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Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
1

of
39

School Name:


Britt David Magnet Academy


School Mailing Address:




5801 Armour Rd.

Columbus, Ga 31909


LEA Name:


Muscogee County School District


LEA
Elementary Education Director
/Coordinator Name:



Karon Greyer

LEA
Elementary Education Directo
r
/Coordinator Signature:







Date:


LEA
Elementary Education Director
/Coordinator Mailing Address:



2960 Macon Road

Columbus, Ga 31909


Email Address:



Collins.Veronica.J@muscogee.k12.ga.us

Telephone:


706
-
748
-
2617


Fax:


706
-
748
-
2620






Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
2

of
39





Britt David Elementary
Comp
uter Magnet Academy

School Improvement Plan

2011


A Narrative Section












Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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3

of
39



Table of C
ontents



I.


Comprehensive
Needs Assessment of the School

................................
...

4

II.

Schoolwide Reform Strategies

................................
...............................
16

III.

Instruction

by Highly Qualified Teachers

................................
............
24

IV.


Professional Development

................................
................................
......
26

V.

Strategies to

Increase Parental Involvement

................................
........
29

VI.

Transition of Students

................................
................................
............
31

VII.

Decisions Regarding the Use of Assessments

................................
........
32

VIII
.

Coordination and Integra
tion of Services and Programs

...................
33

IX.


Effective and Timely Assis
tance to Students

................................
........
33

X. Assessment results prov
ided to parents……………… ……………...35

XI.

Disaggregation of Data

................................
................................
............
36

XII.


D
isaggregated assessment
s
are valid and reliable
……...………….....36


XIII.
Provisions for public reporting of disaggregated data
………………37


XIV.
Plan developed during a one year period
…………………………...38


XV.
Plan developed with the involvement of the community
…….….…38


XVI. Plan available t
o public…………………………………………....….38


XVII. Plan translated…………………………
……………………………...39


XV
III.

Plan is subject to

school improvement provisions
……………….….39





Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
4

of
39

1. Comprehensive needs assessment



A.

We have developed our school wide plan with the participation of individuals
who will carry out the comprehensive school improvement plan. The teac
hers and staff
of Britt David Magnet Academy reviewed a variety of data to help determine the needs of
the school. This review took place at meetings held by grade levels and also meetings
held by our school improvement committee. Our school improvement
committee
consists of several teachers, our assistant principal and parents. The entire faculty and
staff were also included at faculty meetings and our Partners in Education as well as
parents were invited to attend. Meetings were held in classrooms, o
ur data room and our
media center. All available data was looked at to plan for the improvement of the school
and agendas and sign
-
in sheets of all meetings concerning our school improvement plan
were maintained.


B.

Britt David Magnet Academy

used the fo
llowing instruments, procedures, or
processes to obtain data used in compiling our needs assessment
: standards based
report
cards, attendance rates, Muscogee County Accountabi
lity Plan (MAP) scores, Georgi
a
Criterion Referenced Competency Test (CRCT) resu
lts,
Georgia 5
th

grade Writing Test,
Iowa Test of Basic Skills (ITBS) performance, and STAR and AR reports, relating to
student achievement and to stay abreast of current trends and topics in education that will
help increase student achievement. Britt Dav
id Magnet Academy also has a School
Improvement Leadership Team comprised of teachers, administrators, paraprofessionals
and parents. In order to keep our entire school community abreast of school issues and
concerns, members of our leadership team meet w
ith the groups they represent on a
regular basis, and then communicate the input given to them.


The School Improvement Leadership Team constructs and administers parent,
teacher and student surveys. Parents are asked to evaluate the school program as a

whole
and additionally, a survey is sent home at the end of each school year asking each parent
to provide feedback that is particular to their child’s classroom experience. Results from
these surveys are used to help assist teachers and administrators i
n developing goals for
each teacher to strive for the next school year. Additionally, at the end of each school
year the administration of Britt David Magnet Academy provides a survey to all teachers
asking them to reflect on the school year and make sugg
estions for the next year. All
information gathered from these surveys is shared with the school community and is then
used for planning our School Improvement Plan.

Each year all staff members participate in the National Study of School Evaluation
(NSS
E) Survey of the Extent of Implementation and Effectiveness of the School
Improvement Plan. Results from the NSSE survey are used when planning our goals and
strategies for the next year. Goals and strategies are shared with our Local School


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
5

of
39

Council, and
members are asked to provide feedback concerning goals and strategies.
Additionally, each year the staff of Britt David Magnet Academy participates in Survey
Monkey and the results from that instrument are analyzed.


Each summer Britt David Magnet Acade
my teachers and administrators meet to
analyze information gathered from surveys and all data provided by CRCT and other
standardized testing. Britt David Magnet Academy’s teachers work in grade level groups
to determine areas of strength and weakness, and

then use this information when planning
instruction for the upcoming school year.


The MAP test is administered to students in first through fifth grades three times a
year. Using the results teachers meet with the administrators in grade level groups
to
assess results and plan instruction.


Report card grades,
all state required testing results,
DRA results, STAR reading
test results, STAR Early Literacy test results,

running reading records, teacher
observations, classroom checklists,

benchmark chec
klists and rubrics are all used to
assess student performance and to plan for student instruction. All information presented
in the Britt David Magnet Academy School Improvement Plan School Profile such as
student/teacher attendance rates, student demogra
phics, promotion/retention rates, school
characteristics and resources available are carefully evaluated and are instrumental in
making changes to our goals and strategies.



All professional staff of Britt David Magnet Academy participated in a staff
su
rvey. Only answers of Agree or Disagree were considered; answers of “neutral” were
not considered in the summary results. Questions receiving less than 75% favorable
results are considered to be areas of concern.




Most recent results (2010
-
2011) for sect
ion one (Quality of the Instructional Program)
of the staff survey indicated the staff of Britt David Magnet Academy
overwhelmingly agrees that the overall instructional programs of the school are of the
highest quality. Instruction appropriately meets th
e needs of students at various
levels, and teachers consistently use a wide variety of strategies, activities, and
resources to do so. Survey results clearly indicate that teachers are considered highly
qualified, regularly participating in staff developm
ent courses. Teachers indicate they
utilize assessment results to best meet the learning needs of all students.



According to the survey results for section two, the staff agrees that the Britt David
faculty sets high standards for its students, supports
student learning, and provides
assistance and encouragement throughout the learning process. The results also
suggest that the majority of students are motivated to demonstrate sufficient effort,
both at school and at home. Only 6% surveyed stated that s
tudents did not give


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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6

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39

sufficient effort as opposed to 23% from our last survey. Our faculty will continue in
its efforts to motivate students to do their best and put forth sufficient effort. In
addition, our survey results indicate an increase in parent

involvement. All teachers
responded positively that parents are involved in school activities while in our last
survey, 15% of survey participants expressed concern that not all parents are
sufficiently involved with their child’s academic studies. Last
ly, all respondents
agreed that open communication is actively encouraged between teachers and parents,
and parents are regularly informed of children’s progress and school happenings.



According to the results for section three (School Climate/Environment
for Learning)
the staff of Britt David Magnet Academy agrees that teachers have a sense of
common mission and that school rules are consistently enforced. The results indicate
that Britt David is a clean, pleasant, safe and orderly environment for learnin
g where
students are recognized for various types of high achievement. Additionally, it is
agreed that sensitivity to issues of racial and ethnic fairness is demonstrated by
everyone and that parents are welcomed and involved with our school.



Based on r
esults for section four (School Organization and Administration) of the
staff survey, the Britt David faculty strongly agrees that teachers are provided a wide
variety of staff development opportunities. All teachers feel our school has developed
a compre
hensive improvement plan that is designed to enhance learning for all
students in our school. Teachers do indicate the need for having more time provided
each day to prepare for student instruction (18%). The survey results seem to indicate
that teachers
do feel supported by the administration when dealing with student
discipline and difficult parents. The survey indicates that 75% of the teachers are
comfortable providing and discussing conflicting views on controversial issues and
82% feel that the prin
cipal is fair and open with teachers.



