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22001100--22001111 CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

(FFA- Framework for Action Plan)

School:

John Taylor Williams Middle

Principal:

Dr. Ronald Dixon

Address:

2400 Carmine Street

Charlotte, North Carolina 28206

Courier Number:

581

Phone:

980-343-5544

Learning Community:

Central Secondary Zone

Area Superintendent:

Denise Watts

Note: This School Improvement Plan includes strategies for the eight Framework for Action components.

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Table of Contents Page(s) Cover Page 1

Table of Contents 2 Mission, Beliefs, Vision and Outcomes of Focus 3

Assessment Data Snapshot 4 Profile 5

SQR Self-Assessment/Title I Comprehensive Needs Assessment

6-16

Outcome 1: Reading Goal and Strategies 17-20

Outcome 2: Math Goal and Strategies 21-23

Outcome 3: Decrease Out-of-School Suspensions 24-25 Appendix

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A. Title I Parent Involvement Plan 27 B. Title I Family/School Partnership Plan 28 C. Title I Parent/School Compact 29 D. Title I Restructuring Plan 30 E. Title I Professional Development Plan 31-32 F. Achievement Results 33 G. Title I Program Resources 34 H. Anti-Bullying Plan 35 I. Persistently Dangerous Status Plan 36

J. Strategies to Attract High Quality Teachers to High Needs Schools 37 K. Teacher Retention and Recruitment 37 L. Waiver Request 38

FFA (Framework for Action) Summer Assessment 39-46 SUB PLANS 47

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MOTTO

Building Dreams at the W.E.L.L.

(Williams Educating

Leaders for Life)

OUTCOMES OF FOCUS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes: • Increase the proficiency of all students on the Reading End of Grade Assessment by 10% and maintain high growth status • Increase the proficiency of all students on the Math End of Grade Assessment by 10% and maintain high growth status • Implement a variety of strategies to decrease out of school suspension by an additional 10% (in 2010 OSS rates dropped by 30%)

VISION

To empower students with the educational, emotional, and moral tools to conquer the challenges of the future.

MISSION STATEMENT

To maximize academic achievement, while educating the whole child.

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ASSESSMENT DATA SNAPSHOT

EOG Reading Math Science

08-09 09-10 10-11 (target)

08-09

09-10 10-11 (target)

09-10 10-11 (target)

ABC Prof

AYP Prof Growth ABC

Prof AYP Prof Growth ABC

Prof Growth ABC Prof

AYP Prof Growth ABC

Prof

AYP

Prof Growth ABC

Prof Growth

ABC Prof

ABC Prof

All 33.9 N 34.6 N .7 44.6 10 52.3 N .2010 55 N 2.7 65 10 32.6 42.6 AA 33.8 N 33.6 N -.2 43.6 10 49.7 N .1690 53.8 N 4.1 63.8 10 29.6 39.6 Asian 37.9 50 NA 12.1 65.5 .5200 75 NA 10.5 50 H 36 41.2 NA 5.2 .3640 52.9 NA 50 W 62.5 50 NA -12.5 .2860 66.7 NA 50 AI MR 40 9.1 NA -30.9 .4000 45.4 NA 100 LEP 33.3 29.4 NA -3.9 66.7 .5370 54.3 NA -12.4 30 SWD 9.9 N 15 N 5.1 25 10 16.4 N .0160 24 N 7.6 34 10 16.7 26.7 ED 31.5 N 35.5 N 3.8 45.5 10 50.3 N .1950 57 N 6.7 67 10 33.5 43.5

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John Taylor Williams Middle School Self-Evaluation Form and School Improvement Plan

School Profile John Taylor Williams Middle School #581 2400 Carmine Street Charlotte, North Carolina 28206 980-343-5544

Grades: 6 7 8

175

159

159

Number of Students Enrolled: 481 Number of General Education Students: 408 84.8%

Number of EC Students: 70 14.6% Number of LEP Students: 32 6.7%

Principal Suspensions: 633 Superintendent Suspensions: 0

Percentage of Students Eligible for Free or Reduced-Price Lunch:

481 100%

Ethnic Make-Up of Students by Percentage: Af. Am. 88.8% White 0.6% Hisp. 3.7% Asian 4.6% Multi-Racial 1.9% Nat. Am. 0.4%

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A. What is distinctive about the school?

• School has 100% economically disadvantaged students

• 14.6% Exceptional Children when most middle schools have 7%

• School achieved High Growth status in 2009-2010 and in 2008-09

• All teachers and teacher assistants are Highly Qualified

• School has been divided into 3 small schools – 2nd

• Total of 39 classroom teachers – 5 Teach For America; 1 Lateral Entry; 7 first year; 5 second year; 3 third year

year of implementation

• Total of 39 classroom teachers – 5 are certified in administration; 6 have masters degrees; 4 working towards masters degree

B. How effective is your school overall? 2

How do you know? The improvement in our achievement scores, community partnerships and discipline data demonstrate that our school is improving. While the number of on-grade level students remains low, our students are learning and achieving. Our teachers collaboratively plan lessons that are engaging and focused on improving student achievement, while at the same time focusing on developing the whole child. Teachers utilize resources and technology available to create an environment that is conducive to learning. What are its notable strengths? Strengths at John Taylor Williams Middle School include our highly qualified teachers and teacher assistants. In addition, our collaborative planning and common assessments, both ClassScapes and teacher-made assessments, are a definite strength of our school and lead to positive student achievement. A third strength is the development of teacher leaders at our school. Teachers are empowered and encouraged to develop leadership skills. What are its main areas for improvement? Student achievement results indicate that our students with disabilities’ (EC) subgroup continues to be the one needing most improvement. While all other subgroups met adequate yearly progress , or met it with “safe harbor” status last school year, our students with disabilities did not make adequate yearly progress. This subgroup also did not meet AYP goals for 2010. With 14.6% of our student body falling into the students with disabilities subgroup, it is the focus of every staff member to ensure that progress is made with this group of students.

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1. How effective is your school in ensuring high quality achievement for students in all grades, especially in the core subjects?

4 3 2 1 High Quality

X Undeveloped

How do you know? Our school has not met Adequate Yearly Progress (AYP) for the past 8 years; therefore, our school is under a Restructuring Plan (Year 3). We are also labeled a Priority School due to the low percentage of students performing on grade level in reading and math (below 50%). We met N.C. High Growth status for the second year in a row. This past year the school met only 10 of 17 AYP targets (59%), compared to meeting 19 of 21 targets (90.5%) in 2009. We made progress academically in the areas of math (up 4%) and science (up 4%). Reading scores remained the same at approximately 35% proficiency. Our focus for the 2010-2011 year is creating and sustaining a culture of high achievement for students living in poverty. Over the summer teachers read STAR Teachers for Students Living in Poverty and engaged in a meaningful whole group discussion of the ramifications for the book in their daily instructional practices. We began the school year with intensive training for all instructional staff on building a culture for rigor and high achievement. Teachers were provided with local and national models of schools with similar demographics who are achieving break-away gains for children living in poverty. As a part of our plan, teachers will participate in book studies of two books: Rigor, It’s Not A Four Letter Word and It’s Being Done. We are focusing on the great work that is being done around the country to change the lives and educational trajectories of students. A major part of our plan is increasing the effectiveness of our staff with using data to drive all instructional decision making by implementing a school-wide progress monitoring system. Our School Quality Review recommendations from the fall of 2009 noted that JTWMS needs to improve the tracking of student progress by systemizing procedures to ensure a clearer identification of the mastery of concepts and implementing intervention strategies in a timely manner. John Taylor Williams Middle School will use P.O.M. (Panthers on The Move) to monitor student performance and provide necessary interventions to ensure the success of ALL students on the 2011 End of Grade Assessments in Reading, Math, and grade 8 Science. One characteristic of high performing schools for students living in poverty is a laser-like focus on student achievement1

. Panthers on the Move will help us answer two important questions: Are students learning and where are students struggling? In addition, careful analysis of student performance results will help us identify what support our students need.

In which subjects and grades do students do best, and why? Our students performed best in the area of math. The math team performs as a more effective PLC and also includes more proven veteran teachers. The math team worked more strategically on team planning, mastery assessment and delivery of quality lessons.

