How To Improve Your School Performance

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1 1. Data Component New per 2013 Amendment Name of : Moore MS Address of : 1221 Lawrenceville Highway Lawrenceville, GA GaDOE Code: Designated Contact Person: Name Lamont Mays Title Principal Telephone Number (678) Fax Number (678) Address lamont_mays@gwinnett.k12.ga.us Grades Served By : 6-8 Demographic Trend Data by Subgroup Year Enrollment 878 American Indian/Alaskan Native 1% Asian/Pacific Islander 7% Black/African American 44% Hispanic 28% Multiracial 4% White 17% Special Education (SWD) 15% ESOL (ELL) 4% Economically Disadvantaged 84% Average Attendance 96%

2 AYP Results: (Current and previous two years) Moore MS students were redistricted from Richards MS, therefore no AYP results are available for this school.

3 2. Flexibility Component Under O.G.C.A and SBOE Rule , the Gwinnett County Public District is seeking state flexibility for all its schools from the following state statutes and/or rules in exchange for greater accountability (see measures below) over the life of a five-year contract between the Gwinnett Board of Education and the Georgia State Board of Education. Flexibility with regards to Class-size and Reporting requirements (O.G.C.A ) Flexibility with regards to Expenditure Controls (O.G.C.A ) Flexibility with regards to QBE Financing (O.G.C.A ) Flexibility with regards to Categorical Allotment requirements (Article 6 of Chapter 2 of Title 20) Flexibility with regards to Salary Schedule requirements (O.G.C.A ) Flexibility with regards to Certification requirements (O.G.C.A ) Flexibility with regards to Employment, Conditions of Employment as it relates to Duty Free Lunch (O.G.C.A ) Flexibility with regards to Attendance, Compulsory Attendance as it relates to the attendance protocol (O.G.C.A ) Flexibility with regards to ELL Program requirements (O.G.C.A ) Flexibility with regards to Educational Programs (O.G.C.A ) Flexibility with regards to Organization of s; Middle Programs; Schedule (O.G.C.A ) Flexibility with regards to Competencies and Core Curriculum (O.G.C.A and SBOE Rule ) 3. Accountability Component Pursuant to O.C.G.A (a) the student achievement measure(s) to be used are as follows: (3) State standardized test data, which may include criterion-referenced competency tests, the Georgia High Graduation Test, end-of-course assessments, or a combination thereof; (5) Any other accountability measures included pursuant to Part 3 of Article 2 of Chapter 14 of this title.

4 Reading/ELA and Math Accountability Measures Reading/ELA and Math Accountability Measures Description Increase the percent Exceeds in Reading/ELA and Math for AYP subgroups in Elementary (Grades 3-5) and Middle (Grades 6-8) on the Criterion Referenced Competency Tests (CRCT). The district will establish a five-year goal for each school that will include annual performance targets for the school s actual AYP subgroups to close any existing gap(s) in performance relative to the state percent Exceeds. The gap for subgroups will be defined as the difference between the state s percent for the specific subgroup (reference value) and the school percent for the AYP subgroup using the baseline data defined below. For AYP subgroups in a school below the state subgroup Exceeds percent, the annual performance targets are increased by 1/5 th of the gap as defined above. For example: State subgroup performance(reference value) = 16.6% Subgroup performance = 14.6% 16.6% % = 2.0% 2.0% / 5 years = 0.40% (annual target increase) Annual targets would be 15.0%; 15.4%; 15.8%; 16.2%, and 16.6% For AYP subgroups in a school above the state subgroup Exceeds percent, the percent will not fall more than 1/5 th of the difference between the current subgroup percent and the state subgroup percent. For example: State (reference value) = 40, Subgroup = = / 5 = 4 The bound is 60 4 = 56. The school subgroup performance cannot fall below 56. Annual targets for AYP subgroups of Students with Disabilities (SWD) and English Language Learners (ELL) will be to maintain or increase the Exceeds percent annually over baseline data from the individual school (reference value). The baseline data (reference values) for each subgroup will be established by averaging the percent Exceeds for the school year and up to two prior school years ( and ) where GPS data are available.

5 Science Accountability Measures Science Accountability Measures Description Decrease the gap in Science percent Meets + Exceeds for AYP subgroups in Elementary (Grades 3-5) and Middle (Grades 6-8) on the Criterion Referenced Competency Tests (CRCT). The district will establish a five-year goal for each school that will include annual performance targets for the school s actual AYP subgroups to close any existing gap(s) in performance relative to the state subgroup percents. The gap will be defined as the difference between the state s Meets + Exceeds percent for the specific subgroup (reference value) and the school percent for the AYP subgroup using the baseline data defined below. For AYP subgroups in a school below the state subgroup Meets + Exceeds percent, the annual performance targets are increased by 1/5 th of the gap as defined above. For example: State subgroup performance (reference value) = 60.0% Subgroup performance = 48.0% 60.0% % = 12.0% 12.0% / 5 years = 2.4% (annual target increase) Annual targets would be 50.4%, 52.8%, 55.2%, 57.6%, 60.0%. For AYP subgroups in a school above the state subgroup Meets + Exceeds percent, the percent will not fall more than 1/5 th of the difference between the current subgroup percent and the state subgroup percent. For example: State (reference value) = 40, Subgroup = = / 5 = 4 The bound is 60 4 = 56. The school subgroup performance cannot fall below 56. Annual targets for AYP subgroups of Students with Disabilities (SWD) and English Language Learners (ELL) will be to maintain or increase the Meets + Exceeds percent annually over baseline data from the individual school (reference value). The baseline data for each subgroup will be established by averaging the percent Meets + Exceeds for the school year and up to two prior school years ( and ) where GPS data are available.

6 For each accountability component previously identified, the Local Board must establish a performance goal and benchmark for each year of the Contract. These goals and benchmarks are reflected in Attachment A which is hereby incorporated by reference. 4. Consequences Component. This component of the Contract must specify consequences from subsections (1) and (2) below. (1) The interventions or sanctions for failure to meet identified levels of achievement or showing specified levels of progress pursuant to Code Section and State Board Rule (SSAS) (2) Loss of governance invoked upon the fifth year of the Contract as specified below. (a) Conversion of a school to conversion charter status with independent school level governance and a governance board with strong parental involvement; (e) Date consequences will be effectively implemented: July 1, (f) Consequences must be implemented for a minimum of five (5) years. Attachment A: Performance Goals See next page for Performance Goals.

7 Attachment A: Performance Goals baseline and performance targets will be determined consistent with amended contract as accountability data become available. Moore Middle Georgia Reference Value Baseline All Students Asian/ Pacific Islander Black Reading / English Language Arts Hispanic American Indian/ Alaskan Native White Multi-Racial SWD ELL (LEP) Econ. Disadv. All Students Asian/ Pacific Islander Black Hispanic Mathematics American Indian/ Alaskan Native White Multi-Racial SWD ELL (LEP) Econ. Disadv. All Students Asian/ Pacific Islander Black Hispanic Science American Indian/ Alaskan Native White Multi-Racial SWD ELL (LEP) Econ. Disadv. TFS = Too Few Students