Title I Schoolwide Program Plan - Gulfport School District

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Schoolwide Program Plan

January 2007

(Revised March 2009)


Mississippi Department of Education

Office of Innovative Support







State
Template









Mississippi Department of Education

2

Revised March 2009






Title I Schoolwide Program Plan


Date when Plan Implemented

A
ugust 5,2009

Plan Status:

New

X


Revised______________




School District Name:


Gulfport School District


Address:


2001 Pass Road



Gulfport, MS 39501


Title I Coordinator


Carla J. Evers


Phone:


(228) 865
-
4614


FAX:


(
228
)

865
-
4718


E
-
Mail Address
:


carla.evers@gulfportschools.org





School Principal:




Michael Battle, Ph.D.


Phone:


(228) 870
-
1039


FAX:


(228) 870
-
1041


E
-
Mail Address:


michael.battle@gulfportschools.org


School Name
:


Gulfport Central Middle School


Address:


1310 42
nd

Avenue



Gulfport, MS 39501




Superintendent:




Glen East


Phone:


(228) 865
-
4600


FAX:


(228) 865
-
1918


E
-
Mail Address:



glen.east@gulfport
schools.org

____________________________________________


School Enrollment:


Grade Levels:


Free/Reduced Lunch %


536



6
-
8


79%





Mississippi Department of Education

3

Revised March 2009


Introduction


A schoolwide program is a comprehensive reform strategy designed to upgrade the entire
educational prog
ram in a Title I school. The primary goal is to ensure that all students,
particularly those who are low
-
achieving, demonstrate proficient and advanced levels of
achievement on State academic achievement standards. The schoolwide planning team should
dec
ide which focus areas

are most essential to reform the school. Although additional factors
may be added to the profile, those listed below significantly impact student achievement, and at a
minimum, the schoolwide planning team should assess the school’s
current status with respect to
each of them. Some questions that will help the team know what information to collect are listed
after each factor. The
Mississippi Department of Education

considers these factors the “five
dimensions.”


Each dimension lis
ted below is

followed by a list of f
undamental questions that must be
addressed in the planning of your comprehensive needs assessment

and through out the
development and implementation of the
sc
hoolwide
p
rogram:



D1.

Student Achievement:
How well are stud
ents attaining the challenging academic
standards set by the
S
tate and school district
?
What are school completions or mobility
rates
?
How many students are making smooth transitions from one school to the next
?
Is there a reduction in the rate of stude
nts leaving the school, either as a result of
making a voluntary transfer or because they are dropping out of the system?


D2.

Curriculum and Instruction:

What are teachers and administrators doing to ensure
that teaching methods are up
-
to
-
date and the curr
iculum reflects state, local, and
national content standards
?
What opportunities are there on the job to improve the
curriculum, raise expectations of staff, and secure top
-
quality instructional materials?


D3.

Professional Development:
Are there on
-
the
-
job
opportunities for teachers to
participate in meaningful professional development
?
Do teachers select the
professional development opportunities available to them
?
What topics attract the
largest groups of participants
?
Who participates
?
What follow
-
up
takes place
?
Are
teachers working in a collaborative effort as team members and mentors
?
What
instrument can reliably assess the extent to which teachers are collaborating
?
What can
be done to further promote and enhance collaboration among teachers?


D4.

F
amily and Community Involvement:
In what ways are parents and the community
involved in meaningful activities that support student learning
?
How are parents and
the community involved in school decisions
?
Are health and human services available
to suppo
rt students and encourage healthy family relationships
?
If families speak
languages other than English, are school messages communicated in those languages
?
Do services for families include students with disabilities, both physical and
educational
?
Can
parents develop their own parenting skills or gain access to other
educational opportunities through the school?


Mississippi Department of Education

4

Revised March 2009

D5.


School Context and Organization:
How large are classes
?
Is adequate time devoted
to subjects in which students perform poorly
?
Do teachers

have a voice in decision
making and school policies
?
What role do teachers have in deciding what assessment
will

be
use
d

to evaluate individual students of the program as a whole
?
Do school
committees and decision making bodies make it easier for teache
rs, parents,
paraprofessionals, support staff, and students to be heard
?
Are all groups
a
part of
solutions to identified problems?

Mississippi Department of Education

5

Revised March 2009

S
CHOOLWIDE
P
ROGRAM
P
LANNING


A.
Planning Team


A schoolwide program is developed with the invol
vement of parents, licens
ed and

non
-
licensed

s
taff, administrators, and others who will carry out the plan. The planning team
assumes responsibility for providing leadership during the planning and implementation of the
schoolwide program. The planning team also assumes the resp
onsibility to ensure that all
stakeholders

have an opportunity to provide input as the plan is developed.


Since parent
al

involvement is a major element in Title I, parents should be included on this
planning team. If the application is for a secondary sc
hool, students may be on the planning
team. School and district Title I personnel must
also
be included
.

Note:
An existing school improvement team could assume the planning responsibilities for the
schoolwide program as long as this team includes represen
tatives from the groups listed
in the
chart below
.

Planning Team
-

List the names of people involved in developing this plan. (Each group
should have
at least one

participant.)


Position

Name of Team Member

Parents:


Corey Lombard

Elizabeth

Gerber

Lice
nsed Staff:

(include position)

Wendi Husley
, 6
th

Grade
Social Studies

Teacher

Peter Chase, 6
th

Grade Social Studies Teacher

Bidwell Redmond, Inclusion Special Education Teacher

Tenneille Lamberth, Guidance Counselor

Non
-
Licensed

Staff:


(include positio
n)

Ms. Gill
, Teacher Assistant

Marie Shivers, Records Clerk

Administrators:

(include position)

Michael Battle, Principal

Dana Benson
, Assistant Principal


District Staff:


Carla Evers

Mona Hopstein

Title I Staff:

Aneesa Sergeant

Gail Chambliss

Shunn Li
nson

Shelia Gill

Community Members

(include position)

Officer
Raymond Brooks, Gulfport Police Department

Heather Lindsey,
Nurse, Memorial Ho
spital

District
Homeless
Liaison
:

Carla Evers

Others:
(
secondary
students,

etc.)

K
ih’ari

E癥rs
Ⱐ,
th

Grade Student

Vivian HoNguyen
, 7
th

Grade Student


Mississippi Department of Education

6

Revised March 2009

B.
Schoolwide Planning Summary


1.

Briefly describe the
process

used to develop the schoolwide plan.


On March 26, 2009, the Title One Director for the Gulfport School District distributed a
Comprehensive Needs Assessmen
t that was to be completed by vested stakeholders to
include administrators, teachers, students, and parents. Participants could respond to the
survey via paper/pencil or the internet.


On
April 29, 2009,

a school
-
wide meeting was called where community me
mbers
(including parents), teachers, and principals attended to discuss information surrounding
Title One planning. The information gathered was used to share with faculty members so
that an official plan of action could be written

to

address school
-
wide n
eeds.


On

May 11, 2009,

members of the 2009 Gulfport Central Middle School Title One
Leadership Team met to review school data results from the Comprehensive Needs
Assessment, and the expectations of the leadersh
ip that were based on collected data.
Throug
h an o
n
-
going process of written and
verbal evaluatio
ns form all vested
stakeholders

administrators
, faculty, students, parents, and community members
,
the
School
-
wide Title One Plan was developed. Feedback from test results and other data
facilitated the
continued implementation of the transition program

with transportation
provided
, mandatory after school tutorial

with transportation provided
,

and the
enrichment labs for math and reading.
























Mississippi Department of Education

7

Revised March 2009

2.

Use the following table to summarize the
steps and activities of the planning process.
Include planning team meetings,

staff work sessions,
visit
s

to schools, parent meetings,
staff meetings where planning took place and other activities conducted during the needs
assessment, inquiry process and

plan development.


Meeting

Dates

Agenda Topics/Planning Steps

Participants at Meetings




慬a⁣潬umn猠瑨慴⁡sp汹

plng. team

all staff

parents


6/8/09


6/15/09



7/20
-
23/09





8/18/09



9/8/09




10/22/09




2/10



3/10


4/10



4/10


Budget sum
mary meeting/needs assessment


Review MCT 2 data, schedule remediation
classes


Improving Student Engagement with
Effective Teaching Strategies

based on MCT
2 data and district mixed practice test data



Open house, test results, expectations for all
stak
eholders


Introduction of Math Lab, Reading Labs,
Transitional class, and mandatory after
school tutorial class


2008
-
09 School
-
wide Plan reviewed and
revised with 2008 Test Data



Needs Assessment administered to parents,
faculty, and students


Title One
School
-
wide planning meeting


Planning meeting with planning team to
formulate a plan that was based on data


Follow
-
up planning meeting with planning
team to continue to develop a plan that was
based on data


X



X





X






X




X






X





X







X




X





















X















X



X
















X




X






X





X







Mississippi Department of Education

8

Revised March 2009


C.
Communication


The planning team
of Gulfport Central Middle School, referred to hereafter as GCMS, will

closely coordinate with the rest of the school community
during the planning process.
Regular communication contributes to the development and implementation of a schoolwide
program plan that

is supported by all

vested

stakeholders. In this section, describe the
process used to communicate
with

all stakeholder
s and how feedback was obtained from the
various stakeholders.