�

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In which subjects and grades is improvement needed, and what action is being taken? While we celebrate the progress students have made in the last two years, we also realize that our students have a long way to go towards reaching proficiency levels, especially in Reading. Because we only have 43% of our students on grade level in both Reading and Math, we know that we need to focus on the quality (rigor and relevance) of instruction, assessment of students’ mastery levels and timeliness of intervention. These recommendations were noted in our November 2009 SQR. Math and Language Arts teachers will participate in the Zone quarterly planning meetings. We will also use the Voyager Passport Reading Program in all Language Arts classes. Passport Reading Journeys combines high-interest reading expeditions, videos, on-line technology, and research-based instruction to capture interest and accelerate learning. We plan to use the program in all of our inclusion Language Arts classes and as a supplement for our Safe Harbor students. All Language Arts and EC teachers will participate in a full day of implementation training. In addition, we will include six (6) days of follow-up coaching to ensure the program is implemented with fidelity. Math continues to be an area where improvement is needed, as only 55% of our students are on grade level in math. Teachers meet weekly to collaboratively plan lessons and create applications using technology and manipulatives. We understand that our students need to kinesthetically experience math concepts in order to fully comprehend and master them. Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken? Disparity in student achievement occurs between the Students With Disabilities (EC) subgroup and the regular education population. A plan of action currently centers on constant monitoring of all EC student data with Inclusion Partner Teams reporting ongoing assessment results to the administrative team, mainstreaming and placing ALL EC students in Inclusion or regular-ed. classrooms, and closer monitoring of instruction. In addition, our inclusion students have been assigned to highly effective reading and math teachers (as designated by 2010 student growth and CMS effectiveness data). How is the school addressing the specialized needs of EC and LEP students? All EC students have been assigned to regular education or inclusion classes; we have eliminated all Resource classes. Our lowest performing EC students have also been assigned to an elective Learning Lab which is focused on providing additional assistance with CORE classes. Our LEP students are placed into an ESL language arts class with a certified ESL teacher based on their scores on the English proficiency assessment. Students in the ESL program work with several computer programs (i.e. Read 180, Study Island and Rosetta Stone…) to develop English language proficiency as well as comprehension skills. Some of our higher performing LEP students have also been moved into regular education classes. How does the school use student performance data to take and adjust actions to improve student achievement? We are implementing a new mastery student tracking system. POM (Panthers on the Move) requires teachers to give common formative assessments every six weeks, to analyze results to identify student weaknesses (i.e. whole class, small group and individual students), and then to develop and implement instructional action plans to target deficiencies. Teachers will also use results of CMS and Zone assessments as diagnostic tools. The POM process requires teachers to conduct data analyst conferences with the administrative team to outline professional growth opportunities for teachers that will better enable them to meet student needs. All students will be given the STAR Reading Test at the beginning of the school year. Teachers will use the results to assist students in selecting books at their appropriate reading level and to set AR (Accelerated Reading) goals.

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We will use Extended Day funds (approx. $22,000) to provide more intervention to designated students as indicated by ongoing Reading data. The master schedule was developed this school year to ensure that grade level content teams could meet daily. This was a recommendation from the November 2009 SQR. Students were placed into appropriate levels of math and language arts classes based on proficiency level. In addition “safe harbor” students were strategically placed to ensure their attainment of proficiency status. EC students were ALL placed in regular ed. or inclusion classes. Teachers use both formative and summative assessment data, along with attendance and behavior data, to determine referrals to the school’s Intervention Team. Once referred to the team, recommended interventions are given to the teacher for implementation, with follow-up conducted with the caseworker assigned. If needed, testing is recommended or referral to community agencies. Our LEP students are tested every year to determine growth in English language proficiency, with the baseline being the data collected when they enrolled and were initially tested at the International Center. 2. How effective is your school in providing a relevant and appropriate curriculum for all students, grades and sub-groups?


X Undeveloped

How do you know? The curriculum is state-mandated and guided by the North Carolina Standard Course of Study. Because a large percent of our students are well-below grade level, the curriculum in some cases is difficult for them. Many of our students lack the prior knowledge to be able to manipulate grade-level material, make connections with the material or understand the relevancy of the concepts. Teachers must help create that prior knowledge and help students make connections to most topics. Because of the large number of first and second year teachers, as well as the number of lateral entry and TFA teachers (see Part A), the use of differentiation in the classroom is limited. Most instruction continues to be whole group instruction with little small group or individual attention. How is alignment with the NCSCOS ensured? All lessons are aligned with the NCSCOS. In addition, administrative walk-through observations and all formal observations include a check of the daily lesson plans to ensure that all follow the NCSCOS. The administrative team works closely with the “administrative” academic facilitator to conduct professional development, to coach teachers to improve instructional delivery and planning (with emphasis on rigor and relevance), and to provide needed support and resources. Teachers are required to post the NCSCOS objective, the “essential question(s)”, differentiation strategies, and the homework assignment daily. Administrators easily monitor the NCSCOS objective during their classroom visits. How does the school ensure a broad range of learning experiences? Our school utilizes a number of community as well as school system resources to ensure a broad range of experiences. We take advantage of

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the school system sponsored field trips, such as Discovery Place and The Museum of the New South, to expose our students to information and culture otherwise unavailable to them. We also sponsor additional trips such as a field trip to Raleigh N.C. and to Washington DC. Our AVID students visit college campuses to better understand the requirements of college entrance as well as visit college classrooms and observe college life. In addition to field trips, our school offers a variety of guest speakers who come to share with students their life experiences and educational hurdles. Guest speakers have included actor Will Smith, Charlotte broadcaster Sonya Gantt, author Dori Sanders, sports figure Sporty Jeralds and former CMS high school principal John Modest. Students have also experienced the Greek Festival, the Renaissance Festival, a visit to understand the careers involved with NASCAR and a trip to CPCC to participate in the “If I Had a Hammer” project. Utilizing our technology, we expose students to cultural and educational experiences around the world through the use of Promethean Boards, videos, as well as CD players. Students studying various aspects of science or social studies are able to see the concepts in action through technology devices, aiding in their understanding and ability to retain the information. Teachers are beginning to also use Discovery Education. 3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?


X Undeveloped

How do you know? Our students demonstrated progress on End-of-Grade math and science scores last year. During the 2008-09 school year, our school focused on integrating programs and instructional methods that were research based to be effective with students of poverty (READ 180, backward lesson design, ClassScape assessments, etc.). Our teachers collaboratively developed common assessments to ensure that students throughout the school were achieving and working toward mastery of objectives reflected on the End-of-Grade tests. Our school celebrated the beginning of a John Taylor Williams Middle School Beta Club in the 2008-2009 school year, celebrating the academic achievement of 76 students. These students demonstrated continuous academic excellence as well as positive character traits throughout the year. In addition, each quarter we celebrated the students who made the A, B or ABC Honor Roll with an awards program. Parents were invited to attend each program and recognition was given to students who maintained the Honor Roll from quarter to quarter. While test scores increased last year, the number of non-proficient students remains high (57 %). Teacher observation reports, Learning Community visits and administrative walk-throughs indicate that rigor is lacking in most classrooms at John Taylor Williams. In addition, the absence of higher-order thinking questions inhibits the quality level of the instruction, and subsequently the learning, of our students. Which are the strongest features of teaching and learning and why? Students are tested using the Scholastic Reading Inventory (SRI) to determine each student’s reading lexile level. Once levels were determined, students checked out books from the media center based on their individual lexile level and then completed activities in all elective classes based on these books. Because students were allowed to self-select books, interest in reading increased. Students are re-tested at the end of the school year to determine an ending lexile level. Teacher-developed Student Learning Objectives (SLO) last year were frequently based on an increase in

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student lexile levels; all teachers who were eligible for the SLO bonus achieved their objectives, thus indicating an increase in our students’ lexile levels. Along with the research –based programs and assessments, our school received interactive Promethean Boards. This technology was installed in math and language arts classrooms, with teachers fully trained on how to use them. Soon after the installation, teacher observations noted significant use of the Promethean Boards for activities such as showing video clips, recording multiple sets of problems, playing background music during class, creating PowerPoint presentations, etc. Student interest in this technology increased focus during lessons. Note: We have addressed all recommendations from the November 2009 SQR and have incorporated these into our School Improvement Plan. The recommendations are included in the appendix. What aspects of teaching and learning most need improvement and what action is being taken? Teacher observations and Learning Community (2008-2009) visits reported a lack of rigor and differentiation noted in instruction. An absence of higher-level questioning is also noted in teacher observation reports. The administrative team (which includes the academic facilitator) provides teachers with ongoing professional development on differentiation in order to address the issue of rigor and questioning. In 2009 teachers participated in a school-wide book study using the book Differentiating Instruction in the Mixed Ability Classroom. The study will continue this year with during the beginning of school workdays to use as a reference this year. Our focus for the 2010-2011 year is creating and sustaining a culture of high achievement for students living in poverty. Over the summer teachers read STAR Teachers for Students Living in Poverty and engaged in a meaningful whole group discussion of the ramifications for the book in their daily instructional practices. We began the school year with intensive training for all instructional staff on building a culture for rigor and high achievement. Teachers were provided with local and national models of schools with similar demographics who are achieving break-away gains for children living in poverty. As a part of our plan, teachers will participate in book studies of two books: Rigor, It’s Not A Four Letter Word and It’s Being Done. We are focusing on the great work that is being done around the country to change the lives and educational trajectories of students. Management of student behavior continues to be an area for improvement at our school. Teachers must stop teaching in order to deal with discipline issues; the diminished instructional time works to the detriment of student achievement. In the fall of 2008, John Taylor Williams Middle School adopted the I Can Manage Myself (ICMM) behavior plan in an effort to reduce the amount of time teachers spent on addressing misbehavior. Students were issued ICMM badges that they wore on lavalieres around their necks. After three classroom incidents of misbehavior, accompanied by three teacher interventions, the student was referred to the assistant principal. The first referral to the AP resulted in a day in the Alternative Classroom (formerly known as ISS). Subsequent referrals resulted in 1, 3, or 5 days of OSS. At the end of first semester, the consequences were adjusted to reflect a second day of Alternative Classroom and fewer out of school suspension days. Data results from the 2008-09 school year show a decrease in student misbehavior and therefore a decrease in the number of total suspensions from the 2007-08 school year. We reduced overall out of school suspensions by nearly 30% last year and remain committed to further reductions. We have also established a staff committee that is working on a proposal for changes to our ICMM plan that will go into effect second quarter. How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information? All math, language arts and 8th grade science teachers are required to use ClassScapes assessments to measure student achievement of learning objectives. These standardized tests ensure that teachers can reliably ascertain which students have mastered the material according to state standards. In addition, once the assessments have been scored, students not reaching mastery level were required to go through re-teaching and