The most recent results for section five (Job Satisfaction) of the staff survey show that
most of the Britt David faculty think teachers are well respected in our community. In
general, the staff appears satisfied wit
h our school, the school instructional program,
the school administration and the level of parental involvement in our school.
Results also indicate that, overall, teachers are satisfied with their jobs.






Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
7

of
39

Parent Survey



During the 2010
-
2011 school y
ear, Britt David parents participated in a Parent
Opinion Inventory, with seventy
-
nine percent of the surveys being returned, compared to
eighty
-
six percent last year. Considering we have several families with siblings at Britt
David, this was a very good

return rate. Parents were asked questions from four sections:

Section 1
-

School/Parent/Community Relations

Section 2


Quality of the Instructional Program

Section 3


Support for Student Learning

Section 4


T
he School Environment for Learning.


I
n all sections of the survey, parents overwhelmingly answered positively to each
statement. Dissenting responses on almost all statements were negligible (2 % or less).
Only two statements had more than 2% of respondents in disagreement.




The statement

in Section One, “Reports concerning my son’s or daughter’s
progress (progress reports, report cards) are adequate.” For this statement, only 83
percent were in agreement, while 8 percent of the respondents were in
disagreement.




The statement in Section

Four,” The school’s grading policies and practices are
administered fairly” had 4 percent of our parents in disagreement, with eighty
-
six
percent in agreement with this statement.




The results of this survey were very encouraging, indicating that eight
y
-
eight
percent of our parents are satisfied with our school, the quality of the instructional
program, student learning, and the learning environment. However, the survey does
indicate parent concerns over the new grading system (Standard Base Report Card
) and a
need to help the Parents better understand how to interrupt the new report card.




Student Survey


All Britt David students were given the opportunity to complete the 2010
-
2011
Student Survey. For most survey items in Sections 1 through 3, t
here were 459 students
responding. Some upper
-
grade students opted not to provide a response for the two items
regarding the standard
-
based report card. In those instances, the total number of students


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
8

of
39

responding is indicated on the Survey Tally Sheet lo
cated in the Appendix. Section 4
was only completed by 4
th

and 5
th

grade students, and again, the number of respondents is
indicated on the Survey Tally Sheet. Overall, the survey results indicate that students
agree with the positive statements made abo
ut the school, its faculty and staff, and its
instructional programs. The results are evaluated by section.



Section 1


The first section of the student survey addresses student work, the availability of learning
materials, fairness in grading, and the v
alue of educational programs.




Based on the results, the students overwhelmingly agree that Britt David offers
a quality program which requires their best efforts.




Almost all students indicated that teachers help them learn and provide
effective educa
tional activities, and most students think that teachers grade
student work fairly.




Results further indicate that students regularly use school computers and the
media center as a part of the educational program.
Although students agreed
that assigned
homework is beneficial to their learning and that the educational
program is rigorous, they didn’t agree as strongly as they did when evaluating
other indicators. These two categories were the only ones rated with lower
than 90% approval, scoring 84% and
87% respectively.



Interestingly, the results of this survey and the previous one are remarkably similar.
All areas received a student approval of 92% or higher, except the statements evaluating
the effectiveness of homework and the degree to which

the educational program is
rigorous. This suggests that the school is doing an effective job, in the students’ eyes, of
meeting their needs and expectations in these areas.


Section 2



Section 2 of the Student Survey investigates student opinions re
garding teacher
expectations and the assistance students receive from various faculty members.




Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
9

of
39



The results clearly show that most students agree that they receive the assistance
they need from teachers and that their teachers maintain high expectations f
or all
students.




Additionally, the student body agreed, although less strongly, that teachers offer
encouragement and that the office staff is available and willing to help when
students need it.





Lastly, when students were asked if they felt like the
y could talk with the
principal when they had a problem, they agreed overall.




Once again, there was great similarity between the results of this survey and the
student survey that was last conducted. The overall percentage of agreement for each
ite
m in Section 2 was within a few percentage points of each other, showing consistency
in the student ratings over time.


Note:

The wording of several items was changed from the previous survey, and one
additional item was surveyed in this section in 2010
-
2011. These alterations make it a
little more difficult to compare the two surveys, item to item. However, the results still
seem to indicate an overall positive response from the students on each item for both
surveys.


Section 3



The statements i
ncluded in Section 3 sought to reveal student opinions regarding Britt
David’s recognition of achievements, our school’s climate, and fairness in our school’s
policies and procedures.




According to the survey results, the student population largely concu
rs with all
statements in this section of the survey, with each statement having between 86%
and 91% of the students in agreement.




Students feel like their achievements are recognized and that there is a positive
school environment.





Additionally, stu
dent answers indicate that discipline policies are viewed as fair
and that teachers adequately handle instances of cheating when they occur.




Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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The results also suggest that students feel safe and comfortable at Britt David and
that students feel like thei
r parents feel welcome.




The last statements in Section 3 were new items added to the survey to gather
student input regarding three current aspects of their school experience that were
not part of the last student survey. Students were asked to consider
their views on
the standard
-
based report card (currently used in kindergarten through third
grade), school uniforms, and the earlier school schedule adopted this year.
Students only somewhat agreed, 81% and 78% respectively, that a 1, 2, or 3 on the
repor
t card tells them exactly how they are doing and specifically what they need
to work on to improve.





Even fewer students (62%) agreed that wearing uniforms makes them think about
their work more and their clothes less, with the lowest ranking responses o
ccurring
in the upper grades.




The adjusted school schedule earned similar marks, with a mere 62% supporting
the idea that starting school earlier helps them learn better, while 67% agree that
an earlier dismissal time makes them better students.



W
hile it was interesting to see where the student body stands on these issues, there
was some uncertainly about inquiring into issues that cannot be changed at the school
level. The faculty and staff can, however, address student concerns by easing the
tra
nsitions and helping them to adjust to these new, fixed aspects of student life. The
ratings certainly suggest that the faculty and staff should assist students in better
understanding the standards
-
based report card. In addition, the results proved
wort
hwhile, indicating that a positive spin, whenever possible, would be warranted in
helping students better accept the uniform policy and the earlier school day schedule. It
is suspected that approval of the uniform policy may increase in a few years, when
the
upper grade students at that time will have been wearing uniforms since kindergarten, as
current upper
-
grade students miss their ‘normal’ clothes.



In comparing the results from this survey to the previous survey, the final ratings on
both surveys

were generally positive. As in Section 2, some items on the survey were
reworded, making it impossible to compare item to item exactly. There are a few notable
aspects, however. There was a significant increase in the amount of students who view
the sc
hool’s discipline policies as fair. In addition, one statement on the last survey
inquired about the occurrence of cheating, and students were not pleased with the amount
of cheating that occurred. The new wording on the 2010
-
2011 survey inquired about


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
11

of
39

t
eachers properly handling instances of cheating, and the students were much more
satisfied with how teachers address it. The new items in Section 4 of the 2010
-
2011
survey have no similar items, of course, with which to be compared on the last survey.





Section 4



Section 4 was completed only by the 4th and 5th grade students because these
questions pertain to extracurricular activities in which only the upper
-
grade students are
involved.




Only 79% of students indicated that they feel welcomed in
most school activities.




Even fewer students, 63%, feel that they have adequate input in planning
extracurricular activities such as math or science team, student council, or the
social science fair. While 73% of students think adult sponsors are sincer
ely

interested in participating.