1.

Briefly describe the
methods

that were used to
inform

the entire staff, parents,
community and district of the schoolwide planning team actions.


At Gulfport Central Middle School (GCMS), the

faculty and staff are informed about the
implementation of the school
-
wide program and strategies through email, daily
announcements, and

faculty
/
departmental
meetings. We communicate with parents and
community throug
h written correspondences (i.e.
bi
-
wee
kly news letters), student/parent
orientation programs, and other parent meetings. We also use the marquee located in the
front of the building, an automated calling system (
Connect
-
E
d) to inform the
community, students, parents, and the neighborhood of ev
ents happening at Gulfport
Central Middle. Each parent will also be provided

via web a
copy of the

school
site plan
for reference and copies will be available for those parents and/or stak
eholders who do
not have access
to a computer. In addition, the Bo
ard of
Education for
the Gulfport
School District will receive a copy of the plan for their August board packet.


2.


Briefly describe opportunities for feedback
from

these groups.


In general, feedback from stakeholders is solicited through surveys. These s
urveys are
given to all Gulfport Central Middle School students, parents, and staff members during
the spring of each year. However, opportunities for feedback regarding the Title One plan
are also provided in conferences, faculty meetings,
PTO

meeting, or

in writing to the
principal. Students will be provided an opportunity to respond to the plan through student
organizations such as
National Honor Society,
Student Council
, Brothers Club, and Sister
Clubs
.


3.

What percent
age

of the
stakeholders
supports the
completed Schoolwide Plan?
95
%


D.
Technical Assistance


Use the following table to document the technical assistance you received during the
planning year.


Supply th
e dates of meetings,
who provided the assistance, and
the type
of assistance
.


Date

Pr
ovider

Type of Assistance

Mississippi Department of Education

9

Revised March 2009


Federal Program
s

Director

School
-
wide Plans Information, Title
I

update,
School
-
Parent Compacts, Annual Meeting


Federal Programs Director

School
-
wide Plans Reminder, Annual Meeting
Reminder, Title
I
, Title IV, Title III
inform
ation


Federal Programs Director

Title
I

reminder, E
LL

information, Spanish
information


Federal Program
s

Director

School
-
wide Plans Reminder, Annual Meeting
Reminder, Planning Meeting Information


Federal Program
s

Director

Title
I

box information


Fe
deral Program
s

Director

Spending information, Documentation
information, NCLB Report Cards information


Federal Program
s

Director

Title
I

budget information, Highly qualified
teacher documentation


Federal Program
s

Director

Federal Programs District
Com
mittee Meeting


Federal Program
s

Director

Title
I

planning meeting information, Highly
qualified teacher information, School
-
parent
Compacts


Federal Program
s

Director

Title IV Funds, Pride Survey Information


Federal Program
s

Director

Title
I

box monit
oring information, Title IV
audit information, District Federal Programs
Committee


Federal Program
s

Director

Federal Programs District Committee Meeting
Title
I

expenditures and programs, Reviewed
Tile IV Pride Survey results and goals


Federal Program
s

Director

Planning for 2010, ELL information


Federal Program
s

Director

Title IV Funds, Title
I

Documentation Boxes


Federal Program
s

Director

Title
I

Box audit


Federal Program
s

Director

Title IV Funds, Title
I

Documentation Boxes


Federal Program
s

Di
rector

Title
I

box monitoring information, Title
I
budget information, Federal Programs project
information


Federal Program
s

Director

School
-
wide
/Target Assistance Planning
Meeting


Federal Program
s

Director

Email points of clarity concerning school wid
e
plan


Federal Program
s

Director

Email school report card and general school
-
wide questions
from

state department



Mississippi Department of Education

10

Revised March 2009





C
OMPREHENSIVE
N
EEDS
A
SSESSMENT


This section summarizes the results of the comprehensive needs assessment conducted by the
school
planning team and staff.


1.

Provide a brief description of your school and the community
in which your school is
located.


Gulfport Central Middle School is a public, urban middle school located on the west side of
Gulfport.

The soci
o
-
economic status of th
e community in which Gulfport
C
entral Middle
School serves is low to low middle class. Over ninety percent (90%) of families are single
parent households with incomes that do not exceed $18,000 per year.


Gulfport Central Middle School

is one of two middle

s
chools within the Gulfport School
District,

serving as an academic bridge between four of the District’s elementary schools and
Gulfport High School. Gulfport Central Middle School is des
igned to meet the unique
educational/developmental needs of both th
e transitional elementary student
s

to middle
school (
Nathan Walker Sixth Grade A
cademy), and the traditional educational and
developmental needs of early adolescents found in the middle school setting

(s
eventh and
eight
h

grade). Gulfport Central Middle Sch
ool stands out because of its school within a
school concept; whereby, six
th

grade students attend
an

academy that operates in accordance
with the teaming concept.

Meaning students attending the academy are divided into two
teams and/or small interdiscipli
nary learning communities. The teams are designed to support
a more nurturing atmosphere for our students who are transitioning through the very difficult
and challenging stages of early adolescence. Classrooms

are clustered together within the
academy win
g of the building. Each team is comprised of five teachers. Together, team
teachers provide instruction in mathematics, language arts, science, social studies, and
reading.


In contrast, the seventh and eight
h

grade wing
s

of Gulfport Central Middle School
are
designed to familiarize the traditional middle school student with departmentalization. Each
subject is comprised of three teachers with two academic preps. Subject area teachers provide
instruction in mathematic
s
, language arts, science, social studie
s, technology, and various
electives.


Gulfport Central Middle School has a six
th
-
eighth grade student population

of approximately
536. Approximately seventy
-
nine percent (79%) of all students are eligible for free and
reduced breakfast and lunch. Gulfpor
t Central Middle School has racial makeup of
eighteen
point five percent
Caucasian (
18.5%), seventy
-
six point nine percent
African American
(76.9%), two point four percent Hispanic

(2.4%), one point nine percent Asian (1.9%), and
point four percent
O
ther

(.4%). The school operates on an eight period 54
-
55 minute class
Mississippi Department of Education

11

Revised March 2009

schedule. Students who score minimum on the MCT 2 test are enrolled in remedial labs, and
all students participate in 30 minutes of Acce
lerated

Reader (
A
R) during eight
h

period.






2.

Descr
ibe the
process

used to collect and analyze data across the five schoolwide planning
dimensions: student achievement, school context & organization, professional development,
curriculum and instruction, and family and community involvement.


The process u
sed to obtain and analyze data was based on

the

individual school, grade level,
teachers, various s
ub
-
groups, and skills. Students’

class performance on weekly common
assessments, district mixed practice test, and MCT 2 data

were

critiqued to determine

any

correlation in terms of academic
stren
gths and weaknesses. This information is generally
shared with the entire faculty and staff during
professional

development days. Teachers are
then required to analyze the data and determine class profiles, str
engths
and weaknesses by
individual students, sub
-
categories, and skills.

Weekly mixed practice test
s

are critiqued
and/or analyzed by the teacher to determine immediate s
kill
s and
/
or objectives that need to
be addressed.
S
tudents

also

take district mixed practic
e test
s

every four

and a

half and nine
weeks to determine their knowledge level. The results of the district mixed practice test are
also analyzed
to determine student remediation needs via
Achievement S
eries. Furthermore,
students scoring minimum on the M
CT 2 are placed into enrichment math or reading labs
for
the remainder of the year.


In addition to standardized test, a comprehensive needs assessment was provided for all
stakeholders

concerning school context and organization

via various federal program

surveys, in order to obtain feedback as it pertains to student achievement.
Among these
surveys are Parent Involvement/Perception
Surveys
,
Student School Perception Survey, and
Pride Survey.


Other data analyzed was school generated reports such as averag
e daily
attendance, discipline records, test results from district and state tests

(collected on the GSD
Student Achievement Growth Chart and MCT

2

Longitudinal Reports), personnel input, and
perceived needs from administrators.


Professional development d
ata is collected through feedback generated from weekly district
mixed practice test, district mixed practice test, and results f
rom

the Mississippi Curriculum
Test.

While assessment data serves as the cornerstone for all subsequent training
,
further
prof
essi
onal development will occur. O
ther sources of data that is used to determine
professional growth are classroom observation, teacher requested
professional development
opportunities
that are researched based and supportive of school instructional

goals
, and
perceived needs of school administration. In addition, observations and recommendations
made be the Excellence Consultant Group was used to guide professional development
activities.




The Title One planning committee at Gulfport Central Middle Sch
ool collects data based on
curriculum and instruction from Comprehensive Needs Assessments, weekly and district
mixed pract
ice test, teacher input, and in
put from the Department of Instructional Programs.
Information f
ro
m the mentioned sources is analyzed
in terms of instructional strengths and
Mississippi Department of Education

12

Revised March 2009

weakness with
in

the classroom. Results form this comprehensive analysis serve as the bas
i
s
from which decisions are made regarding curriculum and instruction.