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then re-testing in order to demonstrate mastery. Teachers outside the state tested areas collaboratively created common assessments to use school-wide. Students were measured through these tests to determine mastery; students who fell below mastery level were given the opportunity to go through re-teaching and re-testing. This was held true for all content areas at John Taylor Williams Middle School. Note: We have addressed all recommendations from the November 2009 SQR and have incorporated these into our School Improvement Plan. The recommendations are included in the appendix. Monitoring of student mastery and subsequent intervention is included. 4. How effective is the school in ensuring high quality leadership and management?


x Undeveloped

How do you know? Our school has highly qualified administrators, all of whom have experience not only in CMS but also in working at various levels of the school system. Their combined experience allows them to be able to assist teachers who are struggling. The principal is a former assistant superintendent of middle school curriculum and instruction and one of the assistant principals was a curriculum resource teacher within that same department and is in her second year of the New Leaders for New Schools Program. The second assistant principal served in the role of assistant to a regional superintendent for middle schools. Their varied experiences bring a wealth of ideas gleaned from other middle schools. Our school also has a number of teachers who have their administrative certification and advanced degrees. This provides another layer of teacher leadership available at John Taylor Williams Middle School as these veteran teachers share their expertise during team planning sessions as well as acting as official and unofficial mentors to new teachers. Many teachers have been mentored and encouraged to pursue their master’s degree while teaching at our school. The knowledge learned in their classroom experiences is shared with others and benefits the entire school. Teachers at John Taylor Williams Middle are required to disaggregate their student data and make quarterly presentations to the administrative team. Together the administrators and grade level teachers analyze the progress of each teacher’s students and brainstorm areas that could be strengthened. In this manner, teachers are being groomed to be instructional leaders and assist in the improvement of all student achievement. Another layer of leadership available at John Taylor Williams Middle School is the Principal’s Advisory Team (PAT). This committee is comprised of representatives from every grade level as well as representation from Student Services, Exceptional Children and the Teacher Advisory Council representative. Together these staff members advise the principal by offering solutions to concerns, bringing to the table staff suggestions and ideas, and developing agendas for teacher workdays. In this manner, teachers are able to express their leadership skills. PAT members for 2010-2011 are elected members of our School Improvement/Leadership Team. Teacher input is also valued when discussing the use of federal, state and local dollars. The administrative team, together with input from staff, makes decisions related to allocation of monies to best benefit our students. Leadership duties at our school include the recruitment of new teachers and retention of quality teachers. To accomplish this, current teachers are surveyed to determine what contributes to their retention.

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Technology, small class size and common planning times are listed as contributing factors to retention. These traits are then used during interviews to attract qualified, experienced teachers. Which are the strongest aspects and why? The strongest aspect of the leadership at John Taylor Williams is the PAT. Teacher representatives meet regularly with the principal and he listens to their ideas and suggestions. Many instructional and cultural changes during the 2008-09 school year were originally devised during the PAT meetings through collaborative effort. In addition, the principal asked the staff to complete a survey at the end of the 2008-09 school year, asking for feedback on the year and the changes that had been implemented. A majority of the staff indicated gratitude for the opportunity to express ideas and offer suggestions for improvement through the PAT. Information gleaned from the survey also indicated an appreciation of the principal’s “open door” policy whereby teachers are encouraged to meet with the principal and voice their concerns. The principal will continue to work with PTA this year in their advisory role. What most needs improvement and what action is being taken? Teachers indicate that they would appreciate more administrative attention directed toward teacher absenteeism, the school’s ability to attract more experienced teachers and the opportunity for teacher input in the development of professional development plans for the year. To this end, we will continue with our monthly teacher attendance incentive where all staff members with 100% attendance are eligible for cash prizes. In addition, the administrative team will continue to work with staff in regards to issues they believe impact staff morale such as paperwork overload and use of planning time. 5. How effective is the school in creating a high quality learning environment?


X Undeveloped

How do you know? First and foremost, we define a high quality learning environment as one that is safe and orderly. We believe our school environment is friendly, well-ordered and welcoming. The procedures outlined in the staff handbook and developed by the small schools provide for supervision of students at all times. Moreover, the “I Can Manage Myself” behavioral plan, which encourages students to take personal responsibility for their behavior, is the foundation of our learning environment. We also feel that the recent transition into three small schools, as well as the removal of a bell schedule, has had a tremendous positive impact on the learning environment this year. Concerning discipline of students who do not adhere to the student code of contact, we feel the school sufficiently ensures that rules and consequences are clearly defined, communicated, and understood by students, teachers, and parents. When appropriate, the staff responds to the students who struggle with grades, attendance, or behavior. John Taylor Williams Middle School pursues effective measures to promote good attendance and behavior and to eliminate truancy and violence. This is not to suggest, however, that we are always successful. The second element of a high quality learning environment is the effectiveness of instruction. The reality is our students are not performing on the same level as their peers locally or nationally; we have not met our AYP goals in eight years and we are under a year-three restructuring plan. There is, however, academic improvement to be recognized. We met “high growth” for overall achievement and math for the second consecutive year. Nevertheless, we will continue to use data, with POM, to adjust and improve instruction with the focus continuously on

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student growth from year to year. It should also be noted that teachers effectively use resources, especially technology, to directly impact student learning. Which are the strongest aspects and why? The role of leadership and management in creating a quality learning environment is paramount. Our leadership possesses a moral purpose to create a school in which all students learn, and what students learn will prepare them for success in their future, not ours. The administration is clearly committed to the utilization of common planning times, the implementation of frequent staff development opportunities and the utilization of knowledge, skills and experience of all staff members to advance student learning. What most needs improvement and what action is being taken? While the staff of John Taylor Williams Middle School works very hard to create a climate in which students feel safe, valued and able to learn, we admit that the up-hill climb toward that goal has not ended. We continue to reinforce student expectations for academics and behavior, implement character education plans through homeroom and guidance activities and relentlessly reinforce our school’s focus on student achievement and sustained growth. This year, we are focused on creating a learning environment where students feel empowered, accepted, and safe to take academic risks. We believe this type of environment will increase student motivation to be successful in school. At the start of the school year, all teachers participated in training to Build a Culture of High Achievement. During this training, we focused on how to create a positive learning environment focused on self-efficacy and the importance of effort. To improve school climate, we have organized a committee of teachers to revise the school-wide discipline code. The book study group for It’s Being Done will receive first-hand information on how schools with similar demographics are increasing student achievement and school climate. We are organizing several student groups to increase school spirit and student ownership of the culture. Each Small School is organizing a student council, sponsoring extra-curricular activities, and submitting a culture plan. The administrative team is working collaboratively with teachers to increase the level of rigor and relevance in classes to move students from strategic compliance with academic tasks to authentic engagement. 6. How effective is the school in establishing a high quality partnership with parents, other schools and the community?


X Undeveloped

How do you know? We acknowledge that the prevailing conditions of our families and the community at large require us to work harder and be more innovative in our efforts to improve the quality of relationships between parents, other schools and the community. Having acknowledged this, we find that

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communication from the school to parents is sufficiently purposeful and diverse: weekly newsletters, ConnectEd, teacher phone calls, the school website and Good News postcards are among the ways we keep parents updated and celebrate our successes. Communication about student academic progress is clear and user-friendly. Progress reports are sent home every three weeks and all teachers are available for 90 minutes during their planning times on Thursdays for parent conferences. If this is not a convenient time, counselors and teachers are flexible with meeting parents before or after school. The communication to the home, however, does not sufficiently encourage parental involvement in the school. Although we were very pleased to see the high parent turn-out for the Open House at the beginning of the year, we realize the need to be able to sustain the same level of parent participation throughout the year. Athletic events usually draw parents to the schools, and we were impressed by the parent response during the retest period last year, but we need to do more to solicit parent involvement. In addition to building relationships with parents, we have developed a strong partnership with a neighborhood church, St. Paul Community Missionary Baptist Church. The members of the congregation proctor during testing season and help with celebrations at the school. We also have a minor partnership with Bank of America, with six of their employees mentoring and working with a group of our students last year. We will continue with our partnership with the JTWMS Class of ’69 (graduates of John Taylor Williams who wish to support our school). We continue to work with Sporty Jerald as he supports and partners with our school. We will continue to work with our four elementary feeder schools and West Charlotte High School was a part of the vertical articulation group that meets regularly to devise plans to better serve our students and prepare them for high school and beyond. We will continue with our 70-20-10 school-wide grading policy that is focused on students earning grades based on mastery. Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why? The strongest feature of our home-school communication is the weekly newsletter. The first week of the month is devoted to a message from the principal along with a calendar of events for the month. The second week of the month is reserved for the small schools to send home information to parents related to curriculum issues, upcoming projects and field trips. A publication related to adolescents, The Middle Years, is sent to parents during the third week of the month with information on dealing with teenagers. The final week of the month is devoted to the elective team. Elective teachers send information related to their various subjects to keep parents abreast of upcoming events, due dates and topics of study. We work hard to keep parents informed about everything happening at John Taylor Williams Middle School. What most needs improvement and what action is being taken? The area that most needs improvement is community partnerships. With the loss of our Parent Advocate position, the task of interacting with the community and developing partnerships has fallen upon the administration and staff. Staff members tap into church contacts and social acquaintances to develop leads for community partnerships, but we acknowledge that this is an area that still needs development. What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? Parents more frequently attend school functions when their children are participating. Activities such as sporting events and music concerts produce more parent attendance than any other event at our school. In addition, we find that when food or snacks are served, we can expect a larger parent turn-out. Parents seem to attend when food is coupled with their children performing. What needs improvement and what action is being taken? We are concentrating efforts on attracting parents to come for conferences at the school. We are currently scheduling first quarter conferences, with the expectation and goal that 100% of our parents attend one conference. The guidance counselors are working with the teachers to contact hard-to-reach parents and request a conference time.