71% of students said they were satisfied with the overall quality of student
activities that are offered. These results would suggest that our school needs to
look at ways for more upper
-
grade students to have input rega
rding the
extracurricular activities that are available to them, as well as ways to make more
students comfortable in participating. The School Improvement Plan committee
and/or the Design Team will consider this.



Again, the wording in this section
of the survey was changed enough to make
comparisons irrelevant. The committee will work to keep the survey instrument the same
during our next survey administration, so more direct comparisons can be made.


Note:

The survey was created using a happy fac
e, a medium face, and a frowning face
for students to express their opinions. When looking at the data, it was decided to
disregard the medium/neutral face, as it didn’t provide specific information that would be
helpful in clearly distinguishing student
opinions. The committee will consider creating
the next survey with a different rating scale to eliminate this problem.







Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
12

of
39


NSSE Survey


Each year the staff of Britt David Magnet Academy participates in the NSSE survey.
Results from this survey are
used to formulate the goals and strategies of our School
Improvement Plan. The results from the 2010
-
2011 school year show that, as our math
goal has been met, many respondents indicated the need to replace our math goal with a
goal aimed at writing. The
need for a greater emphasis on writing instruction has also
been evidenced in our 5
th

grade writing assessment results. We will, of course, continue
with the strategies used in our math goal to continue success in this area. NSSE results
also indicate th
e need to provide more teacher training in gifted instruction and ESOL
instruction.



C.

Although there are currently no Migrant students attending Britt David Magnet
Academy, Migrant students who enroll at Britt David Magnet Academy will be taught the
sam
e standards, and will be held to the same expectations as all students attending Britt
David Magnet Academy.


D.

We have reflected current achievement data that will help the school understand
the subjects and skills in which teaching and learning need to

be improved. The strengths
of Britt David Magnet Academy are indicated in Criterion Referenced Competency Tests
(CRCT) results. CRCT results for the past three years show that 98
-
100% of Britt David
Magnet Academy students have met or exceeded the stand
ard for each grade level in all
areas assessed. With the vast majority of grades and areas assessed showing 100% of
our students meeting or exceeding the standard.

All CRCT and ITBS results have been acutely analyzed and these results are
available in
our data room. The results from CRCT testing, which indicate that Britt
David Magnet Academy students are performing at a level much greater than the state of
Georgia results, are very encouraging and validate our School Improvement Plan goals
and strateg
ies.

Results from CRCT and ITBS testing, along with other pertinent data,
have contributed to Britt David Magnet Academy being presented the following awards:
National Blue Ribbon School 1999 and 2004, Georgia School of Excellence 1998, 2004
and 2010. Ge
orgia Platinum SSAS Award 2005, 2006, 2007, 2008, 2009, 2010 and 2011,
Superintendent’s Distinguished Achievement Award 2008, 2009, 2010 and 2011 and
Brown B. Board of Education Public School Award for 2004
-
2005 and 2005
-
2006. The
Brown B. Board Education
Public School Award is an award for the school showing the
greatest gain in the percentage of diverse students meeting and exceeding standards.




Our most recent results for the Fifth Grade Writing Assessment (Spring 20
11)
indicate that 14% of Britt Davi
d Magnet Academy fifth students produced writing that
exceeded the standard, while 77% produced writing that met the standard and 9%


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
13

of
39

produced writing that did not meet the standard. These scores are somewhat similar to
our previous year’s scores (Spring 2
010). That year we had 20% exceed the standard,
74% meet the standard and 6% of students that did not meet the standard. Recent (Spring
2011) scores are fine scores; however, it is concerning that our scores seem to be
dropping in this area. Particularl
y when compared to the scores of 2009 when 39%
exceeded the standard, 61% met the standard and we didn’t have any students not
meeting the standard. We do feel that this is an area we can improve in and we further
feel that the Cornerstone Literacy Initi
ative strategies that will be put in place will help in
this area.




We have based our improvement plan on information about all students in the
school and attempted to identify students and groups of students who are not yet
achieving to the state academ
ic content standards and the state student academic
achievement standard including economically disadvantaged students, students
from major racial and ethnic groups, students with disabilities (speech), and
students with limited English proficiency. Fortu
nately, all of students are
achieving the state academic achievement standards.




E
.
The data has helped us reach conclusions regarding achievement or other
related data.
The identified strengths of our school are: a highly qualified and dedicated
staf
f and administration, an academically strong and well behaved student body and
committed and supportive parents.
We

certainly are encouraged by our very positive test
scores and

have identified math, particularly computation skills and vocabulary and
read
ing fluency as a strength.
We have also identified our areas of need. We have a need
for

improvement in the area of reading comprehension, particularly with our Indian
population.
We see the root cause of this being in the area of language and w
e have
f
ound that many of these students typically score high enough so that they do not require
ESOL services provided by the county, however, there is a definite need in the area of
reading comprehension. Teachers are going to

be

taking ESOL classes in order to

better
meet the needs of these students. We also feel that writing is an area whe
re we have
room for improvement and this has been demonstrated by the decrease in the number of
students not exceeding the standard on the Fifth Grade Writing Assessment.

Th
e root
cause of this seems to be the lack of priority that has been placed on writing instruction.

We would like to have more of our students exceeding the standard on the

Fifth Grade
Writing Assessment and therefore made this a goal of our school improv
ement plan.








Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
14

of
39

F
.

The measureable goals we have established to address the needs were:


Georgia Department of Education Identified Goals for Improvement for the
Comprehensive LEA Improvement Plan (CLIP):




No Child Left Behind (NCLB) Performance Goal
1: By 2013
-
2014, all students
will reach high standards, at a minimum attaining proficiency or better in
reading/language arts and mathematics.



NCLB Performance Goal 2: All limited English proficient students will become
proficient in English and reach h
igh academic standards, at a minimum attaining
proficiency or better in reading/language arts and mathematics.



NCLB Performance Goal 3: All students will be taught by highly qualified
teachers.



NCLB Performance Goal 4: All students will be educated in le
arning
environments that are safe, drug free, and conducive to learning.



NCLB Performance Goal 5: All students will graduate from high school.



IDEA Performance Goal 1: Improve post
-
school outcomes for students with
disabilities.



IDEA Performance Goal 2
: Improve services for young children (ages 3


5) with
disabilities.



IDEA Performance Goal 3: Improve the provision of a free and appropriate public
education to students with disabilities.



IDEA Performance Goal 4: Improve compliance with state and fede
ral laws and
regulations.




Muscogee County School District Goals:


Goal One
-

Student Achievement

Recognizing that the core mission of the Muscogee County School District is the
provision of educational experiences that will enable each student to become

a lifelong,
learner, enter the work force with necessary skills and achieve academic and personal
potential, the Muscogee County School District commits to developing and executing a
comprehensive plan to raise achievement for all students to superior lev
els.

Goal Two
-
Growth

Recognizing that the Muscogee County School District will gain a significant number of
new students in the next five years, the system commits to developing and executing a


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
15

of
39

comprehensive plan for the provision of

adequate facilities, staff and financing to
accommodate this growth.

Goal Three
-

Human Resources


Recognizing that the educational process is one driven by a competent, profes
sional and
caring work force, the Muscogee County School District commits to the recruitment,
retention and development of personnel who represent the most qualified in their
respective fields.




Goal Four
-
Communication/Trust

Recognizing that the public e
ducation experience does not occur without the interlocking
support of home, business and community resources, and recognizing that the
effectiveness of the public education work force is enhanced with solid communications
between all engaged in the educat
ional endeavor, the Muscogee County School District
commits to the planning and execution of a total communication program with both
internal and external stakeholders.

Goal Five
-
Effective and Efficient Use of Resources

Recognizing that public education i
s funded with public funds and therefore bears great
fiduciary responsibility to exercise wise stewardship of resources, the Muscogee County
School District is committed to the planning and execution of a program to continually
insure both efficiency and e
ffectiveness in its use of resources provided.



