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Effective Practices for CCRPI Middle School Indicator 1

Percent of students scoring at Developing Learner or above on the Georgia Milestones English Language Arts EOG

COMMERCE MIDDLE SCHOOL (COMMERCE CITY SCHOOLS)*
Adam Bagwell, Lead Teacher
William Ruma, Principal

bruma@commerce-city.k12.ga.us
706-335-5594

Effective practices at Commerce Middle School are:

1. aligning instruction with state standards;
2. teaching the writing process;
3. integrating CRCT descriptors and conventions/mechanics of standard English;
4. creating interdisciplinary reading and writing assignments;
5. implementing flexible, instructional grouping strategies;
6. emphasizing literary works listed in CCGPS frameworks;
7. using multiple modes of instructional delivery (PowerPoint, Prezis, Class works and other computer programs).

ALTON C. CREWS MIDDLE SCHOOL (GWINNETT COUNTY SCHOOLS)*
Debbie R. Smith, Teacher
Debbie_R_Smith@gwinnett.k12.ga.us
Charlie Hollingshead, Teacher
charlie_hollingshead@gwinnett.k12.ga.us
770-982-6940

Effective practices at Crews Middle School are:

1. aligning instruction to CCGPS;
2. maximizing prior knowledge as foundation for new concepts;
3. developing challenging assignments;
4. demonstrating knowledge of ELA concepts in writing assignments;
5. understanding examples of organization, grammar, transitions, mechanics and literacy skills;
6. establishing annual and long-term literacy goals;
7. developing a culture of high expectations;
8. providing relevant professional learning opportunities.

EBENEZER MIDDLE SCHOOL (EFFINGHAM COUNTY SCHOOLS)*
Amie Dickerson, Principal

adickerson@effingham.k12.ga.us
Roni Edenfield, Instructional Supervisor
vedenfield@effingham.k12.ga.us
Holly Usher, Assistant Principal
husher@effingham.k12.ga.us
912-754-7757

Effective practices at Ebenezer Middle School are:

1. developing a culture of high expectations in reading and literacy skills;
2. maintaining high expectations for student performance;
3. analyzing and reviewing data to determine instructional goals and students’ needs;
4. identifying at-risk students based on data analysis;
5. scheduling collaborative meetings that focus on planning lessons, differentiating instruction, discussing effective strategies and infusing academic rigor;
6. integrating higher-order DOK levels in questioning and performance tasks;
7. enhancing literacy and critical thinking skills through journaling, thinking maps, informational texts;
8. emphasizing vocabulary development;
9. providing incentives that support and encourage reading.

References:

1. Marzano, Pickering, & Pollock. Classroom Instruction that Works.
2. Rutherford, P.  Instruction for All Students.
3. Marzano, Pickering & McTighe. Assessing Student Outcomes.
4. Dufour, Dufour, & Eaker. Professional Learning Communities.                                                                  

FRANK N. OSBORNE MIDDLE SCHOOL (GWINNETT COUNTY SCHOOLS)*
John Campbell, Principal
770-904-5400

Effective practices at Frank N. Osborne Middle School are:

1. comprehending complex texts and communicating concepts/ ideas in writing;
2. applying instructional strategies that develop "clear thinkers" and writers;
3. developing common assessments;
4. analyzing feedback from common assessments that may result in reteaching concepts/topics;
5. targeting reading skills and critical thinking strategies in professional learning opportunities.

RIVER TRAIL MIDDLE SCHOOL (FULTON COUNTY SCHOOLS)*
Dawn Melin, Principal
melind@fultonschools.org
770-497-3860, ext. 124

Effective practices at River Trail Middle School are:

1. reviewing data, planning lessons, and sharing strategies in professional learning communities;
2. aligning instruction with curriculum standards;
3. scaffolding instruction and making remediation assignments based on analysis of data;
4. reinforcing ELA concepts in other content subjects.

WOODLAND MIDDLE SCHOOL (HENRY COUNTY SCHOOLS)*
Gena Williams, Principal 
Gena.Williams@henry.k12.ga.us
770-389-2774

Effective practices at Woodland Middle School are:

1. analyzing assessment data;
2. planning collaboratively ELA lessons;
3. differentiating instruction in flexible, small groups;
4. focusing on vocabulary in all subjects;
5. providing opportunities for students to re-do assignments.

References:

1. Robert Marzano resources at http://www.marzanoresearch.com/books-videos
2. Schmoker, M. (2006). Results Now.  ASCD Publication.
3. Educational Leadership. (2011, November). 69 (3). Retrieved from http://www.ascd.org/publications/educational-leadership/nov11/vol69/num03/toc.aspx

* School’s effective practices based on 2012-2014 CRCT performances

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