Equity 2.A - Multi-tiered System of Supports. 

We will address and reduce inequities by focusing on developing comprehensive structures and processes to remove barriers and provide targeted support, thereby increasing opportunities for success to each and every student and staff member.

This goal will be achieved by implementation of the following action steps:

Academics:

-Ongoing implementation and monitoring of the Coleman Instructional Expectations (All students-Tier I).

-Continuous improvement of instruction through school-wide peer observations, walkthrough feedback, and administrative ROARs (Rounds of Observations, Assessment, and Reflection).

-Coleman New Teacher Academy including mentoring and ongoing professional learning focused on classroom management (All students-Tier I-Tier III).

-Fall and Winter Reading and Mathematics iReady screening for all students (All students-Tier I-Tier III).

-Dedicated CATS (Challenging All To Succeed) morning time for Mathematics and Reading intervention and enrichment from Tuesday- Friday for Tier I students, and targeted support for Tier II and Tier III students during this time. 

-Increasing student engagement through CATS student goal setting, conferencing, and incentives (Some students- Tier II and a Few Students-Tier III). 

-Teacher professional development on the implementation of Mathematics and Reading interventions, and implementation of the Coleman MTSS process with fidelity.

-Using the Theory of Action and components thereof to support improved student achievement.

-Monthly Response to Intervention, RTI team meetings, for identification of academic needs and interventions, as well as monitoring (All students- Tier I).

 Community:

-Ongoing teacher, grade level administrator, counselor, and social worker communication and collaboration with parents for attendance, behavior, and course performance (ABC) monitoring and support (Some students-Tier II & A few students- Tier III, depending on student need).

-Consistent behavior management practices through the use of the Coleman Behavior Management Toolkit including flowchart, intervention resources for teachers, 9-step process, and the student behavior log (All, some, or a few students- Tier I, II, and III- depending on student need).

-Quarterly conversations with the principal (Java with Jackson) via TEAMs and in person to ensure that parents’ questions and feedback about instructional and emotional support for their students is heard.

Staff:

-Quarterly conversations ( During Planning time on none CLT days)

-Seek multiple opportunities for staff input

-Celebrate individual and collective accomplishments

-Provide opportunities for vertical conversations

-Provide a dedicated space for collaborative work

Progress towards achievement of the aforementioned goal will be monitored in the following ways:

1. iReady 1st semester % meeting typical target

-Reading grades 6-8 (Baseline 50%/ Target: 52%)

-Math grades 6-8 (Baseline 56%/ Target: 58%)

2. iReady 1st semester % meeting stretch target

-Reading grades 6-8 (Baseline: 31%/ Target: 33%)

-Math grades 6-8 (Baseline: 35%%/ Target: 37%)

3. Students reading on grade level (Georgia Milestones)

6th grade (Baseline: 83%/ Target 85%)

7th grade (Baseline: 80%/ Target 82%)

8th grade (Baseline: 81%/ Target 83%)

4. EES Student Survey questions in the category of Supportive Learning Community (Baseline 62%/Target 63%)

5. Employee Engagement Survey (Baseline 4.29/ Target 4.30) and (Baseline 68% Engaged /Target 69% Engaged)

Equity 2.B - Opportunity and Access

We will improve opportunity and access to effective Tier I instruction and student-centered learning opportunities such as STEAM, PBL (Project-Based Learning), Interdisciplinary Lessons, and Art Integration for each and every student at Coleman MS. This will increase student engagement, and opportunities for real world problem-solving and application experiences.  

This goal will be achieved by implementation of the following action steps:

-Ongoing implementation and monitoring of the Coleman Instructional Expectations (All students-Tier I).

-Continuous improvement of instruction through school-wide peer observations, walkthrough feedback, and administrative ROARs (Rounds of Observations, Assessment, and Reflection).

-Using the Theory of Action and components thereof to support improved student achievement

- Monitoring of fidelity of implementation of PBL gold standards and use PBL rubrics in each unit of PBL.

- Monitoring of student articulation of the core subject integration of the Academic Knowledge and Skills (AKS) in PBL and Interdisciplinary lessons.

- Monitoring of students' intentional and purposeful use of their STEAM Journals.

- Addition of NJORTC as a before school connection course for students. 

Progress towards the achievement of the aforementioned goal will be monitored in the following ways:

Georgia Milestones 

6th grade

Math: 

P/D: Baseline 61%/Target 66%

Distinguished: Baseline 26%/Target 28%

Beginning: Baseline 10%/Target 8%

ELA: 

P/D: Baseline 61%/Target 66%

Distinguished: Baseline 18%/Target 20%

Beginning: Baseline 16%/Target 14%

District Assessments/Non-EOG content areas:

1. The average score on the 6th-grade semester 2 Science District Assessment will increase from 78% in SY 24-25 to 80% in SY 25-26. 

2. The average score on the 6th-grade semester 2 Social Studies District Assessment will increase from 80% in SY 24-25 to 82% in SY 25-26. 

7th grade

Math: 

P/D: Baseline 59%/Target 64%

Distinguished: Baseline 32%/Target 34%

Beginning: Baseline 16%/Target 14%

ELA: 

P/D: Baseline 53%/Target 58%

Distinguished: Baseline 16%/Target 18%

Beginning: Baseline 20%/Target 18%

District Assessments/Non-EOG content areas:

1. The average score on the 7th-grade semester 2  Science District Assessment will increase from 74% in SY 24-25 to 76% in SY 25-26. 

2. The average score on the 7th-grade semester 2 Social Studies District Assessment will increase from 70% in SY 24-25 to 72% in SY 25-26. 
   

8th grade

Math: 

P/D: Baseline 72%/Target 77%

Distinguished: Baseline 45%/Target 47%

Beginning: Baseline 7%/Target 5%

ELA: 

P/D: Baseline 63%/Target 68%

Distinguished: Baseline 25%/Target 27%

Beginning: Baseline 13%/Target 11%

Science:

P/D: Baseline 71%/Target 76%

Distinguished: Baseline 26%/Target 28%

Beginning: Baseline 11%/Target 9%

Social Studies:

P/D: Baseline 58%/Target 63%

Distinguished: Baseline 14%/Target 16%

Beginning: Baseline 17%/Target 15%

ML English Proficiency Progress (ACCESS) (Baseline: 74%/ Target: 76%)

SPED GMAS proficiency in tested content areas will increase by 5% for each student, and the percentage of students performing at the beginning level in tested content areas will decrease by 5%. 

SPED District Assessment /Non-EOG content areas: Students will increase their average score on the 6th and 7th grade Science and Social Studies semester 2 final by 2%. 

EES Student Survey questions:

1. - “I work well in a group or team” (Baseline: 74%/ Target: 75%)

2. My teacher(s) help me learn by challenging me with interesting activities in class” (Baseline 61%/ Target 62%)

3. - “My teacher(s) often tell me how I am doing in their class” (Baseline 57%/ Target 58%)

4. - Student Survey Questions in the Category of High standards and Expectations (Baseline: 84%/ Target: 85%) 

 EES Parent Survey participation (Baseline: 56%/ Target: 57%)