Britt David Magnet Academy Goals:


School Climate




All students will be provided a safe learning environment that is conducive to
learning and will foster a positive self
-
image through recognition and gestur
es of
appreciation.

Student Learning



Students will demonstrate knowledge and acceptance of human diversities.



Through the utilization of Cornerstone literacy blocks, Georgia Performance
Standards, technology, and highly qualified teachers, all Britt David
Magnet
Academy students will be on or above grade level in all core subject areas.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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Students will produce meaningful writing in all genres and the percentage of
students exceeding the standard on the 5
th

grade writi
ng assessment will increase
by 14% to 16%.

Instructional and Organization Effectiveness



Students will become more responsible and will have improved

academic
achievement by improving communication between home and school.




2. Schoolwide reform strategies that are scientifically
researched based


A
. Schoolwide reform strategies that provide opportunities for all children in the
school to meet or exceed Georgia’s proficient and advanced levels of student
performance are provided.
The ways in which we will address the needs of all children in
the sc
hool particularly the needs of students furthest away from demonstrating
proficiency related to the State’s academic content and student academic achievement
standard are as follows:



All
stakeholders of Britt David Magnet Academy will work together to buil
d an
exemplary school.



Britt David Magnet Academy serves a very diverse population, and the staff has
high expectations for all students.



Britt David Magnet Academy utilizes a variety of instructional methods to support
and improve student learning. U
sing the knowledge gained from the Cornerstone
Literacy Framework, WOW and other staff development courses, teachers will
continue to plan engaging and standards based lessons for students.



At our monthly faculty meetings teachers work in groups to condu
ct protocols
were student work is acutely examined and suggestions are then offered to
enhance student engagement and student performance.



All Britt David Magnet Academy classrooms are standards based classrooms. The
current standards being taught are co
mmunicated to the students, and they are
posted in the classrooms.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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Teachers will
provide a variety of technology and media to help students gain
information, in all areas. Technology resources that promote student learning in
the classrooms will be rein
forced in our computer labs. In our Instructional
Learning System (ILS) lab each school day, all students complete 15 minutes of
individualized math and 15 minutes of individualized reading instruction.



The ILS lab is also opened at specified times after

school for students to get extra
practice. Student performance in the computer labs will be closely monitored and
students found to not be making adequate progress will be provided extra time in
the labs.



For any students not making adequate progress, w
e will continue to provide an
after school tutorial program that focuses on weaknesses and provides strategies
for students in need. Also, Britt David teachers will meet with the parents of these
students to communicate areas of need and to provide parent
s with tools and
information to help that student. Additionally, Columbus State University lab
students provide supportive lessons and strategies for our students in need.



For students that are identified as being at
-
risk, the Pyramid of Intervention wil
l be
put in place.



Britt David Magnet Academy currently does not have a migrant
or homeless
student population; however, in the event the school gains migrant students, the
school will follow district, state, and federal guidelines to ensure these studen
ts
will achieve the same goals set for all other students.




Students will continue to visit the exploratory lab twice a week. In the exploratory
lab students work on keyboarding skills and they use a variety of software to
create projects. Programs such
as IXL and other software programs are used to
practice math
.




Each year all Britt David Magnet Academy teachers will have students
participating in the Britt David Magnet Academy Media Festival with winners
advancing to Muscogee County School District’s M
edia Festival.



The student body of Britt David Magnet Academy is extremely diverse. In order
to help students appreciate and respect all areas of diversity, teachers will integrate
diversity themes with social studies standards in the literacy block. Som
e of the
books we use for the Principal’s Book of the Month are multi
-
cultural books and
teachers will continue to provide writing activities to go along with these books.



Considering many of our students are of Indian descent we will continue to have
sc
hool wide programs that highlight their culture and heritage.




Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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The counselor of Britt David Magnet Academy will continue to regularly meet
with students during the school day directly counseling or advising students.
Services provided to the students cons
ist of large group guidance counseling,
small group counseling for specialized topics, and individual counseling for crisis
intervention to students at risk.



School wide we have many programs that support literacy. Teachers implement
the Cornerstone Litera
cy Framework, including crafting, composing, and
reflecting workshop structure. Teachers also model the strategic tools a proficient
writer uses to make meaning clear and voice evident across the curriculum.



Research indicates that reading a million wor
ds will result in an increase of one
reading level; therefore, Britt David Magnet Academy participates in the
Millionaire Program. The Millionaire Program motivates and challenges all Britt
David students to read one million words each school year. Each

year Britt David
Magnet Academy holds a millionaire kick
-
off celebration centered around the
theme for that particular year. This celebration is typically held in the evening and
parents are also invited. Additionally, if the entire school achieves mill
ionaire
status, we have a school wide celebration each year.



In order to further motivate students to read, Britt David Magnet Academy
participates in the Principal’s Book of the Month. Our entire school reads and
discusses a particular book each time.

Many reading and writing projects are
incorporated with the Principal’s Book of the Month.



Our peer reading program is set up to pair upper grade students with lower grade
students to provide reading support, motivation and encouragement.



Research has

suggested that non
-
fiction literature is the genre that is most likely to
spur the passion and wonder of children for learning. Also, the ability to
comprehend non
-
fiction is critical to their success on standardized tests, in their
future education, and
beyond. Therefore, the Non
-
fiction Reading Club was
created to prompt our students to read these books! Students are awarded for
reading 20, 40, 60, 80, and 100 non
-
fiction books. The
y

receive prizes for reaching
each level. They are recognized in the scho
ol’s weekly newsletter, and their name
is listed in the school office on a special recognition board.



To further develop literacy, Britt David Magnet Academy has a vocabulary Word
of the Week.
The students will learn one vocabulary word each week. Student
s
will listen to words being called out over the intercom system. A definition of the
word will be given along with the part of speech. Students will share in the usage
of these words by calling out the definition or by using the words in sentences and
s
tories. The words will be reinforced in the classroom to help expand each child’s


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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vocabulary. Each year, we will culminate our vocabulary program by having our
students participate in a vocabulary parade.



To incorporate math lessons that spiral and use h
igher order thinking skills,
teachers will utilize Learning Village Instructional Resources.




Britt David Magnet Academy is in partnership with Columbus State University.
Students from Columbus State University participate in lab classes at Britt David.
They provide lessons to Britt David students, they read to the students, they assist
teachers with clerical duties and help to provide one on one instruction to students
in need.



Each Britt David Magnet Academy classroom is paired with a Rotary Club
membe
r. Rotary club members visit the classroom on a regular basis to read to the
students.



All lower grade classes are paired with an upper grade classroom for AR buddies.
AR buddies visit the classrooms on a weekly basis to have upper grade students
read
to their lower grades AR buddy. AR buddies then assist with AR testing.



Motivational rewards are given to students as they reach millionaire status and
their photograph is proudly displayed in the main hallway of the school.



Rewards are also given to
all participants of our summer reading program and for
reaching goals in the ILS lab.



Students that have exhibited excellent conduct are recognized each grading period
in our Good Conduct Celebration.



To provide behavior management strategies, all teach
ers develop and implement
classroom discipline plans. These plans are provided to parents the first week of
school, along with a school calendar that highlights school happenings a
nd
information.



T
he

principal creates a weekly newsletter (Thursday’s Tho
ughts) that informs
parents of school in
formation on a regular basis.
Also, t
he school maintains a
website that has a link for each teacher. Teachers provide newsletters, homework,
and study guides on their class pages.



Students will also receive a min
imum of three positive communications from the
classroom teacher each year
.