Gulfport Central Middle School’s Title planning committe
e obtains data from a variety of
sources as it pertains to Community and Parental Involvement. These sources of data include
but are not limited to Parental Surveys,
Parental Advisory Committees,
Superintendent
Advisory Committee,
c
ommunity walk
-
through
s,
and i
nformation gained form the
Gulfport
Central Middle
office suggestion box.


Data collected from the MCT 2, weekly and district mixed practice test,

observations
conducted by

the Excellence Consultant Group,
and teacher observation
s

were

used to
determ
ine

if the programming meets the needs of all students. This data i
ndicated a need for
an on
site curriculum specialist who will assist the instructional leader in providing
researched based instructional strategies, moral support and classroom management

skills to
improve the level of teacher performance
. In addition, assessment data along with
obs
ervations of both teachers and c
onsultants from The Excellence Group indicate that
transportation for a mandatory after school tutorial program is vital in ter
ms of students being
provided
the opportunity to receive additional help to sure up various areas of academic
weakness.
Furthermore, s
tudent and teacher absences, in addition to the high rate of poverty
and the size of our special needs population merit th
e need for transportation for the tutorial
program.

Assessment data in the areas of math and language arts also indicates a continued
need for the math and reading enrichment labs.


The disciplinary data acquired from JPAM
S

and MSIS was analyzed by the lea
dership team.
This data
i
ndicated a need for on
-
going community support and partnerships with various
agencies and organizations such as Memorial Behavioral Health, Memorial Hospital, Girl
Scouts, Department of Human Services, Youth Court, Gulfport Nav
a
l B
ase Mentoring
Program, and The Gulfport Police Department Mentoring Program. This data also ind
icated a
continuing need for In
School Suspension Personnel, school counselors, health clinic, school
resources officers, and
GREAT

officers.
The data also indic
ates that over

age students
continue to be a negative influence in terms of school climate; therefore, an on
-
going need
for transportation for a transition

program for over

age students is vital. Moreover,
and
perhaps more importantly
, the

transition progr
am supports the district

s and state

s efforts to
reduce the drop out rate
,

providing yet another avenue for students to participate in an intense
academic curriculum that will ultimately allow them the opportunity to graduate with their
class.




3.

Strength
s and Areas in Need of Improvement
:

Use this section to summarize the key
findings of the comprehensive needs assessment process. This section must be based on data
gathered across the five dimensions in your
Comprehensive Needs Assessment.

a.

Attach

the Da
ta Collection Worksheets and the Data Analysis Summary.


Star Reading Results

Mississippi Department of Education

13

Revised March 2009


Star Math Results

Grade

Pretest

Mean

Posttest Mean

Growth

6
th

Grade

5.3

6.3

1.0

7
th

Grade

6.1

6.6

0.5

8
th

Grade

7.0

7.4

0.4

Average Math Level

6.1

6.7

0.6


Voyager Math Results
-
Computation Fluency

Grade

Pretest

Posttest

Difference

6
th

Grade

36.0

45.0

+9.0

7
th

Grade

35.3

50.2

+
14.
9

8
th

Grade

32.0

48.0

+16.0

Average V
-
Math
Level

34.4

48.0

+
13.6


My Reading Coach
-
Dibels Scores

Words Correct

Per Minute
-
wcpm

Levels

August 2008

% students

May 2009

% Students

Difference

6
th

Grade below 105
wcpm

69

0

+
69

6
th

Grade 105
-
124
wcpm

26

5

+
2
1

6
th

Grade Above 124
wcpm

5

95

+90


Levels

August 2008

% students

May 2009

% Students

Difference

7
th

Grade below 105
wcpm

52

0

-
52

7
th

Grade 105
-
124
wcpm

22

4

-
18

7
th

Grade Above 124
wcpm

26

96

+70


Levels

August 2008

% students

May 2009

% Students

Difference

8
th

Grade below 105

18

0

-
18

Grade

Pretest Mean

Posttest Mean

Growth

6
th

Grade

5.3

5.7

0.4

7
th

Grade

5.6

5.9

0.3

8
th

Grade

6.2

6.5

0.3

Average Reading
Level

5.7

6.0

0.3

Mississippi Department of Education

14

Revised March 2009

wcpm

8
th

Grade 105
-
124
wcpm

5

0

-
5

8
th

Grade Above 124
wcpm

77

100

+23




Summary:


According to information derived from student achievement growth charts a
nd
MCT2
Longitudinal Reports, a significant number of
Central Middle School students continue
to need intensive remediation in reading and math. Although the Star Math and Star
Reading results showed marginal growth, the difference was not significant. Multiple
teachers noted in various meeting that students
engaged in the Star Reading/Math
assessment
appeared not to take the process seriously. Therefore, a greater effort will be
made by the administration and staff to stress the importance of doing well on the Sta
r
Assessments.


The Voyager Math results showe
d marginal

gains

for the sixth, seventh, and eight
h

grade
.

Results from
My Reading Coach
/Dibels

for the 2008
-
2009 school term showed
significant improvement.

The Reading and Math Enrichment Labs will continue next
year and will focus on students who failed

to score proficient/advanced on the MCT 2
and/or other wise scored minimal on the MCT2.
In addition, a
ll students will participate
in the
Renaissance Learning
P
rograms

Accelerated Reader

and
Accelerated
Math
.



To increase achievement, the following inst
ructional strategies and/or programs will
continue to be implemented: Learning Centers, Accelerated Reader and Math, My
Reading Coach, Promethean Boards, Thinking Maps, Site Based Curriculum Specialist,
Voyager Reading
and Math, Site Based Transition

Cours
es, Mandatory After School
Tutorial, and Summer School.



b.

Summarize the findings of the Comprehensive Nee
ds Assessment by describing the


strengths and weaknesses of your current program.


Strengths of the Current Program:

Mississippi Department of Education

15

Revised March 2009


1.

The number of specialized prog
rams available to students who are identified as at risk.
T
his include
s

but
is

not limited to:

Math and Reading Enrichment Labs,
Accelerated
Reader and Math,
Mandatory After School Tutorial
, and Transition Program.

Faculty:



80%
of
teacher respondents indic
ated that this school has successful preventive
strategies for helping students who are at risk of school failure.



83% of teacher respondents indicated all staff members know and work toward
achieving the school’s learning improvement goals.



84% of teacher

respondents indicate that our school use
s

researched
-
based
instructional programs and practices.


Students:



78% of student respondents indicated the school has programs to help students who
experience difficulty in class.



66% of student respondents i
ndicate this school has staff, programs, or serv
ices

that
can help students with school problems.



2.

High quality and rigor of the instruction afforded
to
all students.

Faculty:



91% of teacher respondents indicated that the curriculum is aligned with st
ate and
local standards.



80% of teacher respondents indicated that our school provides instructional activities
that engage students in learning.



81% of teacher respondents indicated that in this school, the primary emphasis is on
authentically engaging st
udents.



85% of teacher respondents indicated that instruction is focused on high expectations
that are obtained through powerful teaching and learning strategies.



80% of teacher respondents indicated that in our school, results of assessments are
used to i
mprove individual student performance.



86% of teacher respondents indicate that in our school administrators frequently visit
classrooms.



77% of teacher respondents indicated that the work teachers give to students is
purposeful and meaningful to students.


Students:



69% of student respondents indicate that the work they do in class makes them think.



64% of student respondents indicated that teachers use different ways to help them
learn.



69% of student respondents indicate teachers ask questions to m
ake sure
everyone in
class understands what is being taught.



64% of student respondents indicated that teachers encourage them to evaluate the
quality of their work



68% of student respondents indicated that they often see the principal and assistant
princi
pal in their classroom.


3.

Technology that supports our mission to provide the best educational opportunities for all
students.

(Survey does not address this issue).



Mississippi Department of Education

16

Revised March 2009



Weaknesses of the Current Program:


1.

Lack of instructional programs
/strategies

that cha
llenge our average and high achieving
students.

However, we have instituted an Honors program for students scoring in the top
33% on the MCT2.

Faculty:



62% of teacher respondents indicated that students are consistently challenged in
our school, and the f
ocus is on competence not coverage.



68% of teacher respondents indicated they engage students in high level thinkin
g
on a daily basi
s.


Students:



42% of student respondents indicated that they have choice in what they learn.



48% of student respondents

indicated they are frequently involved in class
discussions.



50% of student respondents indicated they spend class time doing meaningful
work



49% of student respondents indicated they have opportunities to learn from each
other.



58% of student respondents

indicated teachers provide many opportunities for
students to work in groups during class.



56% of student respondents indicated teachers in our school involve students in
decisions about learning.



60% of student respondents indicated teachers are dedicate
d to help all students in
school learn to their potential.

2.

Lack of instructional electives, and the space and resources to fund current and needed
elective programs
.

Faculty:



Survey

does

not address this issue.


Student:



Survey does not address this i
ssue

3.

Lack of parental involvement and communication between school and home.

However,
we have used the Connect Ed, calling system, to inform parents of various school events
and student academic/behavior concerns.


Faculty:



56% of teacher respondents
indicated our school coordinates school and
community resources to reduce student barriers to learning.