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7. What other information, if any, do you feel it would be important for the reviewers to know prior to the review? Perhaps the most noticeable difference you will see at John Taylor Williams Middle School is the implementation of the small school concept. As part of the restructuring plan for 2009-10, the student body was divided into 3 small schools, Global Studies, Communication Arts and Leadership in Law and Public Service. Each school houses 6th, 7th and 8th

grade students within one building. The students remain in that “school” during their tenure at John Taylor Williams, thus strengthening the relationships developed with the school and home. Parents will work with one assistant principal during the three years at our school, and teachers will form deeper relationships with students who they will see for three years. The expectation is that student behavior will improve as well as academic achievement. During this school year we will now focus on developing and implementing each small school’s theme through fieldtrips, speakers, projects, integrated units and community service activities.

Another interesting point about John Taylor Williams Middle School is the fact that nearly 40% of our teachers are beginning teachers (see Part A). Of those, 5 are Teach For America teachers. We remain focused on nurturing and molding these young teachers into master teachers through the dedicated work of our in-house mentors and the administration. Our Communities in Schools program is an integral part of John Taylor Williams Middle School. The coordinator works with staff to identify students whose families are in crisis. He then helps to find community support for those families, often taking students for dental visits, obtaining eyeglasses, locating clothing donations for students, or giving bus passes to students who lack transportation. The coordinator develops relationships with these students and often serves in a mentor role. For this year, we have a second CIS coordinator who mainly works with our eighth grade male students who will move to West Charlotte High School in ninth grade. Our school received perfect Safe School Audit scores during the 2008-09 school year, reinforcing the efforts we make toward making this campus a safe place for students and staff. We have established procedures for fire drills, evacuations and weather emergencies and practice those procedures often. We expect to continue these scores for this school year.

CMS School Improvement Plan 2010-12 John Taylor Williams Middle School 2010-11

* Identify for each strategy, the NC Leadership Standard (7-listed below) and supporting McREL Responsibility (21) that the principal will assume. 1-Strategic, 2-Instructional, 3-Cultural, 4-Human Resources, 5-Managerial, 6-External Development, 7-Micro Political.

17

Outcome (1):

Increase the proficiency of all students on the Reading End of Grade Assessments by 10% and maintain a high growth status.

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria: Effective Teaching and Leadership Performance Management Achievement Leadership/Management Increasing the Graduation Rate Teaching/Learning through Technology Curriculum Learning Environment Environmental Stewardship Parent/Community Connections Learning/Teaching Parent and Community

Strategies • Task • Task

Point Person (title/name)

Evidence of Success Leadership Standard* • Responsibilities

Prof. Dev. Focus • Participants • Funding

Source

Parental Involvement

• Activity • Funding

Timeline End Date • ck date • ck date

Process Outcome

1. Implement Voyager to assist with reading comprehension instruction with inclusion language classes and Safe Harbor students.

? Need a point person

• Teacher input • Discussion with

principals of similar schools

Instructional • All Language Arts and EC Inclusion Teachers

• Title I

n/a October 2010-June 2011

2. Redesign master schedule to focus on student growth, proficiency, and inclusive practices.

• Assign inclusion courses to highly effective Reading teachers as designated by 2010 growth and CMS effectiveness data.

Susan Johnson, Assistant Principal

• Disaggregate student data

• Analyze teacher effectiveness data

• Conference with Zone Superintendent

• Teacher input

• P.O.M. performance data

• District Formative data

• EOG Summative data

Instructional n/a July-August 2010

3. Develop higher standard of monitoring & accountability to ensure all students receive high-quality instruction.

• Implement revised lesson plan template to include components for higher level thinking, differentiation, and literacy strategies.

• Implement frequent monitoring of student progress through tri-weekly progress reports and Panthers on the Move data system.

• Analyze individual teacher, content, grade level, and department common assessment data every three to four weeks. (P.O.M.)

Ron Dixon, Principal Susan Johnson, Assistant Principal Angela Grant, Assistant Principal Nekeyha Davis, Principal

• Lesson plan template

• Classroom walk-through visits

• Classroom Walk-Through tracker

• Formal & informal observations

• Admin team meeting agendas

• Student progress reports and

• Classroom walk-through results

• Teacher evaluation results

• Formative assessment results

• Summative assessment- EOG results

Strategic Instructional Managerial

• Administrative Team

n/a

August 2010-June 2011



18

• Monitor weekly professional learning community meetings.

• Provide coaching and feedback to teachers based upon results from classroom walk-throughs, peer observations, formal observations, and student data.

• Focus weekly administrative team meetings on the results of instructional walk-throughs, formal observations and professional development needs of staff

• Develop school-wide expectations for instructional planning and delivery.

Intern Loreanne Harris, Academic Facilitator

common assessment performance data

4. Implement school-wide Professional Learning Communities (PLCs) to increase student achievement in all courses.

• Participate in book studies on Star Teachers of Students in Poverty, It’s Being Done and Rigor, It’s Not a Four Letter Word throughout the year

• Reinstate daily grade level/content area PLC meetings to plan collaboratively, use common assessments, align instruction to SCOS, analyze data, and act to increase student achievement.

• Participate in quarterly planning meetings at CSZ for language arts and inclusion teachers

• Plan targeted academic interventions for students who do not demonstrate mastery on specific objectives of the SCOS.

Content Area Lead Teachers Core/EC teachers Ron Dixon, Principal Susan Johnson, Assistant Principal Angela Grant, Resident Principal Nekeyha Davis, Principal Intern Loreanne Harris, Academic Facilitator

• Solicit teachers to lead book discussions

• Revise master schedule

• Substitute teachers for zone planning dates

• Admin team participation in Zone planning sessions

• Planning agendas and minutes

• Common Formative Assessments

• Copies of lesson plans and intervention packets

• Student achievement

Strategic Instructional Human Resources

All instructional staff and Administrative Team Title I

n/a August-May 2010



19

5. Implement school-wide content-area literacy strategies to improve student comprehension and ability to think critically about informational and argumentative text.

• Train teachers on content area literacy strategies to increase student proficiency with informational text.

• Monitor and support teachers implementing new strategies.

• Include informational reading passages and higher level questions on all science, social studies, and elective common assessments.

Angela Grant, Assistant Principal

• Select content area reading strategies for school-wide use

• Classroom walk through visits

• Weekly planning sessions for teacher sharing of student work

• Teacher rating on Standard 3A of N.C. Teacher Evaluation Rubric

• Student work samples

• Common Formative Assessment performance

• Reading EOG performance

Instructional Human Resources

All instructional staff and Admin. Team Title I

n/a November 2010-May 2011

6. Implement Panthers on the Move (P.O.M.), a data driven instructional model, to target student academic weakness, provide additional support, and increase student mastery of standards.

• Conduct training for all teachers on the key drivers of data driven instruction: culture, assessment, analysis, and action.

• Administer teacher designed common interim assessments every three to four weeks.

• Conduct in-depth analysis of student results at the question, standard, whole class, and individual student level to identify student weaknesses with special emphasis on EC and Safe Harbor students.

• Develop instructional action plans to address whole-class, small group, individual student weaknesses and recovery

• Re-assess student progress with essential standards.


• Develop Panthers on the Move Manual

• Train teachers on how to implement P.O.M.

• Teachers design common formative assessments

• Data analysis meetings with teachers

• Development of instructional action plans to address student weaknesses

• Solicit teacher input and feedback

• Common formative assessment performance


• Classroom data spreadsheets

• Instructional action plans

• School, Small School, and Classroom data walls

Strategic Instructional

All instructional staff and Admin team

n/a September 2010-May 2011



20

7. Implement AVID strategies in all classes. • Develop a school-wide list of AVID

strategies to implement in all classes.

• Provide training for staff on specific AVID strategies.

• Monitor and support teachers implementing new strategies.

Thompson, AVID Coordinator

• Train teachers on AVID strategies

•

• Formal and Informal

• Observations • Student work

samples

Instructional All instructional staff

n/a October 2010-March 2011

8. Continue implementation of “70-20-10” grading procedures plan that emphasizes students’ mastery of content.

Ron Dixon, Principal

• Train teachers and students on the 70-20-10

• Post reminders in all classrooms

• Review Progress Reports and Report Cards

• Progress Reports

• Report Cards


n/a August 2010-June 2011



21

Outcome (2):

Increase the proficiency of all students on the Math End of Grade Assessments by 10% and maintain a high growth status.