Each
Britt David Magnet Academy student is provided a Daily Organizational
Guide (DOG) book that is sent home each night. DOG books have sections that
include, homework, notes
to/from school and graded papers. These are sent home
in an effort to help organize students and keep parents informed.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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We have established a weekly hour and a half block of collaborative planning time
for grade level teachers. During this time, grade le
vel teachers will use the
Georgia Frameworks and other curriculum resources, as they work together to
plan engaging lessons that are carefully aligned to the Georgia Performance
Standards and to plan for differentiated instruction. Teachers also use this
time to
conduct parent conferences and to make peer observations. We have found
learning from our co
-
workers and encouraging one another to be an extremely
useful strategy.



In an effort to further promote a collegial and supportive work environment, all
teachers new to our school, even if they are experienced, are paired with an
existing exemplary teacher.



During the block planning time provided to Britt David Magnet Academy
teachers, administrators also meet with teachers, to analyze the assessment
not
ebooks that each teacher maintains. These notebooks contain all assessment
data for that teacher’s students. Weaknesses and strengths are thoroughly
discussed and the teachers then plan appropriately.



The Design team and the administration of Britt Dav
id Magnet Academy acutely
analyzes all student data and survey results, including the NSSE survey to provide
on
-
site staff development that is best geared toward improving student
performance. On
-
site staff development is done in the form of make
-
and
-
tak
e
sessions, Wiki a
nd book studies.



T
he administration of Britt David Magnet Academy conducts a very thorough goal
setting session with all teachers. During this session individual staff development
suggestions, using the Best Practice Institute, are mad
e based on teacher
reflections, parent surveys, student data and classroom observat
ions.



The administration
conducts walkthroughs and focus walks of the classrooms and
halls. Engaging and exemplary instruction is noted and celebrate
d.




The school secu
rity provided by Muscogee County helps to keep our school safe.
Additionally, we have several practices in place that make our school safe. All
outside doors are locked after school begins and visitors to our building can only
enter through the front ent
rance. At the front entrance a video system lets the front
office know who is trying to gain entry. All visitors to the building must wear a
visitor sticker. We routinely practice drills of all sorts so that we will be well
prepared for any emergency si
tuation.



The teachers of Britt David support “bell to bell” teaching. The school begins
each day as soon as the bell rings when the morning announcements are
broadcasted on the television in each room and continues until dismissal.


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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Classroom interrupti
ons are kept to a minimum. The intercom system is very
rarely used during the instructional day. Teachers are sent messages by emails
that they can read at their convenience, so as not to interfere with instruction.



In the classrooms teachers utilize
flexible groups and differentiation to better meet
students’ instructional needs.
Manipulatives and a wealth of various forms of
literature aid in classroom instruction. Teachers’ lessons are standards
-
driven and
provide student focused activities at all
grade levels. Cooperative learning groups,
alternative assessments, and paired reading are used based on current research on
successful teaching and learning.



When data, such as analyzed student work, conference logs,

DRA
results, running
records, place
ment level tests, portfolios, teacher
-
made assessments, on
-
line
CRCT/GPS assessments, end
-
of
-
unit products, STAR and AR reports, scoring
rubrics, teacher commentary, classroom observations, and report cards, suggests
that a student is at
-
risk in any area,
the teacher provides additional assistance to
that student. The student is given extra

time in the ILS lab and participates in our
after school tutorial program. Additionally, these students are paired with CSU lab
students who provide additional strategie
s and support to students in need.



To help improve writing skills teachers will model the strategic tools a proficient
writer uses to make meaning clear and voice evident.



Teachers routinely use graphic organizers in all academic areas to help students
or
ganize their thinking before doing more complex tasks.



The Pyramid of Interventions is used as a framework for referring students to the
Student Support Team when students need specialized support beyond routine
classroom interventions and accommodations
. Parents, teachers, school
administrators, the school counselor, and the school psychologist will meet to
examine each struggling student’s circumstances and will agree upon and
implement strategies to help address issues and deficiencies so the child can

succeed at Britt David Magnet Academy.


B
. Schoolwide reform strategies are based upon effective means of raising student
achievement.
Following in our appendices are examples of scientifically based research
supporting our effective methods and instruct
ional practices or strategies.

They are based
on research by Harry Wong, Robert Marzano, the Schlechty Center and others.







Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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C.

We will increase the amount and quality of instruction of learning time by


doing the following




Britt David Magnet Academy w
ill employ highly qualified teachers who will provide
lessons to students that are aligned with the Georgia Performance Standards. Britt
David Magnet Academy classrooms are standards
-
based classrooms. The standards
being taught are communicated to the stud
ents, and they are posted in the classrooms.
The teachers of Britt David Magnet Academy are currently using the Working on the
Work (Wow) framework, the Cornerstone Literacy Framework and the Georgia GPS
Framework in order to better design exemplary and e
ngaging lessons for our students.
In order to assist teachers in this area, the school participates in peer observations.



Teachers at Britt David Magnet will continue to teach “bell to bell’, so as to make
optimal use of instructional time. Teachers will
also participate in staff development
training as indicated by various surveys.



When a student is identified as being at
-
risk, that student will be given extra time in
the ILS lab and will participate in our after school tutorial program. The teacher will

also provide differentiated instruction and separate lessons to help students in need.



A summer reading program will be held at Britt David. Students will be able to read
and check out books. They will also be able to take AR tests. All of our students
will
be highly encouraged to participate, and teachers will contact parents to help
communicate the need for student participation.



At Britt David Magnet Academy we will provide a safe orderly environment that is
drug
-
free and conducive to learning. Our

fifth grade students participate in the DARE
program, and our counselor regularly provides lessons notifying all students of the
dangers of drug use. Our peer helpers help to model exemplary student behavior that
is conducive to learning.

D
. To determi
ne that the needs of all children have been met and are consistent with
improvement plans approved under the Elementary and Secondary Education Act of
1965, t
eachers and administrators at Britt David Magnet Academy incorporate several
assessment tools and
strategies to determine each student’s performance and aid in their
success.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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Teachers continually assess student progress by using rubrics, running reading
records, checklists, and portfolios. Teachers also assess student success by identifying
and compa
ring individual test scores, grade level, class, and school scores. We
further ensure success by making comparisons of this data at the district and state
levels.





Britt David is fortunate to have three computer technology labs, which allow for
additio
nal student assessments. In the Integrated Learning System (ILS) Computer
Lab student gains, as well as grade level placement, can be determined for
identification of a student’s strength and weakness in the areas of reading, math,
grammar and spelling.
Reports that provide this and other information are regularly
provided to teachers and parents by the computer lab manager. Additionally, the
computer lab manager rewards students that graduate from a program in the ILS lab
or students scoring 100 in a da
ily program.



The Accelerated Reader (AR) computer program is uses to evaluate student reading
comprehension for a particular book. All Britt David students participate in the AR
program on a regular basis, and teachers and administrators print and evaluat
e the
reports provided by this program. Student (AR) summary reports give an average
score for all tests taken and indicate students at risk.



The STAR reader program is a computerized reading assessment which depicts:
instructional reading levels, perce
ntile ranks, zone of proximal development, and
grade equivalent for students. Students of Britt David Magnet Academy take the
STAR reading test three times a year. Also, first and second grade students will take
the STAR Early Literacy test three times
a year and kindergarten students will take
this test each month. This diagnostic computerized test identifies the reading level the
learner is at. Levels are: Emerging Reader, Transitional Reader, and Probable
Reader.



Students in the first through fift
h grades participate in MAP testing three times a year.
After MAP testing, teachers and administrators meet to evaluate the results and plan
ways to help students in need. When any of these tools, as well as assessment tools
from the classroom, such as r
eport card grades, DIBELS results, running reading
records, teacher observations, rubrics and classroom checklists, indicate that a


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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particular student is in need, extreme efforts will be made to help that child improve
in the areas of need.



Teachers ofte
n meet with administrators to evaluate assessment notebooks and devise
a plan to help students at
-
risk. Additionally, non
-
classroom personnel, such as the
media specialist and the technology specialist also meet with the classroom teachers
to analyze vari
ous student data and to help plan activities and lessons geared at
improving the area of need.