68% of teacher respondents indicated our school has des
igned effective forms of
school
-
to
-
home and home
-
to
-
school communications abo
ut school programs a
nd
students’

progress.



46% of teacher respondents indicated our school effectively recruits and organizes
parents help and support.



61% of teacher respondents indicated our school provides information and ideas
to families about how to help students at hom
e with homework and other
Mississippi Department of Education

17

Revised March 2009

curriculum related activities, decisions, and planning.



46% of teacher respondents indicated our school includes parents in school
decisions, developing parent leaders and representatives.



35% of teacher respondents indicated staf
f members and parents are highly
involved in the school improvement



34% of teacher respondents indicated the principal facilitates an
effective
mechanism for gathering feedback from staff, parents, and community members
and shares the feedback with approp
riate stakeholders.



63% of teachers indicated that multiple strategies are used for communicating
with students, parents, and community members.



Students:



Survey does not address this issue.

4.

Prioritization of Needs:

a.

Briefly describe the
proces
s

used to identify your highest priority areas needing
improvement.

This was done through an ongoing process which entailed several meeting
s

with the Title
One
committee and the leadership team; whereby, statistical data from
test results were
analyzed. In

addition, the Title
I
committee and leadership team analyzed various reports,
surveys, evaluations and classroom observations, along with faculty input to determine
needed areas of improvement.



b.

Use the following table to list the highest priority area
s needing improvement in each
dimension. Reference specific data to support the identification of priority needs. If
there are no needs in one dimension, indicate by entering “None at this time.”






Mississippi Department of Education

18

Revised March 2009





Dimension



Areas of Improv
e
ment/Priority Needs

Data/Evidence to
Support Identification of
Priority Needs


Student
Achievement



Increase students’ achievemen
t in
math,
language arts, and reading



Enrichment labs



Mandatory After school tutorial



Transition program




District Test
Results



MCT 2 results



Pr
ogress Reports
& Report Cards





Professional
Development




Lesson plan design and
implementation to include
appropriate teaching strategies and
methods for providing
differentiated instruction.



Lesson plan and implementation to
include appropriate teachi
ng
strategies and methods for
incorporating learning centers
infusing differentiated instruction.



Lesson plan design and
implementation to include
appropriate
depth of knowledge

(DOK)



Classroom management that
involves teacher’s ability to
establish and co
nsistently enforce
school/class rules and procedures,
teacher’s ability to prevent
disciplinary

inciden
ts

and promote
positive relationships on the
campus

(Ruby Payne’s Model for
preventing disciplinary infractions)



Infusing technology
into the
classroom t
hrough P
rometh
e
an
B
oards

(Activotes, Interactive
Web pages, Flip charts, etc.)



Questionnaire and
Personnel
Evaluation



Questionnaire and
Personnel
Evaluation and
Consulta
tion

from
The Excellence
Group



2008 MCT 2 Test
Sores



GCMS ISS and
OSS rates and
g
eneral

disciplinary data
from JPAMS



Questionnaire and
classroom
observations,
faculty input



Mississippi Department of Education

19

Revised March 2009

School Context and

O
r
ganization





Communication between all
stakeholders and
departmental/grade level
collaboration



Implementation of a positive
behavioral plan



MCT 2
r
esults,
District Mixed
Practice Test
s,
faculty i
nput,
and
c
lassroom
observation
s

and
evaluation
s



Comprehensive
Needs Assessment

and

f
aculty
i
nput



Curriculum and
Instruction





Improve the teacher instructional
capacity/proficiency and
instructional de
livery as it pertain
to the adopted curriculum



Providing best practices for
producing rigor
ous

and relevant
instruction



Classroom
observations

and
evaluation
s

via
external and
internal sources



Questionnaire and
personnel e
xternal
and
i
nternal
sources





Family &
Community
Involvement




Increase the effectiveness of
communication between the home
and school(bi
-
weekly newsletter,
connect ed
-
phone system,
inclusion of parents in the TST
process)



Increase parental involvement in
PTO Meeting and other school
related functions



Number of students who exceed 20
days of absences
. Number of
students transferring within the
school year.



Lack response on
various surveys,
number of parents
not attending TST
meeting, faculty
feedback



Comprehensive
Needs Assessment



Lack

of parent
participation at
PTO Meeting
and/or school
related activities



ADA Reports/
Discipline Reports



Mississippi Department of Education

20

Revised March 2009


Inquiry Process



After determining the strengths and weaknesses of the current school programs, schoolwide
planning requires that an
inquiry pr
ocess

be conducted to

determine what may be critical
influencing factors and viable, research
-
based solutions to areas of weakness. In this
section, summarize the school’s inquiry process and findings:


1.

Describe how the team and staff investigated and sel
ected the best
scientifically


based
-
research
solutions. Include a description of how the staff:


a.

Studied and investigated best practices and research


b.

Visited

and contacted successful schools and programs


(a)
Based on the recommendation of The Excellenc
e Group, classroom observations/evaluations
conducted by school administration, and the Depar
tment of Instructional Programs,

the GCMS
administration in conjunction with district office curriculum specialist researched via
the I
nternet
,

books, related a
rticles (literature reviews), meetings with program representatives, and careful
study of schools who successfully implemented learning centers infusing differentiated instruction
into both lesson design and daily instruction.

The district and school are c
urrently
at
the initial
stages of researching/investigating the pros and cons

Positive Behavioral Intervention and Support

(
PB
I
S
)
.
Again, this inquiry into best practice is being conducted via
I
nternet
re
search, books,
related articles, conferen
ces calls,
and meetings with in
-
house personnel that have had experience
with the successful implementation of PB
I
S. In addition, we researched strategies and/or best
practices for
engaging students and families of poverty through Ruby Payne’s A Framework for
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Mississippi Department of Education

21

Revised March 2009


2.

Summarize how your solutions match y
our priority needs.

The solutions discussed in this document are directly

linked to data and
correlate to the priority
needs of Gulfport Central Middle School. Our priority of needs center around providing the best
educational opportunities for all student
s

which include specialized programs to enhance the
academic performance of at risk
students,

while not sacrificing
the rigor needed for all students.

Purchasing of P
romethean
B
oards, laptop carts,

a computer lab,

and the inst
a
llation of
P
romethean
B
oards
for

language arts and math classroom with appropriate and/or continued staff
development will improve instructional strategies and instructional delivery thereby increasing
student engagement/academic achievement.
The fact that more than 50% of GCMS studen
ts
scored
m
inimal or
b
asic on the MCT 2 test in both Language Arts and Mathematic indicates a
critical
need to continue to support our M
ath and Reading Enrichment Labs. These labs in
conjunction with researched based programs such as Accelerated Reader and

Math, My Reading
Coach, Voyager Reading and Math
, and USA TEST

PREP
will be utilized as Tier II
interventions for students scoring minimal and basic on the MCT

2 test

in math and language
arts.

In addition, transportation for

mandatory after school tutori
al

and the transition program
will eliminate
obstacles for students who need additional instructional support.

Finally, research
indicates that students lose a great deal of academic knowledge during the summer month. The
summer tutoring program will provi
de an opportunity for selected students to participate in a
three week math and language arts camp taught by certified instructors.













Mississippi Department of Education

22

Revised March 2009




Schoolwide Program Strategies



A.

Instructional Program


These strategies should be changes in the current

instructional program that will help
educationally disadvantaged students and the school population as a whole. Remember that
schoolwide programs encourage systemic change. The instructional program strategies should
be based on the results of the
Inqui
ry Proces
s

and on incorporating information obtained from a
review of the research literature, visits to other programs, and/or information from staff
development activities and technical assistance providers. This may also mean adapting a
program or a fe
ature of a program to fit the local situation.


A schoolwide program must:
N
o Child Left Behind Section
1114(b)(1)(B)




Provide opportunities for all children to meet the State’s proficient and
advanced levels of academic achievement
;



Use effective methods
and instructional strategies that are based on
scientifically based research that strengthen the core academic program and
increase the amount and quality of learning time that provides an enriched and
accelerated curriculum
;



Include strategies that meet t
he needs of historically underserved populations



Include strategies to address the needs of all children in the school, but
particularly the needs of low achieving children and those at risk of not
meeting the State standards who are members of the target
population
;



Provide instruction by highly qualified professional staff
;



Provide timely, effective assistance to students who experience difficulty in
meeting the
S
tate’s standards, including taking specific steps to involve
parents in helping their childre
n meet the standards
;


1.

Describe the key components of the math and reading instructional program
s

of
the school. Describe how the mathematics and reading instructional programs
will be organized and delivered in your whole

school.


All students at Gulfp
ort Central Middle School are enrolled in a math class
,

and
all sixth grade students are enrolled in a reading class. Six
th

grade students
scoring advance
d
/proficient on the MCT 2,
who were on th
e honor roll/and or
had
better than average grades,
were give
n a
teacher recommendation, and/or
are
in the gifted program are placed in the Honors Program. These students travel as
a cohort

to each academic class.

Seventh grade students that score
advance
d
/proficient on the MCT 2, receive a teacher recommendation, a
nd have
a minimal of a “B”
average are

placed in seventh grade
P
re
-
A
lgebra.

