School: Lindley Sixth Grade Academy Middle School Strategic Plan Template

2016-17 Cobb County School District Strategic Plan

Members: Angela Price, Denise Reynolds, Denise Magee, Michael Stokes, Sharon Dixson, Shawn Hadley, Angela Price, Cheryl Coleman,
Courtney Wright, Denise Reynolds, Holly Sprayberry, Jan Ah-Low, Nicole Kempson, Sara Stickle; Thelma Hall
Board Goal 1: Vary learning experiences to increase success in college and career pathways.
District Focus Priorities 2016-17 Aligned Actions and Measurements
2016-2019 (Due September 1, 2016)

Focus Priority
Focus Priorities: Status:
Key Actions: Measured by: Owner(s): Resources Results
(Based on priorities identified by IE2, NM = Not Met
(List as many actions as needed in Needed: Of Key Actions:
AdvancEd-AdvEd, Superintendent-S, and IP = In Progress
each box.) (Due June 30, 2017)
Academic Division-AD) M = Met
1. Organize student performance data
through CTLS for full accessible use by N/A N/A N/A N/A N/A N/A
teachers and school leaders. (S) (AdvED)
2. Organize, examine, and adjust Provide professional learning on Implementation Teachers Professional Entire staff was trained and M
instruction based on student progress close reading strategies across all of strategies and Academic learning on each content a culminating
monitoring data. (AD) contents, Project Based Learning, utilization of Coaches Data Analysis, PBL project. Staff continue
data analysis, and CTLS common Administrators RTI, CTLS, use the data and CTLS. Next
assessment data Close year there will be a
Create common assessments to to develop Reading continued focus on using
monitor student progress students Strategies CTLS for common
proficiencies in assessments and closer
the content monitoring of student
performance.
Creation of
common Common assessments were
assessments created and implemented in
content areas but there has
Lesson Plans to be a greater focus on
reflecting use of monitoring individual
strategies and student progress for
common implement appropriate
assessments academic interventions

Administrators
completion of
walks and
observations and
provide specific
feedback

3. Develop and deliver flexible formative Use flexible formative assessments Touchstone Data Teachers Training on This is an on-going process IP
assessments in all core content areas for to monitor student progress Differentiated Academic CTLS and Use that has to focus on
monitoring student progress and Lesson Plans Coaches of Flexible interventions to target
adjusting instruction to meet individual Academic Administrators Formative specific deficits
student learning needs. (S) Intervention Assessment
Plans for all new
Teachers

Creation of
academic
interventions
to target
specific
student
deficits
4. Align critical professional learning by Provide all teachers with on-going Implementation Teachers On-going On-going PL was offered M
grade level/content area and ensure Professional Learning (PL) and use of Academic Professional through the year in the
access for all teachers. (AD) emphasizing research-based strategies in the Coaches Learning areas of close reading, PBL,
instructional strategies in the areas area of close Administrators and technology. Next year
of Close Reading Strategies, Project reading, PBL, and there has to be a focus on
Based Learning (PBL), and technology. rigor within the content
technology integration to areas.
implement a rigorous curriculum Differentiated
lesson plans to
meet the needs
of all students

Create opportunities for teachers Completion of

to observe colleagues Peer
Observations
5. Increase percentage of students Identify students at the basic or RI Data Teachers RI Data RI & MI scores were used to M
reading on grade level. (S) below basic levels from 2016 Academic Academic identify students and group
(Based on CCRPI 2014 Reading Scores) administration of RI and provide Interventions Coaches students for the Wednesday
structured academic interventions Administrators Enrichment during school.
to address deficits

Focus on reading, writing,

vocabulary development, Differentiated
speaking/presenting, Lessons
research/inquiry, critical thinking
and project based learning as
central aspects to all content area
instruction

6. Increase percentage of student Use a comprehensive balanced Type of Teachers Assessment This is an area that the IP
performance in math/algebra at every assessment approach in math to Assessments Academic Training to teachers are continuing to
grade level. (S) monitor students mastery of the used Coaches monitor learn and grow.
(Based on CCRPI ES-MS Math & HS content Administrators progress
Algebra Scores) On-going student
formative and
summative MI Training
assessments to on the use of
include but quartiles
limited to pre-
and-post MI Data
assessments

Touchstone Data
7. Increase number of students Implementation of on-going Number of Teachers N/A On-going specific academic M
academically completing every grade.(S) specific academic interventions to Failures Academic inventions were
address student deficits such as Total number of Coaches implemented. Next year
individual tutoring, Enrichment students Administrators there has to be targeted
Wednesdays Support, before and promoted assistance provided to our
after school tutoring. EL and Special Education
students.
8. Other: Monitor implementation of Decrease in Teachers PBIS training LSGA has done a great job IP
(Priorities specific to school, division, or PBIS Discipline Academic for all new of implementing PBIS and it
area. Can be multiple.) Referrals Coaches staff is strongly supported by the
Improvement in Administrators staff. Our data reflected
Quarterly Grades high numbers of classroom
Increase in referrals so we have to
student continue to focus on the
Attendance student/teacher
relationship building

Board Goal 2: Differentiate resources for students based on needs.

