ” Duke and Pearson, 2002, p. 211

TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Collaborative “You do it together” Independent “You do it alone” STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D. , & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

But…

In some classrooms … TEACHER RESPONSIBILITY “I do it” Focus Lesson Independent “You do it alone” STUDENT RESPONSIBILITY Fisher, D. , & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

And… In the worst classrooms … TEACHER RESPONSIBILITY (none) Independent “You do it alone” STUDENT RESPONSIBILITY Fisher, D. , & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

And Still… In the “Good Enough” Classroom TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” Independent “You do it alone” STUDENT RESPONSIBILITY Fisher, D. , & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Framework for Implementing the Gradual Release of Responsibility Model • Focused Instruction • Guided Instruction • Collaborative Learning • Independent Learning

Groups

Exit Ticket Complete the exit ticket and drop in the ACMS bucket on your way out.

https: //www. youtube. com/watch? v=Hc. ZF 6 Kz. FIn 0