3. Instruction by Highly Qualified Professional Staff




It is the intent of Britt David Magnet Academy to select and retain highly qualified
teachers. Curre
ntly, 15 of our teachers hold a Master’s Degree and a Specialist’s
Degree, and our school counselor has a Doctorate.



In an effort to attract high quality, highly qualified teachers, Britt David Magnet
Academy will provide a collegial and supportive work en
vironment.
All Britt
David teachers, even if they are experienced teachers, will be paired with an
exemplary, veteran Britt David teacher.



Britt David Magnet Academy administrators will attend teacher recruitment fairs
and will actively seek out potential

hires with high credentials.



The Human Resources Division works to hire highly qualified teachers in all
schools.



Principals
will
recommend

employees

for hire and placement, assigning them

in
areas in which they are highly qualified.



Britt David Magnet Ac
ademy will provide a school web site that is updated on a
regular basis. This

website will provide support for students, parents, and
teachers.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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Each Britt David teacher will set up and maintain a classroom web site that will
post current standards, home
work assignments, spelling lists, announcements, and
upcoming events.



Britt David Magnet Academy will provide a positive school climate.



Britt David Magnet Academy grade level teachers will be provided a common
planning time each week. Administrators and
itinerant teachers will occasionally
attend these meetings to provide opportunities for collegial dialogue and to ensure
planning across the curriculum.



Grade level teachers will meet with administrators following testing to analyze
testing data and to det
ermine areas of deficiency that need to be addressed.



Annually, grade level teachers will meet with teachers of the grade levels
immediately below and above to provide opportunities for collegial conversation
which will ensure vertical alignment of the cur
riculum.



Britt David Magnet Academy will continue its partnership with Columbus State
University. Education students from the Columbus State University will conduct
field experiences at Britt David.



The teachers of Britt David Magnet Academy will encour
age colleagues to seek
advanced degrees.



The parents of Britt David Magnet Academy provide monthly staff celebrations.



The PTA of Britt David Magnet Academy provides snacks and desserts at monthly
faculty meetings.



The administration of Britt David Magnet
Academy will provide incentive
programs that motivate teachers to do their best.



The administration of Britt David Magnet Academy will continue to provide on
-
site staff development sessions
,

which are conducted after school and on early
release days. Thes
e staff development sessions will allow teachers to earn PLU
units.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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Administrators will ensure that Britt David teachers take advantage of and
participate in Professional Development provided by the district (WOW,
Cornerstone, Ruby Payne, etc.) based on th
eir interests and areas of need.



The principal will make sure that classes are ‘redelivered’, all necessary teachers
participate, and documentation is provided to the Division of Professional
Learning.





4. Professional development for staff to enable al
l children in
the school


A
.
We have included teachers, principals, paraprofessionals and, if appropriate, pupil
services personnel, parents, and other staff in our staff development that addresses the
root causes of our identified needs.


B.

We have ali
gned professional development with the State’s academic content and
student ac
ademic achievement standards.



I
t is the intention of Britt David Magnet Academy to provide high
-
quality and
ongoing professional learning for our teachers, principals, paraprof
essionals, and

other staff, to enable all students in the school to meet the State’s student academic
standards.




Peer observations are conducted, and all teachers are highly encouraged to attend
the Muscogee County School District Best Practice Institut
e that is held each
summer.




Each year at our school, the staff of Britt David Magnet Academy participates in a
book study. Teachers are given the opportunity to earn PLU's by participating in
these book studies. The following books have been read and s
tudied by the
teachers of Britt David Magnet Academy:
Rigor is Not a Four Letter Word,
Reading For Meaning, What Gets Measured Gets

Done
,
How Full Is Your
Bucket? Positive Strategies For Work and Life
,
What Great

Teachers Do
Differently
, and
Classroom Ins
truction That Works
. The various books used for


Georgia Department of Education

Non
-
Title I

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Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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the yearly study all provide scientifically based strategies to help improve the
edu
cation of our students.




We
participate each year in various technology training sessions. The topics
covered for technol
ogy training sessions are those topics that the staff has
identified as areas of need. All Britt David Magnet Academy teachers have been
trained in the use of

Rubicon.




Britt David
teachers
have
been

trained in the use of Net Trekker and are currently
usi
ng Net Trekker, and the Georgia Frameworks to enhance student learning using
the Learning Village.




We will be placing a major emphasis on receiving training to help us best
implement the Cornerstone Literacy Framework. We are also continuing to
receive s
taff development training to help teachers implement th
e WOW
framework.




W
e are receiving on
-
going training for successfully implementing the Georgia
Performance Standards and the Common Core Georgia Performance Standards.





A
s the percent of our students

that have been gifted identified increases many of
our teachers are receiving gifted training and endorsements.




We also have a large percentage of our teacher involved in ESOL training to help
meet the needs of our very diverse population.




All teache
rs of Britt David Magnet Academy continuously utilize the redelivery
model after attending any individual or small group training.





The staff of Britt David
Magnet Academy will continue to
participate each year in
a staff development survey. This surve
y will be used to identify the needed
schoolwide professional learning.




The grade level teachers of Britt David Magnet Academy plan together on a
weekly basis to design lessons that are aligned with the Georgia Performance
Standards.




The administration

of Britt David Magnet Academy also meets with all grade level
teachers on a regular basis to assist with this assignment.



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Non
-
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, State
School Superintendent

October 25, 2011









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Britt David Magnet Academy teachers’ lesson plans indicate standards that are
being addressed in each lesson, and the administrati
on of the school analyzes these
plans to ensure that they are aligned with the Georgia Performance Standards.




Administrators have provided the teachers of Britt David Magnet Academy with
an assigned block amount of planning time that allows grade levels t
o collaborate
on curriculum, instruction and assessment.




The PTA of Britt David Magnet Academy provides monetary assistance in
equipping teachers with the necessary tools to promote student learning at higher
levels.




The support staff assists teacher
s in the implementation of all academic programs.



C
.

We have devoted sufficient resources to carry out effectively the professional
development activities that address the root causes of academic problems
. We will use
federal state and local funds to pr
ocure needed staff development. The PTA of Britt
David will also assist in funding necessary development. The media specialist and
technology coordinator as well as
appropriate staff members will provide on
-
site staff
development.




D.

Britt David Magne
t Academy teachers will be included in professional learning

activities regarding the use of academic assessments to improve the achievement of
individual students and the overall instructional program. Teachers have access to many
assessment tools that
they can used to assess student progress and their own progress
toward educating students. These tools include, but are not limited to various rubrics, AR
reports, STAR reports, DRA analysis, GKAP, CoGat, ILS math and reading reports,
MAP scores, DIBELS,
ITBS results, and CRCT results. Yearly, each Britt David Magnet
Academy teacher maintains an assessment notebook for his/her class. Assessment
notebooks contain individual information for each student, such as STAR reports, AR
reports, Map scores, variou
s ILS reports, ITBS scores, and CRCT scores. Additionally,
each teacher devises a plan of action for their professional growth, that includes personal
and professional growth plans. The administration and teachers of Britt David Magnet
Academy thoroughly

analyze the information contained in the assessment notebooks to
help monitor student achievement and teacher instruction. We also use parent surveys,
student surveys, teacher surveys, including the NSSE, to determine the overall
effectiveness of our scho
ol improvement plan.

For the 2011
-
2012 school year we are


Georgia Department of Education

Non
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, State
School Superintendent

October 25, 2011









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placing a tremendous effort on strategies that will help with student writing. We would
like to see the number of students exceeding the standard on the Fifth Grade Writing
Assessment

increase.




5. Strategies to increase parental involvement



A
. We have involved parents in the planning, review, and improvement of the
comprehensive schoolwide plan.