Source



Timeline End Date • ck date • ck date

Process Outcome

1. Redesign master schedule to focus on student growth, proficiency, and inclusive practices. • Assign inclusion courses to highly

effective math teachers as designated by 2010 growth and CMS effectiveness data.

Susan Johnson, Assistant Principal

• Disaggregate student data

• Analyze teacher effectiveness data

• Conference with Zone Superintendent

• Teacher input

• P.O.M. performance data

• District Formative data

• EOG Summative data

Instructional n/a July-August 2010

2. Develop higher standard of monitoring & accountability to ensure all students receive high-quality instruction. • Implement revised lesson plan template

to include components for higher level thinking, differentiation, and literacy strategies.

• Implement frequent monitoring of student progress through tri-weekly progress reports and Panthers on the Move data system.

• Analyze individual teacher, content, grade level, and department common assessment data every three to four weeks. (P.O.M.)

• Monitor weekly professional learning community meetings.

• Provide coaching and feedback to

Ron Dixon, Principal Susan Johnson, Assistant Principal Angela Grant, Assistant Principal Nekeyha Davis, Principal Intern

• Lesson plan template

• Classroom walk-through visits

• Classroom Walk-Through tracker

• Formal & informal observations

• Admin team meeting agendas

• Student progress reports and common assessment

• Classroom walk-through results

• Teacher evaluation results

• Formative assessment results

• Summative assessment- EOG results

Instructional • Administrative Team

n/a

August 2010-June 2011



22

teachers based upon results from classroom walk-throughs, peer observations, formal observations, and student data.

• Focus weekly administrative team meetings on the results of instructional walk-throughs, formal observations and professional development needs of staff

• Develop school-wide expectations for instructional planning and delivery.

Loreanne Harris, Academic Facilitator

performance data

3. Implement school-wide Professional Learning Communities (PLCs) to increase student achievement in all courses. • Participate in book studies on Star

Teachers of Students in Poverty, It’s Being Done and Rigor, It’s Not a Four Letter Word.

• Reinstate daily grade level/content area PLC meetings to plan collaboratively, use common assessments, align instruction to SCOS, analyze data, and act to increase student achievement.

• Participate in quarterly planning meetings at CSZ for math and inclusion teachers

• Plan targeted academic interventions for students who do not demonstrate mastery on specific objectives of the SCOS.

Content Area Lead teachers Ron Dixon, Principal Susan Johnson, Assistant Principal Angela Grant, Resident Principal Nekeyha Davis, Principal Intern Loreanne Harris, Academic Facilitator

• Solicit teachers to lead book discussions

• Revise

master schedule

• Substitute

teachers for zone planning dates

• Admin team

participation in Zone planning sessions

• Planning agendas and minutes

• Common Formative Assessments

• Copies of lesson plans and intervention packets

• Student achievement

Strategic Instructional Managerial

All instructional staff and Administrative Team Title I

n/a August 2010-May 2011

4. Implement Panthers on the Move, a data driven instructional model, to target student academic weakness, provide additional support, and increase student mastery of standards. • Conduct training for all teachers on the

key drivers of data driven instruction: culture, assessment, analysis, and action.

• Administer teacher designed common


• Develop Panthers on the Move Manual

• Train teachers on how to implement P.O.M.

• Teachers design common

• Common formative assessment performance


• Classroom data spreadsheets

• Instructional action plans

• School, Small School, and

Strategic Instructional Human Resources

All instructional staff and Admin team

n/a September 2010-May 2011



23

interim assessments every three to four weeks.

• Conduct in-depth analysis of student results at the question, standard, whole class, and individual student level to identify student weaknesses with special emphasis on EC and Safe Harbor students.

• Develop instructional action plans to address whole-class, small group, individual student weaknesses and recovery.

• Re-assess student progress with essential standards.

formative assessments

• Data analysis meetings with teachers

• Development of instructional action plans to address student weaknesses

• Solicit teacher input and feedback

Classroom data walls

5. Implement AVID strategies in all classes. • Develop a school-wide list of AVID

strategies to implement in all classes. • Provide training for staff on specific

AVID strategies. • Monitor and support teachers

implementing new strategies.

Thompson, AVID Coordinator

• Train teachers on AVID strategies

•

• Formal and Informal

• Observations • Student work

samples


n/a October 2010-March 2011

6. Continue implementation of “70-20-10” grading procedures plan that emphasizes students’ mastery of content.

Ron Dixon, Principal

• Train teachers and students on the 70-20-10

• Post reminders in all classrooms

• Review Progress Reports and Report Cards

• Progress Reports

• Report Cards


n/a August 2010-June 2011



24

Outcome (3):

Implement a variety of strategies to decrease out of school suspension by an additional 10% (in 2010 OSS rates dropped 30%)






Source



Timeline End Date • ck date • ck date Process Outcome

1. Provide professional development and increased support to assist students with demonstrating appropriate school behavior. • Train staff in effective discipline

strategies and conflict management. • Establish a committee to revise the I

Can Manage Myself discipline plan • Provide training for staff and students

on the Second Step Conflict Resolution methods by the end of first semester.

• Use BMT positions to help modify the behavior of students who chronically display uncooperative behaviors.

• Implement Emerging Leaders Mentoring program to support students who struggle with demonstrating cooperative behavior.

• Monitor monthly disciplinary data for trends and intervene when necessary.

• Ron Dixon, Principal

• Susan Johnson, Assistant Principal

• Angela Grant, Assistant Principal

• Nekeyha Davis, Principal Intern

• Loreanne Harris, Academic Facilitator

• Rodney Thompson, AVID Coordinator

• Review N.C Teacher Working Conditions data with staff

• Solicit volunteers to join Discipline Committee

• Meet with students for Emerging Leaders

• Assign staff mentors

• Develop a list of working agreements for adult to student interactions

• Decrease number of referrals and suspensions

• Working agreements for adult to student interactions

Cultural Managerial

All faculty and staff Title I (Second Step Conflict Resolution Training)

n/a August-June 2011



25

2. Increase student leadership opportunities to promote connections and school pride. (i.e. Student Council, AVID, Small School Ambassadors, Peer Mediators, Purple Diamonds, Young Gents, Right Moves for Youth, etc.)





• Loreanne Harris, Academic Facilitator

• Select/Solicit staff sponsors

• Select/Elect students

• Provide student training

Meeting Agendas Student Activities

Cultural n/a n/a Ongoing

3. Continue restructuring into three small schools.

• Articulate specific small school themes. • Develop field trips, guest speakers, and

curriculum projects aligned to small school themes.





• Small school Faculty Meetings

• Parent Meetings

• Solicit teacher Input and leadership

• Establish theme related community partnerships

• School Culture framework: theme statement, field trips, theme related projects, small school activities

• List of community partnerships

Strategic Cultural External

Parents and community stakeholders

August 2010-June

2011

26

Appendix A. Title I Parent Involvement Plan

B. Title I Family/School Partnership Plan

C. John Taylor Williams Parent Compact

D. Title I Restructuring Plan (Year III)

E. John Taylor Williams Title I Professional Development Plan

F. John Taylor Williams Achievement Data

G. John Taylor Williams Resources used in Title I Programs

H. Anti- Bullying Plan

I. Plan for “Persistently Dangerous” Status

J. Teacher Recruitment and Retention

K. Transition Strategies

L. Waiver Request

27

Appendix A

JOHN TAYLOR WILLIAMS MIDDLE SCHOOL

2010-2011 Title I Parent Involvement Plan

The Title I school-wide program at John Taylor Williams Middle School encourages each parent to be involved in their child’s education. This policy outlines the parent involvement activities that will be conducted during this school year.

• Parents will receive a copy of the Parent Involvement Policy – which describes the ongoing activities that are held to inform and involve parents in their child’s education. Parents will receive a newsletter from the principal and an event calendar each month.

• Parents will receive a copy of the Parent-School Compact – this is an agreement between the home and school outlining everyone’s responsibility for supporting student learning. The compact was sent home the first day of school.

• An open house (Back to School Night) will be held in September 2010. • A Title I annual parent meeting will be held in September 2010, before the open house. A second parent meeting will be held in February

2011 as part of a parent workshop. • Newsletters will be sent home weekly that provide important school-based information and helpful tips for parents. Progress Reports will be

sent home every three weeks to keep parents informed. • Parent-teacher conferences are scheduled for the end of first quarter and afterwards as designated by teachers and/or parents. Teachers will be

available to review your child’s progress and answer any questions you may have. • A survey will be given to parents during the spring of this school year (Spring 2011). The survey will give parents an opportunity to provide

feedback on our Title I program. • An annual review meeting will be held Spring 2011 to review our Title I program. Parents will be invited to attend. The results from the

parent survey, as well as teacher input, will be used when planning for the next school year. The results of the annual review meeting will be shared with parents at the annual parent meeting in the fall.

• The school will hold quarterly parent workshops with topics geared towards helping students become more successful. Parents will be notified in advance of workshops and topics.

• We invite you to contact your child’s teacher and/or counselor at any time during the year to ask any questions you may have or to schedule a conference. Please feel free to also contact the principal or the grade-level assistant principal.

• The school will hold parent workshops with topics geared towards helping students become more successful. Parents will be notified in advance of workshops and topics.