District Focus Priorities 2016-17 Aligned Actions and Measurements
2016-2019 (Due September 1, 2016)

Focus Priority
Focus Priorities: Status:
Key Actions: Measured by: Owner(s): Resources Results
(Based on priorities identified by IE2, NM = Not Met
(List as many actions as needed Needed: Of Key Actions:
AdvancEd-AdvED, Superintendent-S, and IP = In Progress
in each box.) (Due June 30, 2017)
Academic Division-AD) M = Met
Identify local school innovations through N/A N/A N/A N/A N/A N/A
system flexibility to increase student
achievement. (IE2)

Divisionally support local school innovations

identified through system flexibility for N/A N/A N/A N/A N/A
N/A
increasing student achievement. (IE2)
Provide targeted resources for students We offered before and after
1. not reading on grade level (Lexile) 1.Structured reading assistance RI & MI Data Teachers 20 Day Funds school tutoring along with a
2. unsuccessful in Math/Algebra before, during, and after school Academic Tuesday/Thursday
(Based on 2014 CCRPI Math/Algebra Coaches afterschool program. READ
scores) 2.Structured math assistance Administrators 180 along with Mobymax
M
3. not on-track for graduation (S) before, during, and after school were used to offer support
to struggling learners.
3. N/A

Identify and provide resources to increase

opportunities for advanced, on-level, and
remedial students to earn initial credit,
N/A
embedded credit, dual credit, recovered N/A N/A N/A N/A N/A
credit, distance learning, and certifications
in areas of student interest. (AD)
Other:
(Priorities specific to school, division, or
area. Can be multiple.)

Board Goal 3: Develop stakeholder involvement to promote student success.

District Focus Priorities 2016-17 Aligned Actions and Measurements
2016-2019 (Due September 1, 2016)

Focus Priority
Focus Priorities: Status:
Key Actions: Measured by: Owner(s): Resources Results
(Based on priorities identified by IE2, NM = Not Met
(List as many actions as needed in Needed: Of Key Actions:
AdvancEd-AdvEd, Superintendent-S, and IP = In Progress
each box.) (Due June 30, 2017)
Academic Division-AD) M = Met
 Seek and evaluate stakeholder input for Establish PTA Board and Local
critical processes. (AdvED) School Council to support school
academic and operational
procedures
Establish programs and practices that See Title I 2016-2017 Parent
enhance parental involvement and reflect Involvement Plan
the needs of students and their families.(S)
Establishment of Principal N/A Both PTA and Local School M
PTA and Local Boards were established
School Council and offered local school
support. PTA supported
student and staff incentives
and the Local School
Council focused on parent
engagement and hosted a
successful dads program.
N/A N/A N/A Numerous parent activities M
were hosted and well
attended through the year.

Other:
(Priorities specific to school, division, or
area. Can be multiple.)

Board Goal 4: Recruit, hire, support and retain employees for the highest level of excellence.
District Focus Priorities 2016-17 Aligned Actions and Measurements
2016-2019 (Due September 1, 2016)

Focus Priority
Focus Priorities: Status:
Key Actions: Measured by: Owner(s): Resources Results
(Based on priorities identified by IE2, NM = Not Met
(List as many actions as needed in Needed: Of Key Actions:
AdvancEd-AdvED, Superintendent-S, IP = In Progress
each box.) (Due June 30, 2017)
and Academic Division-AD) M = Met
Seek and hire teachers who meet the Formulate an extensive interview TKES Report Principal N/A Monthly New Teacher M
qualifications for a highly effective process with multiple personnel using Administrators meetings were conducted
teacher. (IE2) consistent verbal and performance Retention of Academic by the Academic Coach to
tasks Teachers Coaches provide on-going PL and
Subject support.
Provide yearlong support for all Coordinators
teachers to ensure their success
Seek and hire school administrators
who meet the qualifications for a N/A N/A N/A N/A N/A
highly effective school leader and N/A
who are best suited for the schools
environment. (IE2)
Support local school teachers and
leaders to improve retention rate. N/A N/A N/A N/A N/A N/A
(IE2) (S)
Ensure that teachers are highly
trained in the standards, learning
engagement strategies, formative
assessments, and student progress
monitoring. (AD)

Fully implement and evaluate state

system of teacher and leaders N/A N/A N/A N/A N/A
evaluation (TKES and LKES).
Use results of TKES and LKES to
improve professional performance
(IE2)

Other:
(Specific to school, division, or area.
Can be more than one.)

Revised 9/1/2016