Parents

will be asked to complete surveys and
questionnaires, and the information obtained will b
e used in evaluating our program.
Parents will be encouraged to attend school meetings where assessment results and their
interpretation will be shared. Teachers will meet with parents on an individual basis to
discuss assessment data. These results will

be sent home to each parent, and assessment
results will also be posted on our school website.


B
.
We have developed a parent involvement policy that includes the following:




Britt Magnet Academy will provide parents a yearly school calendar and a weekly
newsletter (Thursday’s Thoughts) will be posted on our school web site, to inform
parents about school information and current events.



Britt David Magnet Academy will maintain an updated school website that will
provide parents information on CRCT testing
and practice tests.



In order to communicate to parents ways to assist learners, teachers will conduct
conferences with the parents of all students.



Each class has a link on our school website to an individual class website. On this
site, teachers may in
clude spelling words, homework and study guide etc. These
sites will be updated regularly.



Each child is provided a Daily Organizational Guide (DOG) book that is sent
home each night. DOG books have sections that include, homework, notes
to/from school
, and graded papers. These are sent home in an effort to help
organize students and keep parents informed.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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The PTA of Britt David Magnet Academy conducts four meetings each year. The
PTA also sponsors a Fall Festival carnival/celebration and two boo
k fairs each
year.



Britt David Magnet Academy parent assist students at the Sara Spano clothing
bank.



Parents attend the Britt David Magnet Academy summer reading program with
their children.



The parents of Britt David Magnet Academy regularly volunteer
in the
classrooms. Parents read to the students and conduct craft lessons. They also help
with AR testing of lower grade students. Parents assist teachers by filing
paperwork and helping with other clerical duties.



The parents of Britt David Magnet Aca
demy regularly volunteer in the school
media center. Parents help students find and check out books.

Additionally, parents help to check in/out and shelf books.



The parents of Britt David Magnet Academy regularly volunteer in the school
office. Parents

help answer the door and phone. They help with the morning
announcements, and they assist students and school personnel as needed.



A new parent/student orientation breakfast is conducted at the beginning of each
school year. At this orientation, extens
ive information about Britt David Magnet
Academy is provided to students and parents and they are given a time to ask any
questions they might have.



Many classes have a summer “get acquainted” party that teachers, students and
parents are invited to attend
.



The progress of all Britt David Magnet Academy students is closely monitored
and parents are contacted as soon as a child is identified as being at risk in any
area.



The parents of Britt David Magnet Academy assist with drama presentations.
They help m
ake costumes and presentation programs. They also assist with
rehearsals and the actual performances.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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6. Plans to assist with transitions



Plans for Transition from Preschool to Kindergarten



Britt David Magnet Academy will assist preschool students

in the successful
transition from early childhood programs such as Head Start, a preschool program, or
home to kindergarten.



Preschool students and their parents will be invited to Britt David Magnet Academy
to attend a Kindergarten Open House each Apri
l. At this open house, which is
conducted in the evening, the parents and students will have the opportunity to meet
their next year’s teacher, paraprofessional and classmates. Students and parents will
also be able to take a tour of the school and be giv
en a packet of information. This
packet will include a supply list, a list of items needed for registration, Dolch words,
an outline of the school uniform policy, a flyer about our summer reading program
and other information.



Britt David Magnet Academy k
indergarten classes hold summer “get acquainted”
parties for their up
-
coming students. This is also done by the teachers of other grade
levels. All Britt David Magnet Academy students, particularly our new students, will
be highly encouraged to attend our
summer reading program.



All Britt David Magnet Academy kindergarten teachers, as well as all grade level
teachers, make a personal

contact (written or by phone) with each student during the
summer before the school year starts.


It is the goal of the t
eachers Britt David Magnet Academy to provide vertical
articulation for students transitioning from early childhood programs to kindergarten.



Plans for Transition from 5
th

Grade to Middle School



In order to ensure that students in fifth gr
ade are meeting or exceeding standards,
teachers will administer MAP testing and evaluate results. Remediation will then be
provided for the necessary skills to the students in need. Fifth graders who have been
identified as being at
-
risk will participat
e in our after school tutorial program.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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Middle schools that have magnet programs are invited to conduct an informational
meeting onsite with interested fifth grade students and parents. Additionally, all Britt
David Magnet Academy 5
th

grade students are

permitted time to visit middle schools
during the school day. The time away from Britt David is excused and the students are
permitted to make up any missed work.

It is the goal of the teachers Britt David Magnet Academy to provide vertical
articulation
for students transitioning from fifth grade to middle school.





7. Decisions Regarding the Use of Assessments



Measures to include teachers in the decisions regarding the use of assessment to
provide information on, and to improve,
the performance of
individual students and the
overall instructional program will be provided.
Britt David Magnet Academy will
continuously provide training sessions for teachers, to assist with data assessment. Britt
David

Magnet Academy teachers collaborate to design asse
ssments aligned to GPS and
instruction. Both formal and informal assessments are used to monitor student progress
and form instructional practices. Additionally, Britt David Magnet Academy utilizes
formative and summative assessment to monitor student pro
gress.



Formative assessment tools

used are rubrics, standards checklists, running reading
records, computer lab gains reports, AR reports, DRA results, MAP testing results,
STAR reading testing results, STAR Early Literacy test results, progress reports,

and student journals.



Summative assessment tools

used are end
-
of
-
course tests, Fifth Grade Writing
Test, CRCT results, and ITBS results.

In an effort to improve the performance of individual students and the overall
instructional program, all informat
ion gathered from standardized testing is carefully
analyzed by teachers and administrators. An in
-
depth study of testing results is done
each summer before school starts. Teachers work together in grade level groups to
determine areas of strength and we
aknesses and then use this information when planning
for the upcoming school year. Throughout the school year, teachers work together in
grade level groups analyzing information gained from MAP testing and other assessment
tools. Results are used for stu
dent support team (SST) meetings and to plan instruction.

All teachers maintain assessment notebooks that include CRCT scores, MAP scores,
STAR reading test scores, STAR Early Literacy test results, computer lab reports, teacher


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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observations, and AR repo
rts. Teachers and administrators use these notebooks to
conference with parents and to conference with other school educators in order to best
monitor and enhance student/class progress. In our data/assessment notebooks, we make
every effort to as much a
s possible, individualize assessment data and use this data to
determine individual strengths and weaknesses.





8. Coordination and integration of services and programs





Britt David Magnet Academy will use available State, Federal and local funds to

implement all aspects of our School Improvement Plan.

The combination of Title II, Title
IV, Title V, and Professional Learning funds will be used to improve student
achievement. Funds will be used to provide facilitators for our computer labs, to
implem
ent our after school tutorial program, to purchase necessary materials and to
further enhance student learning. The Britt David Magnet Academy PTA provides many
funds to enhance our school. The PTA funds the school website, purchases computer
software a
nd provides funding for various classroom enhancement grants. Our Partners
in Education provide funding for the following celebrations: honor roll/principal’s list
breakfast, and the good conduct celebration. Britt David Magnet Academy will
collaborate
with all program managers of available funds to prevent any duplication of
services and efforts.






9. Effective and Timely Assistance to Students


A
.
Britt David Magnet Academy will closely monitor the academic achievement of all
students. In order to

meet the individual needs of learners, the teachers of Britt David
Magnet Academy will provide differentiated instruction. Teachers compile and maintain
assessment notebooks that contain all available data (STAR reports, AR reports, ILS
reports, MAP score
s, and CRCT scores, etc.) for their students. These assessment
notebooks will also contain individualized educational plans for students in need.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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Teachers and administration examine computer lab reports on a regular basis. If the
reports indicate that a
student is having difficulty, then that student is given extra time
and assistance in the computer lab. Furthermore, the ILS lab is kept open after school
to allow extra time for students in need.



