Locust Grove Middle School

Continuous School Improvement Plan

2016-2017
Process Goal # 1: 75% of teachers will utilize 100% of their subject area competencies to develop CBL units, CBL
performance tasks, and CBL lessons.
Strategic Action

Teachers will unpack/deconstruct the performance

indicators in order to develop performance tasks, units,
assessments, and learning pathways around the
competencies. Teachers will receive guided support
through weekly PD sessions and Content Area Meetings.
Teachers will provide pre and post-assessments for each
unit using the competencies with increased levels in depth
of knowledge and the use of quality summative
assessment rubric to guide them in constructing strong
assessments. The assessments will be created using
POINT/Illuminate.

Using the summative assessment rubric, content teams

will collaborate and use a tuning protocol to examine and
revise the assessment for each unit, looking specifically at
DOK levels and using the FIP approach to set clear

PD Component

Person Responsible

Construct Knowledge

-PL Coach
-TOSAs and Coordinators
-Department Chairs

Transfer to Teaching
Practice Teaching

Resources Needed

-FIP Modules
-Competencies

Promote Reflection

Construct Knowledge
Transfer to Teaching
Practice Teaching

-Teachers
-Department chairs
-Leadership Team

Promote Reflection

Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection

-Teachers
-Department Chairs
-Leadership Team
- PL Coach
-TOSAs and coordinators
-Melissa Thomas

-POINT
-Rubric on quality
summative
assessments created
by the -Leadership
Team
-DOK Wheel
-FIP Modules
-Tuning Protocol
-Summative assessment
rubric
-DOK Training Phase 2 and 3

Date PD will occur:

May 2016-July 2016:
Unpacked and deconstructed
performance indicators
August 2016-May 2017:
Weekly PD and CAT Meetings
(ongoing)

May 2016-May 2017

(ongoing)

May 2016-May 2017

(ongoing)

learning targets.
All content area teams and/teacher teams will collaborate
with students to analyze their data of the pre and post unit
assessments in order to determine their mastery of
competencies. Teachers will use a protocol to analyze the
data with the students.
Using data to support students, teachers will implement
interventions and monitor student progress. Teacher teams will
collect data from different data points and create interventions
that meets the needs of individual students. Teacher teams will
analyze the data to identify skills to target during their Content
Area Meetings where they will use the data to drive
instruction. Interventions will be administered during IF time
and/or small groups for targeted students based on the data.

The restructuring of lab time will include assessment

opportunities, small group remediation, and lesson overviews.
Teachers will use the flex lab times to meet the needs of
students through conferencing and assigning activities that
provide opportunities to use technology, but also encourage in
depth research skills.
Teachers and students will set and monitor course completion
goals and mastery of competencies in advisory. Advisory groups
will meet twice a week. Sessions will include progress
monitoring where both the advisor and the students will create
short/long term goals using the Blender program. Students will
analyze their grades, MAP results, and other progress with the
guidance of the advisor.

Page 1 of 12

Construct Knowledge
Transfer to Teaching
Practice Teaching

-Teachers
-Students
-Leadership Team

-Pretest Evaluation
-POINT
-Analyzing data student
protocol

-SSF (only if it is
determined that student
needs MTSS tiered
interventions)
-MTSS Focus Team (only if
it is determined that
student needs MTSS
tiered interventions)
-Teacher Teams

-Interventions (GRASP scores

for MTSS tiered students)
-Point Reports-Pre/Post
unit assessments
-MAP scores (Lexile levels)
-Ga Milestones Scores
(Lexile levels)

Promote Reflection

Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection

Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection

Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection

Townsend
Van Tone
Teachers
Lab Paras

-Teachers
-Students
-Advisory Focus Group

May 2016-May 2017

(ongoing)

January 2016-May 2017

May 2016-May 2017

(ongoing)

-Learner Profile
-Goal/Mastery Log

May 2016-May 2017

(ongoing)

Process Monitoring of Goal #1

How will you monitor Measure you will use/develop to monitor changes in adult practices:

change in adult
practice? How will
you know if your staff
is at full
implementation?

Page 2 of 12

Measures that will be used or developed to monitor the changes in practices will include accessing data points from various informational platforms that
include POINT (for pre and post assessment data), Learner Profiles (to determine student goal setting for PLP), Georgia 411 (to access student interest for
career/college guidance), MAP data (for student growth), content area meetings (to look at unit plans that are competency driven), both student and
teacher surveys to determine interests for student college and career readiness in the instructional focus period, and both iWalkthroughs data (teacher on
teacher observations) and TKES observations. Teachers will submit their assessments to their assigned administrator to check it against the summative
assessment expectation rubric. This rubric includes multiple ways kids can demonstrate mastery, competency stated on the assessment, assessment
appropriate DOK for competency.