Eight
h

grade students that score advance
d
/proficient on the MCT2, were in honors
Mississippi Department of Education

23

Revised March 2009

seventh grade math, received a teacher recommendation, and
have a minimal of a
“B” average

are plac
ed in
A
lgebra
I
. Note, any seventh grade student deemed not
ready for Algebra having been in seventh grade
Pre
-
A
lgebra are placed
T
ransition to
A
lgebra. Moreover, any eight
h

grade student deemed to
be too
advance
d

for
Pre
-
A
lgebra but not a
dvance enough for

Algebra are placed in
Transition to A
lgebra. Again, all decision
s

regarding student placement are based
on students scoring advance
d
/proficient on MCT 2, te
acher recommendation, and
prior grades
.



Students who score minimal in math and/or reading on the
MCT 2 are placed in
enrichment labs in lieu of an elective. The addition of a curriculum specialist will
be implemented for the 2009
-
10 school
year. The site curriculum specialist in
conjunction with district curriculum

specialist

will ensure that all teac
hers are
using best teaching strategies in the classroom each day. Teacher
s

will continue
to use differentiated instruction via learning centers to address individual student
learning styles. All students will participate in 30 minutes of Accelerated Reade
r
daily
, with the exception of sixth grade which will only participate in 20 minutes
of Accelerated reader in addition to their assigned reading class
. All math
teachers will use Accelerated Math as a su
pplement to the math curriculum. The
Reading Enrichme
nt
Lab
teacher will use My Reading Coach as part of the
curriculum along with DIBELS and Star testing to monitor growth of individual
student reading skills. The Math Enrichment
Lab
teacher will use Voyager Math
and Star testing to monitor growth of math s
kills. Students who fai
l to master
skills will receive
tutoring via the mandatory after school tutorial program.


2.

Describe the research based or evidence of effectiveness that supports the
strategies you have selected.


Data collected from the researched b
ased programs and trend data collected via
d
istrict mixed practice test and MCT Longitudinal
Reports

indicates that students
who consciously utilized the resources in the enrichment labs are showing
significant academic growth.


3.

Include

suggested school in
structional schedule
.


See attachment for master schedule.




Mississippi Department of Education

24

Revised March 2009

4.

Describe the components of the instructional program that will meet the needs of
special populations. These can be services during the school day or extended
learning time opportunities.




Desc
ribe how services will be provided for your special education students.

Gulfport Central Middle School provides a variety of opportunities for our special
education
population. Students identified

through Individuals with Disabilities
Education Act (
IDEA
)

and are functioning more than two grade levels below their
current grade level placement are placed in the GAP program. The GAP program
allows highly qualified
Special Education (SPED)

teachers to instruct students in
math, language arts, and reading in a

small class size. Teachers us
e resources such
as Voyager Math, My

Reading
Coach,
and Buckle Down test preparation
material
s to provide intensive individualized instruction.




Describe how services will be provided for your English Language
L
earners.

Non E
nglish speaking students are administered the Sanford Proficiency Test to
assess proficiency in the English language. Students who are identified to receive
ELL services are paired with a tutor 52 minutes each day for additional
instructional support. The
ELL tutor also collaborates with regular education
teachers to provide interpretative services and support.





Describe how services will be provided to students that receive services f
rom

the

Homeless Education
program
.

All students enrolling in Gulfpor
t Central Middle School who are not legal
residence of the school district must complete
an

affidavit which includes a
homeless agreement. Individuals who are deemed homeless are provided
additional instructional support to include counseling, tutoring, in
tensive remedial
services
, funds for purchase breakfast and lunch, school supplies, and clothing
if
needed.





Describe how timely assistance and services will be provided for your struggling
learners.

During the first twenty days of school, all students

who were retained the previous
year or scored minim
al

on the state MCT 2 will be brought before the school’s
Teacher
Support Team

(
TST
)
. Tier II interventions will be directed to teachers
and monitored by TST. Students who are over

age in sixth and eight
h

grade are
placed in an intensive and comprehensive transition program that allows them the
opportunity to gain skills and knowledge to help them “catch up” with their peers.
These students are identified in MSIS and monitored by the

TST team. They are
pla
ced in
enrichment

labs to receive intensive help from staff and
through
researched
-
based computer programs. Any student who fails to master skills in
core subjects is placed in mandatory after school tutorial. In addition, students’
progress is monitored/e
valuated by teachers, curriculum specialist, and school
administration via data collected on regularly scheduled test and class
assignments.



Mississippi Department of Education

25

Revised March 2009


Directions for Developing the Action Plan


B.
Schoolwide Program Action Plan


The Schoolwide Program Action
Plan must be based on the results of the needs assessment and
the inquiry process. The Action Plan can serve as an effective tool for integrating goals,
strategies to achieve the goals, and the timeline and resources needed to accomplish the goals.
It sh
ould also assist in the implementation of the schoolwide plan by clarifying who will
provide leadership for each component of the plan, and how progress will be monitored and
evaluated.




Mississippi Department of Education

26

Revised March 2009

MATHEMATICS IMPLEMENTATION/ACTION PLAN


Measurable Mathematics g
oal:

In the spring of 20
10

the percentage of

6
th

grade students scoring proficient or advance will increase from 53% to 60% as measured by
MCT2. The percentage of
7
th
grade students scoring proficient or advance
d
will increase from
50% to 57% as measured
b
y MCT
2
.

The
percentage 8
th

grade students scoring proficient or advance will increase from 59% to 66% as measured by the MCT 2.


School Profile data which relates to this goal:

(most recent Math MCT data used to create baseline for above academic goal)

2008 6
th

Grade MCT 2 data: 53% scoring proficient/advance
d
, 47% scoring minim
al
/basic

2008 7
th

Grade MCT 2 data: 50% scoring proficient/advance
d
, 50% scoring minim
al
/basic

2008 8
th

Grade MCT 2 data: 59% scoring proficient/advance
d
, 42% scoring minim
al
/basi
c


Description of how student progress toward this goal will be measured:
(local math assessments
)

Regularly scheduled district mixed practice test, classroom assignments to include weekly mixed practice test, school generat
ed progress reports,
report car
ds, analysis of longitudinal reports, reports generated through the Mississippi Assessment and Accountability Reporting Syste
m, and Star
Math Assessments.


Description of procedures for reporting student progress toward this goal to parents:

Parents will
be kept abreast of their child’s academic progress through mid
-
term progress reports, nine week report cards, students



results
on district mixed practice test, Edline, and parent
conferences
.


Strategy, Method, or Action

What will you do
?


Who is Respon
sible?

Who will provide the

leadership to assure

that this strategy is
accomplished?

Timeline

When will this

strategy or action

begin and end?

Resources

What existing resources,
(or resources you will

have as you implement
this plan) will you use to
acc
omplish this strategy?

Evidence

What indicators will
demonstrate progress in
the implementation of this
strategy?

Evaluation Methods

How will you gather the
evidence needed to
demonstrate progress and
achievement of this
strategy?

Instructional Strategies

To Support this Goal

Identify students who
score

ks

Minim
al
/
B
asic (fail to

Meet benchmarks).


Place students in Labs

with certified teachers

A
dministrative Staff
and Counselors





August 5, 2009

May 2010.





Certified

Teacher
s

and teacher
assis
tant.

Resources: Buckle

Down, Voyager

Math, Accelerated

In
crease in students

scoring
proficient/advance
d


on
MCT2

Increase numb
er of
students passing 7thg
Report Cards

Results for mixed

practice test


Results from MCT 2

Longitudinal Reports

Mississippi Department of Education

27

Revised March 2009



Mandatory after school
tutorial and transportation




After school program
-


Academic Summer Camps





Principal,

Department Heads,

Curriculum

Specialist,


Principal
/

D
esignee
,
certified

t
eachers,
curriculum,

specialist



August
-
May





June
-
July2010

Math/Star Math

Certified Teacher

State Frameworks,

District Pacing
Guide



Certified Teacher/v

Voyager math

Accelerated Math

grade math

Improved test

Results and student

c
lass pass rate



Improved test
results/overall
academic
performance



Report Cards/

Increase n
umber of
students passing


math c
ourse
s

MCT 2 Results and

District mixed

p
ractice results.


MCT 2 test results

Results for mixed
practice test




Strategy, Method, or Action

What will you do?



Who is Responsible
?

Who will provide the

leadership to as
sure that

this strategy is

accomplished?

Timeline

When will this

strategy or action

begin and end?

Resources

What existing resources,
(or resources you will
have as you implement
this plan) will you use to
accomplish this strategy?

Evidence

What indicat
ors will
demonstrate progress in the
implementation of

this strategy?

Evaluation Methods

How will you gather the
evidence needed to
demonstrate progress and
achievement of this strategy?

Mississippi Department of Education

28

Revised March 2009

Professional Development

To support mathematics



Lesson plan
imple
mentation to include
appropriate teaching strategies
and methods for incorporating
learning centers infusing
differentiated instruction.