• We invite you to contact your child’s teacher and/or counselor at any time during the year to ask any questions you may have or to schedule a conference. Please feel free to also contact the principal or the grade-level assistant principal.

28

Appendix B Title I Family/School Partnership Plan

Name of Activity (Include a brief summary along with any instructional materials that need to be purchased.)

Date/Time

Goal # (from

SIP)

Funding Sources/Costs (Title I, contributions, partnerships, etc.)

Which of Epstein’s six keys of building successful partnerships does this activity support?*

Will refreshments be served?

Parenting

Com

munication

Volunteering

Learning at H

ome

Decision-

Making

Com

munity

Collaboration

Yes

No

Quarterly Parent Workshops Multiple topics-literacy training, information on academic program, parents' rights and responsibilities, as well as, based on interests indicated by parents on Parent Feedback Survey issued Back-to School Meeting. Will use community leaders, volunteers, and partnerships to facilitate.

Quarterly

8:00 12:00 and 6:00 (flexible times)

Start date October 2010

1,2 and 3

Title 1

$500.00

X

X

X

X

X

X

X

Parent participation on SLT, PTA, school committees to participate in decision-making processes—SIP, PIP, school policies & procedures

Summer 2010 – June 2011

6:00 p.m. Start Date

July 28, 2010

3

No cost

X X X X X

EC Parent Meetings /Workshops To inform and assist parents of EC students with instructional strategies, rights and responsibilities, program issues, and testing modifications.

Quarterly meetings during

2010-2011 8:00

12:00 and 6:00 (flexible times)


1,2 and 3

Title I No cost

X X X X X x Yes

LEP Parent Meetings/Workshops To Inform and assist parents of LEP students with instructional strategies, rights and responsibilities, program issues, and testing modifications.

Quarterly meetings during

2010-2011 school year

8:00 12:00 and 6:00 (flexible times)


1,2 and 3

Title I No cost

X X X X Yes

Purchase a school AGENDA for each family. The agenda will serve as the primary communication tool among teachers, students and parents.

Agendas distributed to each student first week of school

1,2 and 3

$ 4,000.00

Implement summer reading program for students/parents.

Summer 2011 -0-

X X X X X X No

*Translators/Translations for LEP parents will be arranged to encourage full participation.

29

Appendix C

Parent Signature: ______________________ Student Signature: ______________________ Teacher Signature: ______________________ Date: _________________ Date: _________________ Date: _________________ Comments:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Parent/Guardian Responsibilities We, the parents/guardians of John Taylor Williams Middle School (JTWMS) pledge our time, talent, and financial support to the JTWMS staff to support our children’s growth as exceptional learners and productive citizens. To fully support this pledge and the school I am committed to and agree to:

Make sure my child attends school every day on time Ensure that my child will come to school dresses in school uniform Make sure my child follows behavior guidelines outlined in the CMS

Student Rights and Responsibilities Handbook and JTWMS school-wide behavior plan

Make sure my child completes all homework assignments Attend parent teacher conferences as scheduled by CMS or by my

child’s school in order to maintain ongoing contact with the school Complete and return my child’s progress reports Participate in school events, PTA meetings and parent workshops Volunteer in my child’s class/school when possible

Staff Responsibilities Each staff member pledges to maintain high expectations for student achievement and to promote learning by providing a high quality and rigorous instructional program. To fully support this pledge and the school I am committed to and agree to:

Provide a safe, welcoming learning environment for students/families Implement a high quality, rigorous instructional program Provide effective instruction in math, science, social studies as

outlined in the North Carolina Standard course of Study (NCSCOS) Manage student behavior with firmness and dignity in a manner that

ensures school and classroom success Send parent progress reports and other communication that keeps

them informed about their child’s learning, as well as meet with parents for conferences as scheduled

Continue to develop professionally to ensure best practices are used in classroom instruction

Student Responsibilities

As a student of JTWMS, I pledge to focus on my learning and to follow the school rules so I can be an exceptional learner and productive citizen. To fully support this pledge and the school I am committed to and agree to:

Attend school regularly and on time Come prepared for school with school supplies Come to school dressed in school uniform Follow the behavior guidelines outlined in the CMS Student Rights and

Responsibilities Handbook and JTWMS school-wide behavior plan Complete my homework assignments Pay attention in class, focus on learning, follow teacher instructions

and complete all class work assigned Be responsible for turning in all parent-school communications and

signed reports

Principal Responsibilities I, the Principal of JTWMS, pledge to set high standards and implement an effective instructional program for our school. My focus will be on promoting student achievement in a safe and orderly learning environment. To fully support this pledge and the school I am committed to and agree to:

Ensure all students receive high quality, rigorous instruction that leads to student achievement

Allocate resources so that all students’ instructional needs are met Establish a school-wide positive discipline program that supports

student learning and their safety Provide high quality training to our staff to keep them updated in

professional knowledge and skills Provide a variety of opportunities for parent involvement in school Hold the parents, students. and staff accountable for upholding the

agreements made under the Parent-School Compact

John Taylor Williams Middle School Parent-School Compact

2010 – 2011 A Parent-School Compact is an agreement based on acknowledging shared responsibilities that lead to successful outcomes

30

Apppendix D 2010-2011

Title I Restructuring Plan – Year 3

1. Develop/implement a new family/school involvement compact that impacts student achievement.

2. Provide social skills and conflict skills training to students as a means to reduce suspensions.

3. Continue with the 3 small schools: Communication Arts -- Global Studies – Leadership.

4. Continue to partner with the four feeder elementary schools and the feeder high school in PK-12 “Vertical Articulation” efforts.

5. Continue implementation of AVID (Advancement via Individual Determination).

6. Continue use of common assessments for Language Arts, Math, Social Studies and Science. (ClassScapes)

7. Continue to assess progress of EC (Exceptional Children) and LEP (Limited English Proficient) students and adjust instruction accordingly.

8. Continue to use a “revised” version of the ICMM (I Can Manage Myself) school-wide student behavior plan.

9. Continue implementation of a professional development plan based upon the restructuring plan and the needs of beginning teachers.

31

Plan includes TITLE I: HIGH QUALITY & ONGOING PROFESSIONAL DEVELOPMENT PLAN

alltraining, in-services, mentoring, & learning

for all members of the school community.

ALL Professional Development is grounded in scientifically-based best practices (SBR is on file in crate.)

Conferences, workshops, in-service, mentoring, planning, courses

Ongoing Professional Development

PARTICIPANTS Tie to needs assessment &

Why needed?

Goal/strategy from SIP pg. # & if applicable- How will this help remove from improvement?

State or local Prof. Dev. Money, Title I, grants…

Funding Sources

Cost When &

Timeline

Effectiveness Check-points

Point Person

Evaluation/Follow-up

Data Driven Instruction-Panthers on the Move

• SLO presentation • Panthers on the Move

Training • Andy Baxter Presentation

All instructional staff Administrators

• SQR recommended the development of a system to track student mastery of objectives and provide interventions for struggling students.

• Goal 1 & 2 of SIP (page ___). • Implementation of a data-driven

instructional model will increase student proficiency on End of Grade assessments and assist JTWMS with making AYP based upon the Safe Harbor Provision.


• Results from Data Driven Instruction Rubric

• Student performance on common formative assessments and Reading and Math EOG.

• 2011 AYP Results

Building a Culture for High Achievement

• Introduction

• Book Studies (STAR Teachers of Students in Poverty, Rigor, It’s Not a Four Letter Word, and It’s Being Done)


Strategic Plan 2014-Effective Teachers and Leadership SIP Goal 1 & 2 (page ___)

Title I August 2010-June 20101

Administrative Team

• Results-informal/formal observations

• Lesson Plans • Reading and Math EOG • AYP Results • Student survey data • Parent survey data

For schools in improvement: PD mandatory 1 0% set aside for school = $ 27, 000. 00

32

Strategies for Content Area Literacy


Strategic Plan 2014-Effective Teachers and Leadership SIP Goal 1 (page ___)

Title I $3,500 October, 2010-June 2010

Administrative Team


• Lesson Plans • Reading and Math EOG • AYP Results

School Culture • Dale Lamb presentations

• Second Step Training


* Title I 2009-10 plan * SIP – High Academic Achievement/Effective Educators * Restructuring Plan * Leadership for Turn Around Middle Schools Plan

Title I August 2010-June 2020

Administrative Team


• Lesson Plans • Reading and Math EOG • N.C. Teacher Working

Conditions

• CM S Teacher Survey

• Student Survey

• Parent Survey

33

Appendix F

2009-2010 NC ABC's PRELIMINARY Summary Results J. T. Williams Middle School

Subject/ Measure

# In Membership

# Tested

% Tested

# In Performance Composite

# Proficient

% Proficient

# In Growth

Composite

# Students Making Growth

Growth Sum

Average Growth

Growth Status

High Growth Ratio

High Growth Status

Grade 6-EOG Math 162 162 100 162 96 59.3 119 99 49.88651 0.41921 MET 4.95 MET

Grade 6-EOG Reading

162 162 100 162 62 38.3 115 66 8.15422 0.07091 MET 1.34694 NOT MET

Grade 7-EOG Math 180 179 99.4 179 80 44.7 142 66 0.48385 0.00341 MET 0.86842 NOT MET