Process you will use to monitor changes in teacher practices:

PL team will divide up grade levels/content areas at the beginning of the school year in order to review unit plans and assessments. The summative
assessment rubric designed by the Leadership Team will be used to outline the expectations on competency based assessments that the teams develop
this year. Teachers will submit end of unit competency based assessments at the start of each new unit for administrators to review and provide feedback
via the checklist/feedback form. PL Team will debrief with teachers on the feedback within one week of assessment submission so assessments can be
revised based on the PL teams feedback. A tuning protocol will also be used among the content areas during weekly meetings to reflect and revise the
unit assessment. This process will occur consistently throughout the 16-17 school year, so every end of unit assessment will be reviewed and provided
feedback from a member of the PL Team, so that revision can occur. In addition, data talks with the PL team will resume to provide necessary
interventions for targeted students throughout the 2016-2017 school year.
Admin and PL team will provide targeted PD to ensure that teachers have knowledge and understanding of best practices in the classroom. Throughout
modeling, PL team will guide teachers through the collection of data points and analyzing the data effectively. PL Coach will also meet with content area
teams to support unit planning through FIP practices (deconstructing the performance indicators to identify learning targets), ensuring that tasks are
aligned with the specific learning targets and provide both rigor and DOK, test items on assessments are also aligned with targets and various DOK levels,
and implementing the cycle of coaching to set individual teacher goals for the year.

What student
achievement
measure will you use
to monitor the
impact of this
process?

Measure you will use to monitor impact on student achievement:

Content area teachers will develop common pre and post unit assessments in POINT to collect data on student mastery of
standards/performance indicators (using the quality assessment rubric created by the Leadership Team).

What is your current baseline on this measure?

Teachers will conduct a pre assessment evaluation for each unit. Teachers and students will conference on pre assessment results to
determine the level of mastery of each standard/performance indicator in order to provide a flexible path and pace for the students. As the
student moves through the unit, formative assessments will be used to show growth and adjust instruction. The student will take the post
unit assessment after they have provided the teacher with evidence that they have completed the unit (choice board, PBL, etc). Pre and Post
unit assessment data will be analyzed to determine the growth of the student throughout the unit.

How will you know if

this process goal is
impacting student
What is your goal/target on this measure?
learning (formative & 85% of students will show 80% mastery of the unit.
summative)?

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Timeline for monitoring student performance via this measure:

At the end of each unit, teachers and PL team will examine pre and post unit assessment data to identify areas of growth and strength for
individual students and overall for their classes. Specific students can be target for particular interventions if needed. .

Process Goal # 2: 100% of teachers will create learning pathways and personalized learning plans on Blender, using data from various
sources, in order to provide choice and specific completion requirements.

Strategic Action

Administer norm referenced assessments, including MAP,

to identify our students college and career
readiness. MAP will be administered three times a year,
and teachers will analyze the data with students during
advisory to set goals.

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PD Component

Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection

Person Responsible

Resources Needed

Date PD will occur:

-Administration
-Content Teachers
-PM
-Lab Paras

-MAP
-Labs

May 2016-May 2017

(ongoing)

Increase percentage of students performing at or

above their current grade level by conducting data
talks, implementing FIP, and working with content
teams to embed DOK levels in constructing activities
and assessments to promote 21st century skills.
Teachers will utilize a pretest evaluation process to
guide students and conduct a self-analysis to
determine mastery based on these assessments.
Advisors will use the LP to create PLPs for each student and
create goals that will be stored in the Blender program. Teachers
will co-create the PLP with the student and develop action steps
in meeting their goal. Advisors and advisees will analyze the MAP
goal setting worksheet to set goals for each administration of
MAP.

Inform stakeholders of opportunities offered to get a high

school credit during their 8th grade year and other
Personalized Learning Initiatives.

Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection

Construct Knowledge
Transfer to Teaching
Practice Teaching

-Administration
-PM
-PL Coach
-Leadership Team
-Department Chairs
-Content Teachers

-Competencies
-DOK training
-FIP support

-Advisory Teachers
-Advisory Focus Team
-Project Manager

-Advisors
-Learner Profile
-MAP goal setting worksheet

Promote Reflection
Construct Knowledge
Transfer to Teaching

-Counselors

Practice Teaching
Promote Reflection

Based on student interest, students will visit colleges and

explore potential career pathway choices. Using Georgia
411, student perception surveys, PULSE sessions, etc.,
students will become familiar with the various career
pathways that are made available to them.
In partnership with LGHS, our pathway courses will align
with the House Model that they have established. For
example, students will have a choice of selecting Health
Care Science, Education, Engineering, etc., that will be
presented in each grade level at different levels of depth.
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May 2016-May 2017

(ongoing)

Construct Knowledge
Transfer to Teaching

-Counselors
-All PULSE advisors

Practice Teaching
Promote Reflection

Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection

-Administration
-PL Coach and PM
-PL Coach and PM at
LGHS
-Pathway course
teachers

-Develop surveys
-Social Media
-School Wires
-Develop Parent Brochures
-Newsletters
-Counseling brochures
-Information on visits
-Computers
-Transportation Costs
-Georgia College 411
-Survey Results
-Learner Profile
-3D Printers
-Engineering Blocks
-Solar Equipment
-Vex Robotics
-Health Care Equipment

May 2016-May 2017

(ongoing)

May 2016-May 2017

(ongoing)

(Instructional focus period)

-Audio/visual Equipment

Process Monitoring of Goal #2

Measure you will use/develop to monitor changes in adult practices:

How will you monitor
change in adult
practice? How will
you know if your staff
is at full
implementation?

Teachers will receive tailored PD targeted to analyzing data and diving deeply into identifying strengths and areas of struggle. Teachers will
conduct data talks with teacher teams and PL team to construct interventions for individual students. Teachers will monitor the frequency
and effectiveness of the intervention through data points using pre- post assessment results, ongoing formative assessments, MAP data,
and progress sheets identifying actions steps needed by the student to met his/her goals.

Process you will use to monitor changes in teacher practices:

Monthly data talks will take place including data analysis of student performance on a number of data points. Monitoring strategies include
setting teacher goals with PL coach and observations on how effective the practice is being implemented. The teacher goal setting will
include the cycle of coaching which encompasses a pre-conference survey, pre-observation conference, peer observation, detailed
feedback, post observation conference, and setting a SMART goal for the year.
Teachers will receive specific, targeted PD on formative instructional practices in deconstructing the performance indicators in order to
provide detailed learning targets to students. Although DOK training has taken place in the 2015-2016 school, the PL coach will continue to

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implement tuning protocols with content areas to determine the rigor of classroom tasks and activities, as well as rigorous assessments.

Measure you will use to monitor impact on student achievement:

What student
achievement
measure will you use
to monitor the
impact of this
process?

Unit pre and post assessment data will be one of the data points used to monitor the impact of instruction on student achievement. MAP
assessments will be administered in the Fall, Winter and Spring to show student growth and student demonstration of mastery throughout
the content areas.

What is your current baseline on this measure?

GA Milestones assessment data will be the baseline, however, because the student data has been stored in the LPs, the previous year data
from MAP and assessments can serve as a baseline as well.

What is your goal/target on this measure?

How will you know if 60% of students will show growth using the Georgia Student Growth Model.
this process goal is
impacting student
learning (formative & Timeline for monitoring student performance via this measure:
summative)?
The 2016-2017 school year is the timeline for monitoring student performance.

Page 7 of 12

Process Goal # 3: 85% of teachers will provide students with choice in classrooms daily that will include
online content and teacher guided instruction.
Strategic Action
Choice Boards will be provided for students in all contents
with opportunities for pathway options. Choice boards will
include engaging, challenging activities using all DOK
levels and align the choice board with the pre assessment
evaluation protocol for student self-analysis and student
ownership. Share the LGMS unit template/choice board
with teachers & provide feedback and PD on their
developing choice boards.

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PD Component

Person Responsible

Construct Knowledge

-PL coach
-Content Teams
-Content Teachers

Transfer to Teaching
Practice Teaching
Promote Reflection

Resources Needed

-Choice boards
-Unit Plans
-Pre and Post Unit
Assessments
-Competencies

Date PD will occur:

May 2016-May 2017

(ongoing)

Teachers will participate in summer workdays to create

choice boards in order to reflect higher levels of DOK and
alignment to the competencies. PL Coach/Content
Coordinators/Admins will guide teachers through the
process of develop choice boards for their units to include
an analysis of DOK of tasks via collaborative planning
protocol.

Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection

PL Team will conduct walkthroughs using the iWalkthrough

tool and the DOK walkthrough template as teachers are
implementing Unit 1. They will provide teachers with
feedback on the tasks that students are working on.

Construct Knowledge

During Unit 2, teachers will conduct walkthroughs using

the iWalkthrough tool, on someone in their content/on
their grade and provide feedback using the peer
observation protocol to promote collaboration and the
sharing of ideas.

Construct Knowledge

During the weekly PD days, at the conclusion of units, teachers

will conduct a Looking at Student Work protocol to examine the
DOK level of work students completed, correlation to
competencies, and identify any revisions necessary to the tasks
on the unit choice board to better match the work they receive
to what they desire (rigor level or competency attempting to
address) and makes those revisions for next year during
collaborative planning time.

Page 9 of 12

Transfer to Teaching
Practice Teaching
Promote Reflection

Transfer to Teaching
Practice Teaching
Promote Reflection

Construct Knowledge
Transfer to Teaching
Practice Teaching
Promote Reflection

-Administration
-PL Coach
-TOSAs
-Content Coordinators
-Content Teachers

-Administration
-PL Coach
-Content Teachers
-Project Manager

-Content Teachers

-PL Coach
-Content Teachers

-Choice boards
-Unit Plans
-Pre and Post Unit
Assessments
-Competencies
-DOK wheel

-iWalkthrough
-Unit Plans
-Pre/Post Unit Assessments
-DOK walkthrough template

May 2016-May 2017

(ongoing)

May 2016-May 2017

(ongoing)

-iWalkthrough tool
-Peer observation protocol
-Unit Plans
-Pre and Post Unit
Assessments
-Competencies

May 2016-May 2017

(ongoing)

-iWalkthrough tool
-Choice boards
-Unit Plans
-Pre and Post Unit
Assessments
-Competencies

May 2016-May 2017

(ongoing)

 Construct Knowledge

Creation of Pathway Courses will align with the HS

House Model and similar choices will be available at
each grade level to better prepare our students to
make informed decisions.

Transfer to Teaching
Practice Teaching
Promote Reflection

-PL Coach
-Administration
-PM
-Department Chairs
-PL Focus Team

May 2016-May 2017

(ongoing)

Process Monitoring of Goal #3

Measure you will use/develop to monitor changes in adult practices:

PL Coach and administrative team will attend weekly collaboration meetings and provide support to teachers when developing unit plans
and choice boards. Unit plans will be posted to OneNote in order to ensure that students are provided with the rigor of various DOK levels
through the mastery of the competencies.

How will you monitor

change in adult
practice? How will
you know if your staff
is at full
implementation?

PL Team will be divided among grade levels or content to review the choice board/unit plan for each unit provided by the teachers. Once
reviewed, admin team will use the iWalkthrough tool to observe the practices of the teachers in order to provide feedback on how they are
used, how students are using them, and if there are multiple opportunities for rigorous and engaging tasks. A trend report will be created
using iWalkthrough to analyze the data and guide the PL team in determining additional support needed.

Process you will use to monitor changes in teacher practices:

The Leadership team and department chairs will analyze data from unit assessments to provide a snapshot for content teachers of the areas
of growth and areas of strength for students throughout the units. PL Coach will continue to implement tuning protocols for unit plans as well
as LASW to ensure students are provided rigorous tasks that meet the expectations of the competencies and assessments.
After the PL team has reviewed the unit plans and completed the walkthrough observations, teachers will then be provided feedback on both
the unit plan/choice board and the observation. Teachers will then engage and reflect on the feedback, by using a tuning protocol and/or

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LASW protocol to reflect, and make any necessary changes based on feedback and reflections.

Measure you will use to monitor impact on student achievement:

Standards Mastery reports and trend reports from POINT and MAP results will be used to monitor student achievement on assessments.
What student
achievement measure
will you use to monitor
the impact of this
process?
How will you know if
this process goal is
impacting student
learning (formative &
summative)?

Page 11 of 12

What is your current baseline on this measure?

Pre assessment data from each unit and Fall MAP assessment will be the baseline to show growth of student mastery throughout the units.

What is your goal/target on this measure?

85% of students will show 80% mastery on unit assessments.

Timeline for monitoring student performance via this measure:

Timeline will include the 2016-2017 school year.