Lesson plan design
implementation to include
appropriate higher order thinking
silks (DOK)


Provide training for Acc
elerated
Math and Voyager Math









Site Curriculum
Specialist, District
Curriculum
Specialist, and
Building Level
Administrators


Summer of
2009 and
throughout the
2009
-
10
school term


District Level
Funds and Title 1
Funds


Increase

number of
students

scoring
proficient/advance
d

on the MCT 2


Increase number of
students passing 7
th

grade math


Report Cards

District mixed
practice test results


MCT 2 results

Parent Involvement
Activities

To support mathematics


Notify parents of MCT 2
test results as
well as district
mixed practice results.


Invite parents to school
events; whereby, student
progress specifically

in

math is discussed.







Administrative
Staff, Curriculum
Specialist,
Department Heads




August 2009
-
May 2010




Title 1 Funds

In
crease

in the
number of students
scoring
proficient/advance
d

on the MCT 2


Increase in the
number of students
passing 7
th

grade
math

Increase in parent
participation
-
call
logs, conferences
,

etc..


MCT 2 results

District mixed
practice test results

Report
Card
s/Progress
Reports

Administrative
Observations

Mississippi Department of Education

29

Revised March 2009




Other: (please specify)

Curriculum specialist to a
i
d
math teachers with lesson
planning, differentiated
instruction within a math
class, and interpretation of
test data to remediate
students









Curricul
um
Specialist

Administrative
Staff


August 2009
-
May 2010


Certified Teacher
with a broad
range of
curriculum
knowledge



Improved
instructional
strategies and
lesson planning
and
implementation
using test data

(i.e.
MCT 2 data an
d
district mixed
practice

data)


Lesson plans

Student grades

Observations of
student engagement

levels

District Mixed
practice test


MCT 2 test results












Mississippi Department of Education

30

Revised March 2009

READING IMPLEMENTATION/ACTION PLAN


Measurable Reading Goal:

In the spring of 20
10
, the percentage of
6
th

grade stu
dents
scoring proficient or advance
d

on the
S
tate Reading
P
erformance
S
tandards
will increase from
44
% to
51
% as measured by MCT
2

assessment.

The percentage of
7
th

grade students scoring proficient or advance
d

will increase from
38
%

t
o

45
% as measured by M
CT2 assessment.

The percentage of 8
th

grade students scoring proficient or advance
d

will increase from 45% to 52% as measured by MCT2 assessment.


School Profile data which relates to this goal:

(most recent Reading MCT data used to create

a

baseline for a
bove academic goal)

2008 6
th

grade MCT2 data: proficient/advance
d

44%, minim
al
/basic 54%

2008 7
th

grade MCT2 data: proficient/advance
d

38%, minim
al
/basic 62%

2008 8
th

grade MCT2 data: proficient/advance
d

45%, minim
al
/basic 55%



Description of how studen
t progress toward this goal will be measured:
(local reading assessments
)

Regularly scheduled district mixed practice test, classroom assignments to include weekly mixed practice test, school generat
ed progress reports,
report cards, analysis of longitudin
al reports, reports generated through the Mississippi Assessment and Accountability Reporting System, and Star
Reading Assessments.


Description of procedures for reporting student progress toward this goal to parents:

Parents will be kept abreast of thei
r child’s academic progress through mid
-
term progress reports, nine week report cards, students



results
on district mixed practice test, Edline, and parent meetings.


Strategy, Method, or

Action

What will you do?

Who is Responsible?

Who will pr
ovide the
leadership to assure

that this strategy is

accomplished?

Timeline

When will this

strategy or action

begin and end?

Resources

What existing resources, (or
resources you will

have as you implement this
plan) will you use to
accomplish this stra
tegy?

Evidence

What indicators will
demonstrate progress
in the implementation
of this strategy?

Evaluation Methods

How will you gather the
evidence needed to demonstrate
progress and achievement of
this strategy?

Instructional Strategies

T
o support read
ing

Identify students who

score minimal/basic in

reading

Place students in Reading
Labs with certified

Administrative


Staff

a
nd
Counselors



August 5, 2009

May 2010.




Certified Teacher

and teacher assistant.

Buckle Down,
Accelerated Reading

My Reading Coach/

Increase

in students

s
coring
proficient/advance
d

on MCT2

Increase number of
students passing

6
th

Report Cards

Results for mi
xed

practice test


Results from MCT 2
Mississippi Department of Education

31

Revised March 2009

teachers

Mandatory after school
tutorial and
transportation




After school program
-


Academic Summer

Camps














Principal,

Department Heads,

Curriculum

Specialist,


Principal or
designee, certified
teachers,
curriculum,

specialist





August
-
May





June
-
July2010

Dibels, Star Reading

Certified Teacher

State Frameworks,

District Pacing Guide



Certified Teacher

Voyager Reading

Accelerated Reading

My Reading Coach,

Dibels
, Great Leaps,

and Star Reading




grade reading,


7
th
/
8
th

grade
reading
/language

a
rts.

Improved test

Results and


student pass rate



Improved test
results/overall
academic
performance

Longitudinal Reports

Report Cards/

Increase number of
students passing


Reading/ Language
c
ourse
s

MCT 2 Results and

District mixed

p
ractice results.


MCT 2 test results

Results for mixed
practice test






Strategy
, Method, or Action

What will you do?

Who is Responsible
?

Who will provide the

leadership

to assure that

this strategy is

accomplished?

Timeline

When will this

strategy or action

begin and end?

Resources

What existing resources,
(or resources you will

have as you implement
this plan) will you use to
accomplish this strategy?

Evidence

What indicators will
demonstrate progress in the
implementation of

this strategy?

Evaluation Methods

How will you gather the
evidence needed to
demonstrate progress and
a
chievement of this strategy?

Mississippi Department of Education

32

Revised March 2009

Professional Development

To support reading

To support
mathematics



Lesson plan
implementation to include
appropriate teaching strategies
and methods for incorporating
learning centers infusing
differentiated instruction.



L
esson plan design
implementation to include
appropriate higher order thinking
silks (DOK)


Provide training for Accelerated
Reading,
Great Leaps
, Star
Reading, My Reading Coach, and
Dibels








Site Curriculum
Specialist, District
Curriculum
Specialist,
and
Building Level
Administrators


Summer of
2009 and
throughout
the 2009
-
10
school term


District Level
Funds and Title 1
Funds


Increase

number of
students scoring
proficient/advance
d

on the MCT 2


Increase number of
students passing
6
th
-
8th
h

grade
read
ing
/language
arts


Report Cards

District mixed
practice test results


MCT 2 results

Parent Involvement

To support reading

Notify parents of MCT 2
test results as well as district
mixed practice results.


Invite parents to school
events; whereby, student
p
rogress specifically
in
reading is discussed






Administrative
Staff, Curriculum
Specialist,
Department Heads



August 2009
-
May 2010



Title 1 Funds

In
crease in the
number of students
scoring
proficient/advance
d

on the MCT 2

Increase in the
number of st
udents
passing
6
th
-
8th

grade
reading
/language

arts

Increase in parent
participation
-
call
MCT 2 results

District mixed
practice test results

Report
Cards/Progress
Reports

Administrative
Observations

Mississippi Department of Education

33

Revised March 2009

logs, conferences
,

etc
.

Organization/Scheduling
Strategi
es

T
o support reading

All 6
th

grade students are
enrolled in a reading class.

In addition
,

6
th

grade
operates on a teaming
concept.


All students 6
th
-
8
th

grade
scoring minimum on the
MCT
2

are enrolled in
Enrichment Reading Lab.
All students participate in

Accelerated Reader,

and

Star Reading.






Reading Teachers
,

Language Art
Teachers
,

Administrative
Staff
,

Guidance
Counselors



August 2009
-

May 2010.



Certified Reading

Teachers
,

Certified

Language Art
Teachers

Accelerated
Reading,

and
Star
Reading




Decrease in
number of students
scoring minimal in
reading on the
MCT2


Increase in the
number of students
passing 6
th
-
8
th

grade reading,

and

language arts


Report Cards


Results f
rom

weekly
and district mixed
practice test.


Longitudinal Reports


MCT2 Re
sults


Climate/Behavior
Strategies

T
o support reading

In the 6
th
grade
,

reading teachers will
develop common lesson plans

and

share innovative instructional
strategies/ideas
. In addition
,

all
language arts teachers meet weekly
along with 6
th

grade readin
g teachers
to discuss instructional strategies for
incorporating reading and language
arts.



Administrative
Staff, Curriculum
Specialist
-
Site
Level, Department
Heads


August 2009
-

May 2010


Certified Reading
Teachers

Accelerated
Reading

Star Reading


Impr
oved student
performance


Lesson plans

Student pass/fail rate

Weekly and district
mixed practice test.

Longitudinal reports




Other: (please specify)





Mississippi Department of Education

34

Revised March 2009

Curriculum specialist to add
reading/language arts
teachers with lesson
planning, differentiated
instruc
tion within a
reading/language arts class,
and interpretation of test
data to remediate students.