Grade 7-EOG Reading

180 179 99.4 179 47 26.3 139 68 -0.26937 -

0.00194 NOT MET 0.95775

NOT MET

Grade 8-EOG Math 171 171 100 171 106 62 127 100 45.89223 0.36136 MET 3.7037 MET

Grade 8-EOG Reading

171 171 100 171 68 39.8 127 80 18.31495 0.14421 MET 1.70213 MET

Grade 8-EOG Science

171 171 100 171 56 32.7

School Total-EOG Math

513 512 99.8 512 282 55.1 388 265 96.26258 0.2481 MET 2.15447 MET

School Total-EOG Reading

513 512 99.8 512 177 34.6 381 214 26.19981 0.06877 MET 1.28144 NOT MET

School Total-EOG Science

171 171 100 171 56 32.7

School Total-EOC Algebra I

12 12 100 12 12 100 11 4 -1.22433 -0.1113 NOT MET

0.57143 NOT MET

School Total-EOG Total

1197 1195 99.8 1195 515 43.1 769 479 122.46239 0.15925 MET 1.65172 MET

School Total-EOC Total

12 12 100 12 12 100 11 4 -1.22433 -0.1113 NOT MET 0.57143

NOT MET

School Total-School Composite

1209 1207 99.8 1207 527 43.7 780 483 121.23806 0.15543 MET 1.62626 MET

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Appendix G

Resources Used in Title I Programs:

• Promethean Smart Boards

• BMT Support

• Technology Associate Support

• Professional Development

• ICMM School-Wide Discipline Plan

• Alternative Classroom Support

• Premier Agenda Systems

• Guest Speakers and Field Trips to build content knowledge

• Voyager Reading Program

• Class Scapes (common assessments)

• Supplemental Education Services (SES)

• Extended Day Tutoring

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Appendix H

John Taylor Williams Middle School 2010-2011 Anti-Bullying Prevention Plan

Member: Ronald S. Dixon –Principal Member: Shannon Monroe - School Point Person Member: Jamil Steele -Teacher Member: Susan Johnson – Asst. Principal Member: Teresa Oats- Counselor Member: Rodney Thompson - AVID Teacher Task Timeline Person(s) Responsible School staff training (ABC’s of School Bullying video)

Oct. 2010 S. Monroe

Complete 1st

draft of BP Plan Sept. 2010 Committee

Review BP Policy w/students

1st Assistant Principals Quarter 2010

Administer “APS” MS Survey

1st Ms. Oats – 6 Quarter 2010 th Grade Counselor

Disaggregate “APS” survey data

1st Ms. Oats and Committee Quarter 2010

Review BP Policy w/students / Begin BP classroom activities

End of 1st Ms. Oats and Assistant Principals Quarter 2010

Implement school-wide Bullying-Prevention Activities

Ongoing 2010-2011 All Staff

Establish support groups

Ongoing 2010-2011 Ms. Oats

Train Student Peer Mediators

September 2010 Student Services Staff

Train Staff in Use of Second Step Violence Prevention Curriculum AND conduct weekly lessons with students

October 29 - Staff Training

Weekly Student Training Sessions

R. Dixon – Principal Teachers

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Appendix I

Steps to Address “Persistently Dangerous” Status

1. August 25, 2010 - Inservice – Dale Lamb/Ryan Reiter

2. September 1, 2010 – Inservice – Dale Lamb/Ryan Reiter

3. September 8, 2010 – Met with Bus Drivers to discuss expectations, support and NEW ICMM Bus Rider Plan – required seating arrangement (boys on left side and girls on right side).

4. Second Step Violence Prevention Training for each teacher – Staff Training on October 29, 2010 2nd

quarter implementation for students

5. Peer Mediation Training for designated students – Rob McCarter – Trainer – Assisted by Harris and Oats

Students will be used to help solve student- to- student conflicts (as appropriate)

6. ICMM Review Committee to meet 1st quarter to develop proposed changes for 2nd

quarter….

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Appendix J:

Strategies to Attract High Quality Teachers to High Needs Schools

Teacher survey results indicate that scheduling, double-blocking, content planning, professional learning teams, abundance of resources, smaller class sizes, Title I training, and classroom technology are key contributors to being on staff. JTWMS has 2 computer labs and 4 mobile laptop labs which makes the delivery of lessons utilizing technology easier and almost limitless. JTWMS has Promethean boards, LCD projectors, a color printer and a color copier. The abundance of resources, especially in technology, helps to attract and retain staff. Funding for professional development in best practices is a plus as teachers find resolutions to problems and methods for success. Professional Learning Communities fosters strong collaborative support for new teachers, decreases stress and aids retention. The revised school-wide behavior plan will be another key in attracting qualified teachers, because it is research based and designed to fit the needs of our population. This plan helps to reduce the disruptions in a classroom due to inappropriate behavior and allows more instructional time and time on task.

Appendix K:

Transition Strategies

To successfully transition 5th grade students into the 6th grade a “Step-up Day” will be utilized. On this day students will have the opportunity to visit JTWMS and meet the teachers, visit the campus, and receive information that will focus on specific strategies to assist students and parents in making the smooth transition into middle school. Students in the JTWMS feeder zone will be invited to participate in an orientation program to help bring about success for the student in the sixth grade. Also, we will continue to host an open house & orientation prior to the first day of school. A school-based team (counselor, administrator, band and orchestra teachers) will visit each feeder elementary school in the Spring to share information about our school and the registration process. Staff from the feeder high school will also visit our school and present similar information. We will also hold an evening session for parents of incoming 6th graders and outgoing 8th

graders.

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Appendix L. Waiver Request

School-Based Management and Accountability Program Summary of School-Based Waiver Requests for 2010-2012

LEA: Charlotte-Mecklenburg Schools LEA code: 600 School Codes

Request for Waivers

581 – John Taylor Williams Middle School Please enter codes of all schools requesting the waiver described on this form.

1. Maximum Teaching Load and Maximum Class Size (grades 4-12)

2. 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size

3. Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of the curriculum to teach students designated for specific skill needs and to address the large number of students requesting elective classes.

4. This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.

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Appendix M – FFA Summer Assessment

John Taylor Williams Middle School – Ronald S. Dixon, Ed. D. – Principal DRAFT Submitted July 29, 2010

RUBRIC DESCRIPTORS Developing Proficient Accomplished Distinguished The school: • Is making initial steps,

such as gathering information, analyzing data, and organizing resources to address this standard.

• Is beginning to

implement the standard on a limited basis.

• Has made limited

attempts to build capacity among staff to meet this standard.

The school: • Has been implementing

this standard at least 60% of the time.

• Has been implementing

this standard with great understanding and proficiency by a core group of experts within the school.

• Sporadic attempts to

build capacity among staff to meet this standard.

The school: • Has been implementing

this standard in-depth, with great understanding and proficiency at least 80% of the time.

• Is beginning to show

linkage between implementation of this standard and improved student achievement.

• Builds capacity among

staff to meet this standard.

The school: • Has been implementing this

standard at a highly adept level on a routine basis throughout the school.

• Uses data to monitor,

modify, and improve decisions and actions that address this standard.

• Consistently builds

capacity among staff to meet this standard.

DIMENSION A: Instructional Excellence and Alignment Framework Component 1: High Academic Standards All students are expected to meet high academic standards

• Expectations are clear for students and parents. • Prior to students beginning an assignment, teachers supply students with exemplars. • Of high quality work that meet the performance standard or level. • Students know what high quality work should be like. • Students revise their work based on meaningful feedback until they meet or exceed the performance

standard or level. RUBRIC Developing Proficient Accomplished Distinguished School Status: PROFICIENT

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Teachers send progress reports home to parent every three weeks. We follow a school-wide Grading Procedures Plan (70-21-10). Seventy percent of each student’s grade is based on formal assessments. We use the Class Scape program to build common assessments for Reading and Math. Twenty percent is based on informal assessments such as quizzes and classwork. Ten percent is based on homework. Teachers have received inservice on creating rubrics and using student exemplar work. Most are using these at a beginning level. Students are given multiple opportunities to “retest” and to “recover” a failed course. We know that most assignments are not rigorous throughout the school. This has been documented by a recent School Quality Review and also from two learning community school audits. Our primary professional development focused on differentiation. Staff completed a school-based book study of Carol Ann Tomlinson’s book, “How to Differentiate in Mixed-Ability Classrooms.” Differentiation was added as a lesson plan component in fourth quarter and will be a focus for 2010-2011.

We met Expected Growth status for Reading for the 2Priority Component #1:

nd year. However, the percentage of students on grade level did not show a significant increase this year. Only 34% of our students are on grade level in reading. Thus, Reading/Literacy will be our number one focus or priority for 2010-2011. Specific strategies will be incorporated in our School Improvement Plan to address this component.

DIMENSION A: Instructional Excellence and Alignment Framework Component 2: Alignment of curriculum, instruction, assessment and interventions with high standards Curriculum, instruction, assessment, and appropriate academic interventions are aligned with high standards.

• Standards provide a coherent vision for what students should know and be able to do. • Students, teachers and families understand what students are learning and why. • In any class and at any time, students can explain the importance of what they are learning. • The curriculum is rigorous, non-repetitive, and moves forward substantially. • Work is demanding and steadily progresses.