The MAP test is administered two times a year, and grade

level teachers acutely
analyze the information provided by the MAP results. These results are used when
planning classroom instruction and creating remedial groups to provide additional
reinforcement to students in need.



Students experiencing difficult
y in mastering standards participate in our after school
tutorial program.



Teachers will meet with every child’s parents or guardians at least once during the
school year. If a child has academic or behavioral issues, the teacher will initiate a
parent c
onference and will continue to meet as needed to address concerns.



Additionally, the administration of Britt David Magnet Academy closely monitors
students that have been identified as being at
-
risk. Administrators meet with teachers
to devise a plan of a
ction for these students. Support staff, such as

the media
specialist and technology specialist; also provide additional tutoring and other
assistance to identified students.



The Pyramid of Interventions is used as a framework for referring students to
the
Student Support Team when students need specialized support beyond routine
classroom interventions and accommodations. Parents, teachers, school
administrators, the school counselor, and the school psychologist will meet to
examine each struggling stud
ent’s circumstances and will agree upon and implement
strategies to help address issues and deficiencies so the child can succeed at Britt
David Magnet Academy.

Students that enter this process are very closely and
continuously monitored by our student su
pport team.



Administrators and the school counselor will remind teachers each year that they are
mandated reporters for any and all types of abuse or neglect. Teachers will report
immediately any and all suspicions to the school counselor and school adm
inistrators.
School officials will follow reporting procedures and will cooperate with DFACS and
the police during all investigations.



Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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Office personnel will notify the school social worker to investigate the circumstances
of students with excessive absence
s or tardies.

B
. Periodic training for teachers in the identification of difficulties and appropriate
assistance for identified difficulties are provided. Teachers

have
participate
d

in
professional development that will prepare them to deal with students
from a background
o
f poverty (Ruby Payne training).
As we have identified the need to provide more
intense English language instruction, particularly to our students of Indian descent,
teachers

are also
participating in ESOL classes. We have seen a stead
y increase in the
percentage of our students that are identified as
gifted;

therefore, teachers are receiving
gifted endorsement certifications.


C
.
Parent/teacher compacts will detail what the school will do to help the student,
what the parents can do to

help the student and additional assistance available to the
student at the school or in the community. Conferences will be available on an as needed
basis and one teacher planning day each school year will be dedicated to parent
conferencing.

Britt David

Magnet Academy will follow district, state, and federal
guidelines to ensure that students identified as homeless will have the same opportunities
and support to achieve the same goals set for all other students. Muscogee County
School District will prov
ide a homeless liaison to assist students who are found in this
situation. The school will follow district, state and federal guidelines to ensure that ELL
students in the school will receive appropriate intervention and support to achieve the
same goals
set for all other students. Britt David Magnet Academy currently does not
have a migrant student population; however, in the event the school gains migrant
students, the school will follow district, state, and federal guidelines to ensure these
students w
ill achieve the same goals set for all other students.





10. Description of how individual student assessment results
will be provided to parents.



Parents will receive all CRCT results as well as Fifth Grade Writing Assessment
results and any stan
dardized testing results for their child in the US Mail or in their
child’s report card if this data is available before the school year is over. Assessments
that are given periodically throughout the year such as: STAR reading results, STAR


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
36

of
39

Literacy resu
lts, AR reports, and ILS lab reports will be sent home in the student’s report
card of DOG book. Our PTA/Open house meeting for parents will be held in August and
during that open house, teacher’s will thoroughly explain all reports that will be sent
home

with the student during the
school year using an assigned PowerPoint. Any parents
that are unable to attend will be invited to

meet with the teacher at the parents’ and
teachers’ convenience.






11. Disaggregation of Data



The State provides collecti
on and disaggregation of student achievement data
results on adequate yearly progress assessments and for third and fifth grade writing
assessments. The state makes efforts to report statistically sound assessment results.
Disaggregated reports are publi
shed on the Georgia Department of Education (GADOE)
website and released to the news media by the State Superintendent of Education. A link
to the GADOE is provided on the MCSD website. The local television and radio stations
and newspapers provide the
local citizens with detailed information about test results.

Britt David Magnet Academy parents are provided all testing data particular to
their child in report cards, AR and STAR reports, CRCT reports, and in parent
conferences. School and grade level

testing results are provided to parents in emails and
newsletters. This information is also posted on our school website. All Britt David
Magnet Academy data is on display in our data room. Additionally, all components of
this School Improvement Plan a
re posted on the Britt David Magnet Academy website.
This includes part B of the plan that has data disaggregated by grade, gender, race, and
economical standing.




12. Provisions to ensure that disaggregated assessment
results for each category are val
id and reliable.




The State makes efforts to report statistically sound assessment results.

The GA
Department of Education determines the statistical soundness of State
-
mandated
tests. When there is a question of validity of a non
-
State mandated test or i
ts


Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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administration procedures, the Muscogee County School District’s Department of
Research, Evaluation, and Accountability is available to apply the rules of validity
or soundness and provide technical assistance in the process.






13. Provisions for pu
blic reporting of disaggregated data




The MCSD Director of Communications provides
detailed

information to

local
television and radio stations, newspapers, and local citizens about test results.
Additionally, the director provides
media releases that incl
ude disaggregated
reports of progress.




The Director of Research, Evaluation, and Accountability conducts live
presentations of the system’s AYP status to the local school Board.





Muscogee County School District provides to the public an on line report o
f
student progress on the CRCT. The district also published an online Annual
Yearly Progress (AYP) report that shows areas of strengths and needs
improvement, academic performance levels, test participation rates, and a listing
of individual AYP status




B
ritt David Magnet Academy sends letters to parents to inform them of their
student’s disaggregated data. Teachers are available as needed for conferences to
assist parents in understanding their student’s scores.







Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









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14. Plan developed during a one year

period with technical
assistance



Britt David Magnet Academy utilized the School
-
Wide Program. The School
-
Wide
Program under which the school is operating has an approved plan that was developed
over a one
-
year period with technical assistance p
rovided by an outside educational
consultant. The plan is updated by school representatives and it is reviewed by
representatives from the Central Office and outside consultants. The review process is
conducted annually.





15. Plan developed with the i
nvolvement of the community



Stakeholders were involved in the development of the plan through several avenues.
The Leadership Team of the school includes at least one parent, a teacher representative
from each core area, a teacher representative
of students with disabilities, school
administrators, and academic coaches or school improvement specialists. Stakeholder
surveys and questionnaires are distributed and the results calculated to help determine
areas for improvement. Teachers and other s
takeholders, through representation of the
Leadership Team, analyze data and use this analysis to make decisions about goals and
strategies for the plan. Once the plan is reviewed and approved by a Central Office
review team, it is placed on the school’s

website to be viewed by the LEA, public,
parents, and other stakeholders.





16. Plan available to the LEA, parents, and the public.



The Britt David Magnet Academy

School Improvement Plan will be posted on our
school website. We will als
o have a hard copy available in the school office and the
school media center.

Once the plan is reviewed and approved by the central review team
it will be put on the Muscogee County School District’s website to be reviewed by all
stakeholders.




Georgia Department of Education

Non
-
Title I

Schoolwide/School Improvement Plan


Dr. John D. Barge
, State
School Superintendent

October 25, 2011









● Page
39

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17. Pla
n translated to the extent feasible



Although Britt David Magnet Academy has a very diverse population and many of
our parents’ primary language is not English, our parents are able to speak and read
English. However, should we ever determine the ne
ed to have our School Improvement
Plan translated into another language; we will do so, if possible.







18. Plan is subject to the school improvement provisions of
section 1116.


The school will comply with the provisions of Section 1116 of Title I,
Part A
-
Improving
the Academic Achievement of the Disadvantaged of the NCLB Act of 2001.