Curriculum
Specialist


Administrative
Staff

August 2009
-
May 2010

Certified Teacher
with a broad

range
of curriculum
knowledge


Improved
instructional

strategies and
lesson planning
and
implementation
using test data

(i.e.,
MCT 2 data an
d
district mixed
practice data)

Lesson plans

Student grades

Observations of
student engagement

levels

District Mixed
practice test


MCT 2 test results

Mississippi Department of Education

35

Revised March 2009

C.

Monitoring
and Evaluation of Student P
9
rogress


1.

Briefly describe the uniform local assessments the school will use to monitor student
academic progress during the school year for each grade level.


Every four and a half

(41/2)

and nine

(9)

week period students parti
cipate in

district
-
wide
assessments
known as district mixed practice test. These
tests

are offered in the areas of
Reading, Writing, Math and Language Arts.
These district assessments offer

real
-
time
data

to teachers and principals through the use of Scant
ron’s web
-
based Achievement
Series assessment program.

Teachers and principals are able to organize data into a
variety of meaningful charts and graphs to help make data
-
driven instructional decisions
about students, make more precise interventions at stud
ent’s points of weakness, and
share performance data with parents. The district’s teachers and curriculum specialist,
through this package, have the capabilities to create criterion referenced tests and
administer them using paper/pencil or via the web. At

each K
-
8 site, teachers are required
to create an
d

administer a weekly mixed practice assessment
to monitor skill/objective
attainment in a more formative manner. Teachers use these results to make adjustments to
instructional plans and teaching strategie
s. Assessment data also provides teachers with
data to improve the intervention and acceleration processes for struggling and gifted
students.



2.

Describe how the school will identify students experiencing difficulty mastering skills
and standards, so they
can be provided with timely assistance and support.



During the first twenty days of school, all students who were retained the previous year
or scored minim
al

on the state MCT 2 will be brought before the school’s Teacher
Support Team (TST). Tier II inte
rventions will be directed to teachers and monitored by
TST. In addition, teachers will create
weekly mixed practice assessments to monitor
skills attainment in a formative manner. Teachers will use assessment results to make
adjustments to their instruct
ional plans and teaching strategies. Assessment data will also
provide teachers with critical information to improve the intervention and acceleration
processes for

students experiencing difficulty mastering skills and standards
.
Furthermore, teachers in
the enrichment labs will use researched based resources such as
DIBELS, Accelerated Math, Accelerated Reader, Voyager
Math
, and My Reading Coach
to increase student achievement in the areas of weakness and monitor student progress to
make necessary adjustm
ents to instructional plans.
Note, students scoring minimal on the
MCT 2 are placed in the enrichment labs along with any other student needing such
intensive services.



D.
High Quality Staff and Professional Development





A schoolwide program is requ
ired:




To provide instruction by highly qualified professional staff;



To support intensive and sustained professional development; and

Mississippi Department of Education

36

Revised March 2009



To include teachers in decisions regarding the use of assessments in order to provide
information on student performan
ce, and how to improve students’ performance and
the overall instructional program.


NCLB requires that teachers
and paraprofessionals
who instruct in core subject areas must
meet the highly qualified staff requirements or be working towards meeting the re
quirements.


Include the professional development plan for the entire school. Regardless of the funding
source, all professional development activities should be included, because a schoolwide
program is a whole
-
school effort.


Professional development ac
tivities should support the schoolwide program goals and
activities. Teachers, paraprofessionals, specialists, and administrators should be involved in
the training activities. Include a tentative training schedule, if possible.


1.

List the professional de
velopment activities the school will implement
to develop
the
schoolwide plan
.
If the team has created a professional development calendar
,

include the calendar
.


Differentiated Instruction/Instructional Strategies

Differentiated Instruction incorporating
/infusing Learning Centers

Depth of Knowledge

(DOK) lesson design and instructional delivery

Classroom management incorporating a positive behavior system

Ruby Payne Training


Understanding Poverty (ongoing)

Infusing technology/Promethean Board training

Renaissance Reading (ongoing)


See attachment for professional development calendar.


2.

Describe how each professional development activity listed above relates to the
priority areas needing improvement and how these activities will assist in improving
stude
nt achievement.


The activities listed above will be used to
improve student achievement by providing
teachers with

classroom management techniques
-
emphasizing relationship building

and
content knowledge; researched based strategies and techniques in terms

of
instructional delivery and student engagement

(i.e., infusing technology and learning
centers), and in general proven methods of producing quality instruction.


3.

Describe the on
-
going and embedded support and follow up to professional
development to en
sure staff implementation and effective use of the learned
instructional skills and strategies.


Support and follow
-
up to professional development is provided to teachers school
-

wide and on an individual bas
is

by district level curriculum specialist, a si
te level
curriculum specialist, department heads, and site level administrators. In addition,
Mississippi Department of Education

37

Revised March 2009

teachers’ lesson plans are checked for differentiated instruction, appropriate DOK
levels, and overall student engagement. Administrators also
monitor/evaluate
t
eachers’ instructional growth via formal and informal classroom observations.






Mississippi Department of Education

38

Revised March 2009

E
.
Parent and Family Involvement


One of the advantages of the schoolwide program is the opportunity to use Title I resources
to support activities for all parents. These

activities should relate to the student academic
goals as much as possible and should include activities that parents value. In exemplary
parent involvement programs, parents actively participate in designing, implementing, and
evaluating these activitie
s.


The schoolwide program must:




Create effective involvement of parents and conduct conferences with the parents of
students who have not met academic standards, and



I
ncorporate use of the parent
-
school compact,
which must be attached to this plan.


1.

Describe the key strategies planned to increase meaningful parental involvement that is
designed to enhance home
-
school partnerships and improve student learning. These
strategies should
also
be found in the Action Plan.



Parents are notified of student
progress and/or school activities through face
-
to
-
face
conferences,
Connect ED,
phone calls, home visits, and bi
-
weekly school newsletters, all
in an effort

to

increas
e

the opportunity for meaningful parental involvement. In addition,
parents of students s
coring minimal on the MCT 2

and/or of students being placed in the
transition program

are invited to attend a dinner

to

learn more about their child’s
placement in enrichment labs

or the transition program
.

In advance of the dinner
,

letters
and follow
-
up p
hone call
s

are made to parents explaining the purpose/goal of the dinner
and the importance of their attendance. All parents are also invited to attend a MCT 2
prep dinner
,

one week before students take the test. During this dinner
,

parents receive
informa
tion about the MCT 2, goals for the school and recommendations for preparing
their child for test days.




PTO

meetings
/Open Houses will occur on the campus of Gulfport Central Middle
School so that parents can see their child’s work, speak with teachers a
nd
maintain an
active role in their child’s education. Moreover, parents are also encouraged to visit the
school and even attend class with their child periodically.



2.

Briefly describe the process used to develop and implement the Parent Compact.


Gulfport

Central Middle School
’s

Compact Letter was developed by a committee of
vested stakeholders and revised and updated each year. The building administrator,
parents, students and other stakeholders all sign the compact letter to take responsibility
for the s
hared goals and vision of the school.


3.

Describe the process used to meet with parents of students who have not met academic
standards.


Parents are contacted via written notification and/or phone call requesting conferences to
discuss their child’s academi
c progress

and/or TST concerns
. Conferences will be
Mississippi Department of Education

39

Revised March 2009

scheduled so that this information can be conveyed with parents and students in a way
that is clear

and

concise. During the individual conferences, the parents and the child
meet with their child’s teache
rs. Each teacher provides information regarding their class
and how they will address the child’s weaknesses.
Parents of students placed in remedial
programs are invited to a dinner at the school during which time the Enrichment Labs,
and transition classe
s are discussed in detail.


4.

Attach a copy of the school/parent

compact in relevant languages
.

See attachment(s)



F.
Coordination

1.

Describe how the schoolwide program will coordinate transitions for preschool children
into primary, where appropriate. Hea
dstart, EvenStart,
and
Pre
-
Kindergarten must be
addressed, if applicable.


Not Applicable


2.

Describe other transitions that may be applicable to your school, such as elementary to
middle school, middle school to high school, high school to post
-
secondary.


The six
th

grade academy administrator along with the school curriculum specialist will
meet with the leadership of our feeder elementary schools. During this meeting
,

academic
courses will be discussed
specifically prerequisites for entrance into the a
cade
my’s
honors program and those

for individual students being placed into remedial programs.
Th
e six
th

grade academy administrator aided by the school curriculum specialist, along
with the leadership of feeder elementary schools will then use MCT 2
data, di
sciplinary
data, and other pertinent information to recommend students for remedial or honors
coursework. Additionally, auxiliary teachers such as Strings, Choir, and Band, will meet
with fifth grade students to discuss their respective programs and test s
tudents for
entrance.



Furthermore, students transitioning from fifth to sixth grade participate in an orientation
program in March. During the orientation program students are informed of the
expectations of the administrative staff at Gulfport Central M
iddle School. Additionally,
in August of each year, parents and students are reminded of those expectations in a brief
open house/orientation program and tour of the school.


