BARROW COUNTY SCHOOL SYSTEM Haymon-Morris Middle School NEEDS ASSESSMENT ANNUAL PLANNING FY 2016 Title I Title II-A Title III Professional Learning

Title I OVERVIEW Title I, Part A is a federally funded program under the Elementary and Secondary Education Act (ESEA) of The purpose of Title I under ESEA is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and succeed on challenging state academic achievement standards and state academic assessments.

Title II-A OVERVIEW The purpose of the Title II-A program is to increase academic achievement by improving teacher, paraprofessional, and principal quality. Title II-A funds are used to address areas related to teacher quality, including teacher preparation, recruitment and hiring, induction, professional development, teacher retention, and/or the effectiveness of school leaders.

Title III OVERVIEW The purpose of the Title III program is to ensure that students who are learning English (Immigrants & English Learners, ELs), (a)meet the same high academic achievement standards that other students are expected to meet and (b)develop English proficiency. – Immigrant children are defined as students who were born outside of the U.S. and Puerto Rico and have attended school in the U.S. for less than three years. Title III funds are used to provide professional development, supplemental instructional materials and programs, and family literacy services and parent outreach.

College and Career Ready Performance Index Total Score Achievement Points Progress Points Achievement Gap Points7.769 Challenge Points Climate Score5

College and Career Ready Performance Index Total Score Achievement Total Reading ELA Math Science Social Studies Lexile888.1 ELs (Band/ACCESS)8.1Too few8.8 SWD10 9.1

2015 Georgia Milestones Assessment Data Grade 6Grade 7Grade 8 GradeELAMathS. Sci.ELAMathS. Sci.ELAMathS. Sci. Beginning Developing Proficient Distinguished

2015 Milestones Subgroup Performance ELAMathScienceSocial Studies HMMSTargetHMMSTargetHMMSTargetHMMSTarget All Students Asian/Pacific Islander Black Hispanic Multi-Racial White Econ. Disadvantaged English Learners Students with Disabilities

Teacher Survey Data Teachers want Professional Leaning related to: Differentiated Instruction- 33.3% Higher Order Thinking- 30.3% Student Engagement- 36.1% STEAM Intergration-30.6 Teacher feel prepared to effectively and consistently implement: Feedback- 84.9% Performance- based Assessment- 81.8% Using student exemplars- 81.8%

Parent Survey Data My school creates an environment that helps my child learn– 94.9% I communicate with my child’s teachers-87.3% My teachers regularly update grades in Parent Portal- 86.3% I am satisfied with the services provided by the school to support by child academically- 86.1% The staff is responsive and helpful- 86.1% The school provides ways for me to be involved in my child’s academic progress- 84.8% My child’s school is family friendly- 83.3% Teachers regularly inform me about my child’s academic performance- 74.1%

Needs Assessment: Student Success Identify any achievement gaps between subgroups, including minority, low-income, English Learners, and special education. Identify the top academic concerns for disadvantaged and at-risk students in your school. Identify the top academic and/or English development concerns for the EL subgroup in your school. What have you found to be the most critical needs (academic or non- academic) of immigrant students in your school? Based on an analysis of performance data, identify the top academic priorities for your school overall.

Needs Assessment: Professional Learning Based on an analysis of student performance data, survey results, and demographic data, identify the top professional learning needs of your teachers, paraprofessionals, and administrators. – Professional learning needs should be targeted to the academic needs of the students.

Needs Assessment: Family Engagement Based on an analysis of student performance data, survey results, and demographic data, identify any family engagement areas that are in need of improvement.

DISCUSSION/ QUESTIONS

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