Charles'+updated+Module+3+assignment

A00066364 ** Charles.Price@waldenu.edu  ** EDUC-7103-1/EDUC-8843-1 Leading and Managing Educational Technology ** Dr. Rita Conrad   ** ** Walden **** University ** ** January 13, 2011   ** ** Increasing Social Studies CRCT Scores Beyond State Levels ** **Pointe** **South Middle School** **Problem Summary** Point South Middle School scores are lacking behind the state scores in social studies. CRCT scores for the last three years have shown very little improvement. The lack of improvement in social studies has a direct impact on student success on the other four tests. **Background of Organization** Pointe South Middle School opened as Pointe South Junior High School in 1978, with a student population of 375, and a staff of seventeen. Since its inception in 1978 the school enrollment has risen from the aforementioned 375 to as high as 1238. The school is located in Jonesboro, GA. There is an almost 50/50 male to female split in the student body. 83% is black, 5% white, 5% Hispanic, and the remaining percentages divided into three other groups. In August of 2011 Pointe South Middle school is set to unveil a new wing of 12 additional classrooms and a new computer lab. Information on the school can be found at []. Reports about the school can be obtained from the Clayton County School district website, as well as the Georgia Department of Education website. **Stakeholders and Decision-Makers.** The students, community members, and the faculty at Pointe South Middle School will be affected by my plan. The literacy coach, T. Jay and J. Brigham the math coach will have to coordinate the schedule adjustments with the members of their departments. Principal Lillard will meet with the president of the PTSA and discuss any concerns parents may have with the ramifications of the changes in the time for content classes. Dr. Vickers, the head of academics, will be a key contributor in all discussions. The Leadership Team is the final decision makers within the school, but every faculty member’s ideas and suggestions have equal standing. All changes in the schedules will not require approval from county officials, but Superintendent Smith will be consulted. Specific concerns will be addressed through department and grade level chairpersons. Matthew Smith is the Social Studies coordinator for the district and his guidance will be crucial as we attempt to implement schedule changes. For the 2010 school year, the passing percentage for the state was 70% for 6th grade, 75% for 7th grade, and 60% for 8th grade. At Pointe South Middle School the percentage of 6th graders who took the text in 2010 and passed was 39%, 48% in 7th grade, and 48% in 8th grade. **Desired Performance.** Pointe South would like a 10% AMO for the next three years in each grade level. Students exceeding should increase by 5% each year. The difference is 33% in 6th grade, 27% in 7th grade, and 22% in 8th grade. **Cause Analysis.** Pointe South Middle School has relegated social studies to 225 instructional hours per week. In comparison, ELA and math classes meet for 450 hours and additional time is available through connection math and ELA classes for an additional 90 minutes. The lack of sufficient instructional time has handcuffed students and fostered feelings of malaise toward the content. CRCT scores for the last three years have shown very little improvement. Additional challenges for students which explain why the gap exist are the difficult task of effectively covering the extremely broad area of world history, the minimum time devoted to the complex areas of economics and civics, and elected leaders unwillingness to decide how best to prepare our students to be responsible global citizens Pointe South Middle School would prefer the scores to be compatible with the 6th grade statistics for the entire state. At this time the scores for social studies does not count towards AYP. School officials would like to a eliminate the indifference most stakeholders demonstrate towards social studies, increase the instructional time without sacrificing gains in other core content, and ensure interdisciplinary commitment **History.** .The focus, drive and direction of leadership under Mr. Dean Lillard has been for the school embrace the heritage of Pointe South Middle School while refocusing the direction of education to that of a Standards Based Model with an emphasis of creating a Highly Operational, Standards Based, and Rigorous educational environment. Under the leadership of Mr. Dean Lillard, there has been a renewed effort to engage and invigorate the community to help close the obvious achievement gap and instill the mindset that Pointe South Middle School is a community effort, both traditional and innovative in organization, created to ensure student success. This renewed effort has been fruitful. For the first time in since the No Child Left behind Act began Pointe South Middle School made Adequate Yearly Progress for the 2007-2008 school years and for the 2nd time in three years made Adequate Yearly Progress in 2009-2010. Under the leadership of Dean Lillard, and his steadfast reliance on shared governance, the schools strength lies within its people – not just a staff and individual students, but a family. Following the strong, established, and enthusiastic leadership team, the school has welcomed change, and is accepting the charge set forth. Faculty, staff, students, administration, and the community alike plan together and share in the responsibility for excellence at Pointe South. Pointe South Middle School is poised to embrace the challenges of the future with all due reverence and respect to the heritage of excellence that has been forged**.** **Mission** **and Vision.** ** Pointe **** South Middle School Mission Statement ** To prepare students to enter high school at or above grade level in all content areas while exhibiting good character and citizenship. The vision is to foster a strong school culture and to strengthen community bonds. At Pointe South Middle School, we believe every student deserves a safe, positive, supportive learning community where mutual respect for academic achievement is the standard and our goal is to let excellence, purpose and high expectations drive achievement. **Three Intervention Strategies** The intervention strategies implemented will focus on curriculum, students, and educators. Students will participate in the AVID program, educators will utilize effective collaborative planning, and educators will incorporate flexible scheduling. Each strategy connects all stakeholders in supportive roles to provide an engaging and rigorous learning environment. **Low end intervention.** The interventions for this level are aimed at promoting a family environment. Celebrations, such as Parent University and Academic Night will be planned and provide a festive environment in which all stakeholders can stay informed in a relaxed setting. Peer tutors, backward designing of lesson plans, using power standards, **Middle end intervention.** Three interventions used will be the software programs Study Island, Turning point and BrainPop. Study Island has components which provide opportunities for parents to assist students in content mastery. Teachers can match what students are working on in Study Island to what they are doing in class. BrainPop has lesson plans, quizzes, and short and extremely entertaining videos on a variety of subject across all contents. Turning Point can be used with Study Island or as a stand along component. Staff meeting will be designed to provide an opportunity to plan as a content, team, and school wide. **High end intervention.** Students will take field trips to the areas they are studying. The exposure and extensive use of 21st century tools such as wiki's, podcast, and Skype will be implemented in the classrooms. Guest speakers and volunteers will provide the real world connect to enhance the learning experience. AVID will be the focal point of helping students prepare to be master students.
 * Charles A. Price **
 * Performance Gap: Cause Analysis **
 * Actual Current Performance. **
 * Performance Gap. **
 * Organizational History and Background **
 * Goals. **