In April, eight
h

grade students participate in an orientation program

(Rocketry D
ay) at
Gulfport Hi
gh School. Selected high school students along with the Ninth Grade
Principal also meet with eight
h

graders three times during the school year to discuss
academics and expecta
tions of Gulfport High School. Guidance counselors from Gulfpor
t
High School also visit Gulfport Central Middle School in the Spring to discuss course
registration with the eighth grade class.



3.

Describe on
-
going coordination with other community programs and agencies

such as
homeless education or neglected/delinquen
t programs
.

Mississippi Department of Education

40

Revised March 2009

Gulfport Central Middle School engages in a on
-
going relationship with the Gulfport
Police
,

Memorial Hospital of Gulfport, Girl Scouts of America,

Memorial & Gulf Coast
Counselors,
and The Nav
a
l Base. The Gulfport Police Department has two
s
ch
ool
r
esource

officers

housed at Central Middle. These
o
fficers provide the school with
programs such as GREAT and PAL to teach students skills that will enhance their
productivity. Memorial Hospital of Gulfport provides a school based nurse and clinic.
The

school nurse attends to approximately 60 students daily for minor aches and pains,
daily medication, and serious i
llnesses. Meanwhile, Girl Scouts of America meets with
young ladies monthly to discuss various issues that young ladies face during the
chall
enging years of adolescence. Finally, the Navel Base,
Sea
Bees, have established a
mentoring program at Gulfport Central Middle that stresses self
-
discipline and academic
motivation.



4.

Describe district support for the schoolwide program implementation. I
nclude activities
and/or strategies for coordinating the schoolwide program with other district and school
improvement efforts.


The district/state and federal
budgets work together to make the total school program
work effectively and efficiently. The di
strict provides fiscal support for the
s
chool
-
wide
program through the district maintenance budget, grants, and local funds. The
district/state budget maintains the overall academic program by providing personnel,
textbooks, facilities, and maintenance. Th
e district/state budget also provides for
professional development and materials/supplies for teachers and students. The federal

programs budget acts to supplement the district/state budget. The federal programs
budget assists in supplementing reading, mat
hematics, and language arts programs
. In
addition,

it

provides the foundation

for

academic program
s

and federal funds
u
sed to
supplement personnel, materials, and equipment required to ensure that students receive a
quality education.


Also, the Department

of Instructional Programs works closely with principals and
teachers to offer high quality professional development opportunities to teachers based on
the annual professional development needs assessment. Support for the total
s
chool
-
wide
program is given

in a variety of forms: district administrative meetings,

individual
technical assistance meetings, and written communication. The district’s strategic plan,
professional development plan, SACS school improvement plan, and School
-
wide plan
support each thr
ough the use of corresponding goals and

action plans. The funding
sources listed above provide the fiscal means to carry out the overall school achievement
and safety objectives.




G.
Evaluation and Ongoing Program Development

1
. Describe how and whe
n the on
going implementation of the schoolwide program will be
evaluated and adjusted as needed.



The on
going implementation of the school
-
wide program will be evaluated

for
adjustments by the leadership team, planning committees, and staff after receivin
g the
Mississippi Department of Education

41

Revised March 2009

2009 MCT 2 test

results
. A follow
-
up evaluation will also take place by

stakeholders at
year end. The committee will revisit the goals of the plan to evaluate progress

and/
or
success. The Needs Assessments, Gulfport School District (GSD) Growth Char
t and
MCT 2 Longitudinal Report
s

along with discipline, attendance, and other student
progress reports will be used to determine success of the program. The program may be
adjusted through

the

consensus of the planning committee at this time if necessary.



2.

Describe the process to be used by the school and district to annually review and update
the schoolwide program plan to ensure that progress is being made toward the goals of
the plan.


Gulfport Central Middle School planning committee will meet to re
view and update the
school
-
wide program. A comprehensive needs assessment will be given to vested
stakeholders (students, teachers, and parents) in March. Based on the Needs Assessment
Survey
,

the GSD Student Achievement Growth Chart and MCT 2 Longitudinal

Report
along with discipline, attendance, and other student progress reports, the committee will
decide if progress is being made toward the goals of the plan. Adjustments
,

if necessary
,

will be made accordingly.


Fiscal Requirements


Fiscal Resources


One of the advantages of the schoolwide plan is the opportunity to combine funds and programs.
Reauthorization permits schoolwide programs to incorporate funds from state, local, and other
federal programs, in addition to Title I. It does not exempt sch
ools from providing appropriate
services to the children in the target population for each of these programs. To create a well
-
designed schoolwide plan it is imperative to know which funds are available to the school.


Schoolwide Programs are required to
describe:



How Title I funds and funds from other sources will be used to implement the schoolwid
e

plan



How Title I funding will supplement state and local funding


Funding Sources

L
ist
all

federal and state sources of funds allocated to this schoolwide
program. The
estimated general education (building) funds and federal funds allocated to this school should
be recorded on the
chart below
.


Funding Source

Amount

Describe how funds will
support Schoolwide
Program goals

District Funds

$
40,365.00

Purcha
se materials, supplies,
and additional resources for
math, language arts to include
reading. This does not include

Mississippi Department of Education

42

Revised March 2009

salaries.


Title I, Part A

$
285,120.00

Supplemental Adequate
Education Programs; Provides
specialize programs for at risk
students; Purchas
e materials,
supplies,
tech
nology

equipment and/or technical
assistance, additional
resources for math and
language arts to include
reading. Instructional Travel
for specialize
d

programs for
low performing/at
-
risk
students; travel

for

professional developm
ent.


Title I, Part C

N/A

N/A


Title II, Part A

N/A

N/A


Title II, Part D

N/A

N/A


Title III

Held at district level

Provides services of ELL
personnel; purchase materials
and supplies for ELL program


Title IV

Held at district level

Purchase resour
ces for Red
Ribbon Week, Character
Education Program, and
supplies and travel for
c
ounselors


Title V

Held at district level

Replace outdated computers
an
d

equipment; Purchase new
technology


Title VI


N/A

N/A

Other


Contracted Services, Teachers






Mississippi Department of Education

43

Revised March 2009

A
. Uses of Funds


Budget Narrative

1.

Provide a brief budget narrative explaining how funds listed in the table on page 1
9

will
be used to support the schoolwide plan.


Gulfport Central Middle School is allocating Title
I

funds to employ Reading
Lab
teache
r,
Math Lab

teacher, Lab

Assistant, and
a

sixth grade reading teacher.


Title
I

monies will also be used to purchase equipment
, install technology,
and software
at GCMS. Laptop
/laptop
carts
, computer lab,

and remedial software will be purchased.
Promethean

Boards will be purchased/installed

through
contracted services in seventh
and eight
h

grade English

and

Math classrooms. Students in the sixth, seventh, and eight
h

grade who score minimal on the Mississippi Curriculum Test (MCT 2), and seventh
grade studen
ts who
fail to meet the benchmark cut score on the MCT 2 will be scheduled
to take either a Reading

Enrichment
Lab class or Math

Enrichment

Lab class, depending
on the students’ greatest need.



In addition, Title
I

monies will be used to fund transporta
tion cost for both the mandatory
after school tutorial program and the transition program for overage eight
h

grade
students. Mandatory
a
fter school tutorial is

a

program whereby students who
are failing
and/or at risk of failing are required to stay one or

more days after school for additional
instructional help. The purpose of providing transportation is to eliminate a socio
-
economic concern/obstacle

determine
d

by vested stakeholders. The transition program
for overage eight
h

graders was established to aid

in the districts drop out prevention
program and to address the negative social impact/influence
overage students have on
students in the middle school setting. The transition program is housed at another site
within the district. Students participating i
n this program will spend the first part of the
academic day at GCMS receiving instruction in the core areas of English, Math, Science,
and History. The remainder of the day will be spent at an alternate site receiving more
intensive one
-
on
-
one instruction

in the areas of Reading, English, and Math. Students
successfully completing the semester long courses

at both institutions

will transition to
the Ninth Grade Academy.


In seventh and eight
h

grade
r
eading and English are combined into Language Arts.
Howe
ver,
due
the fact that MCT 2 data indicates that GCMS’ students continue to
struggle significantly in the area of reading/reading comprehension,
in the six
th

grade
,

r
eading is taught separate from English. Separating the classes will allow for teachers to

focus more intensively on the fundamentals of reading skills/objectives; in turn ensuring
that students are better prepared

academically for the rigor of seventh and eight
h

grades.










Mississippi Department of Education

44

Revised March 2009



2.
Complete the
Schoolwide Program Budget Summary

and
include with each
schools

schoolwide plan. (
Please see worksheet 7 in the Budgetary Documents of the
CFPA.
)



Reminder
:

Districts are required to demonstrate
:

(
NCLB 1120A Fiscal Requirements)
:



Maintenance of Effort

with state and local funds in schoolwide

programs,



Supplement not Supplant
and



Comparable services






























Supporting
d
ata

for the Schoolwide Plan







Data Collection Sheets

(samples only)


Mississippi Department of Education

45

Revised March 2009




Summary of Survey Data




Summary of Relevant Assessment Data




Prioritization of Need
s




School Instructional Schedule




Professional Development Calendar

(or schedule)




School Parent Compact




School Parent Involvement Policy