RUBRIC Developing Proficient Accomplished Distinguished School Status: PROFICIENT Teachers follow the Standard Course of Study and were provided with a full day of content team planning (i.e. 7th grade Language Arts, 8th Grade Science, etc…) each quarter (in addition to daily small school planning). This was needed as the move into the three small schools required daily planning as a small school. Note: Teachers will have daily planning as a grade level during the 2010-2011 school year! Most students can explain what they are learning and why it is important. Most student work is not rigorous, is repetitive and does not move forward substantially. However, there are growing pockets where rigor is the norm! We use common assessments (teacher-made and Class Scape) to assess students’ mastery

41

of goals/objectives. Reteaching and retesting has become a part of the school culture. Most teachers are showing proficiency with monitoring students’ mastery of goals/objectives . We maintain ongoing data on students who need reteaching and retesting.

We will use POMM (Progress Objective Mastery Monitoring) to more strategically monitor students’ progress. POMM will require teachers to:

Priority Component # 2 for 2010-2011:

1. list the goals/objectives that will be covered each quarter and to develop a system to monitor each student’s mastery of objectives based on the 3rd week and the 6th

week common assessment

2. hold students accountable for completing his/her own mastery chart

3. post a class-based mastery of objectives chart in the classroom for each class

4. post and use a word wall for academic “testing” vocabulary

5. work with his/her team to develop an intervention (“qualifier”) that students must complete before being allowed to take a retest

6. work with team members and administrators to develop an intervention/retesting schedule

7. schedule students for “intervention (qualifier)” and/or “retesting” as appropriate

DIMENSION A: Instructional Excellence and Alignment Framework Component 3: Deep understanding of concepts and skills The curriculum emphasizes deep understanding of important concepts & the development of essential skills.

• Teachers make connections across the disciplines to reinforce important concepts and assist students in applying what they have learned to solve real-world problems.

• All teachers incorporate academic and informational literacy into their course work (i.e. reading, writing, note taking, researching, listening, and speaking).

RUBRIC Developing Proficient Accomplished Distinguished School Status: PROFICIENT We focus on developing essential skills from the NCSCOS and the CMS pacing guide. Teachers work in grade level content teams to narrow the curriculum as appropriate. We focused on teaching literacy skills in each CORE and elective class. Most teachers make appropriate connections across disciplines. However, there is a need for more growth in this area. Teachers will continue to require students to complete a major project per quarter. We will focus on projects being connected across CORE and elective classes to avoid students being assigned a project per class. We will also move to infuse AVID strategies in ALL classes (note taking, seminars, etc…).

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Framework Component 4: Variety of related instructional strategies Instructional strategies include a variety of challenging and engaging activities that are clearly related to the grade-level standards, concepts, and skills being taught.

• To reach students, all teachers draw from a common subset of instructional strategies and activities such as:

o Direct instruction o Cooperative learning o Project-based learning o Simulations o Hands-on learning—integrated technology o Other

RUBRIC Developing Proficient Accomplished Distinguished School Status: PROFICIENT Most instruction is teacher-directed and facilitated as evidenced through administrator walk-throughs and formal observations, through the recent School Quality Review (SQR) and through the learning community instructional audits. Some teachers use co-operative learning, simulations, project-based learning as well other effective instructional strategies. Students will be required to complete at least one “interdisciplinary” project per quarter. Teachers make good use of technology such as the Promethean/Smart Boards, computer games, LCD and Power Point, math manipulatives and real world applications such as in CTE classes. Professional Development will continue on the application level in regards to “differentiation” as well as implementing more rigorous assignments.

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DIMENSION B: Student Support Framework Component 5: Variety of methods to assess and monitor student progress Teachers use a variety of methods to assess and monitor the progress of student learning (e.g., tests, quizzes, assignments, exhibitions, projects, performance tasks, portfolios).

• All teachers use common, frequent assessments to benchmark key concepts and the achievement of their students.

• Students learn how to assess their own and others’ work against the performance standards, expectations, or levels.

RUBRIC Developing Proficient Accomplished Distinguished School Status: PROFICIENT Teachers use common assessments (teacher-made and Class Scape) to assess students’ mastery of goals/objectives. Reteaching and retesting has become a part of the school culture. Most teachers are showing proficiency with monitoring students’ mastery of goals/objectives. We maintain ongoing data on students who need reteaching and retesting.

We will use POMM (Progress Objective Mastery Monitoring) to more strategically monitor students’ progress. POMM will require teachers to:

Priority Component # 2 for 2010-2011:

1. list the goals/objectives that will be covered each quarter and to develop a system to monitor each student’s mastery of

objectives based on the 3rd week and the 6th

week common assessment

2. hold students accountable for completing his/her own mastery chart

3. post a class-based mastery of objectives chart in the classroom for each class

4. post and use a word wall for academic “testing” vocabulary

5. work with his/her team to develop an intervention (“qualifier”) that students must complete before being allowed to take a retest

6. work with team members and administrators to develop an intervention/retesting schedule

7. schedule students for “intervention (qualifier)” and/or “retesting” as appropriate

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DIMENSION B: Student Support Framework Component 6: Schedules that provide time to meet rigorous standards The faculty and master schedule provide students time to meet rigorous academic standards.

• Students are provided more time to learn the content, concepts or skills if needed. • Flexible scheduling enables students to engage in academic interventions, extended. • Projects, hands-on experiences, and inquiry-based learning.

RUBRIC Developing Proficient Accomplished Distinguished School Status: ACCOMPLISHED There is now a culture of staff working together as a professional learning community to prevent student failure! The master schedule included assigning each student into one of three small schools (School of Communication Arts, School of Global Studies or School of Leadership). Teachers taught three classes/blocks and then had a block of planning. Students received ongoing reteaching/remediation in CORE and elective classes. Additional tutoring was provided to EC students. Teachers completed ongoing recovery for students who failed during each quarter. The school also provided a 3-day Recovery Class at end of school year for students who failed one CORE subject. Teachers also ran a before-school daily Homework Help Center. Approximately 100 students were enrolled in tutoring through Title I SES (Supplemental Education Services).

The master schedule will be overhauled to ensure: Priority Component #3 for 2010-2011:

• EC Inclusion students are placed in higher level math and LA classes • gateway SEM/Safe Harbor students are placed in like classes and taught by the most effective teachers • level I students are distributed and not grouped in the same classes • teachers plan daily as a grade team • re-teaching and retesting can occur outside of Language Arts and Math classes

DIMENSION B: Student Support Framework Component 7: Student support to meet rigorous standards Students are provided the support they need to meet rigorous academic standards.

• Teachers know what each student has learned and still needs to learn. • Students have multiple opportunities to succeed and receive extra help as needed, such as:

• Co-teaching or collaborative resource model • Support and intervention classes

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• Before-and after-school tutoring • Homework centers • Other

RUBRIC Developing Proficient Accomplished Distinguished School Status: ACCOMPLISHED Teachers planned together to plan/implement common units and assessments. Teachers used ongoing data to reteach and retest students to ensure that each student was held accountable to a rigorous standard. The 70-20-10 Grading Procedures was used to ensure school-wide grading consistency. Professional development centered primarily on learning (and beginning implementation) of effective “differentiation” instructional strategies. EC teachers and regular-ed “inclusion” teaching teams met quarterly with administrators to discuss the progress of each EC student. Teachers ran a daily before school Homework HELP center. Additional reading and/or math tutoring was provided to EC “safe harbor” students. Teachers provided ongoing quarterly “recovery” opportunities for students who were in danger of failing. The school ran a 3-day “final” Recovery Class for students who had failed one CORE subject. Approximately 100 students were also enrolled in the after school SES tutoring offered through Title I.

DIMENSION C: Professional Synergy

Framework Component 8: Professional learning community for school faculty The adults in the school are provided time and frequent opportunities to enhance student achievement by working with colleagues to deepen their knowledge and to improve their standards-based practice.

• They collaborate in analyzing student achievement data and making decisions about rigorous curriculum, standards-based assessment practice, effective instructional methods, and evaluation of student work.

• The professional learning community employs coaching, mentoring, and peer observation as a means of continuous instructional improvement.

RUBRIC Developing Proficient Accomplished Distinguished School Status: PROFICIENT Teachers plan together as a small school along with the Academic Facilitator three times per week. They use the backwards design model to plan common assessments, daily and unit instructional plans and end of unit projects. They use student progress data to plan reteaching and retesting. Teachers planned together in grade-level content teams once per quarter for a full day. This change was made in response to teachers’ needing to also plan together with their other grade level and content team members who were housed in other small schools. Teachers studied “differentiation” as a school-based professional learning community and began implementation during 3rd and 4th

quarters.

New teachers were involved in a New Teacher Support Program that met monthly. They were provided a mentor and

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received the “required” peer observation. However, there was limited in-classroom coaching for new teachers. This will be addressed for the 2010-2011 school year.

We met Expected Growth status for Reading for the 2Priority Component #1: Literacy/Reading

nd

year. However, the percentage of students on grade level did not show a significant increase this year. Only 34% of our students are on grade level in reading. Thus, Reading/Literacy will be our number one focus or priority for 2010-2011. Specific strategies will incorporated in our School Improvement Plan to address this component.

We will use POMM (Progress Objective Mastery Monitoring) to more strategically monitor students’ progress. Priority Component # 2: POMM

The master schedule will be overhauled to ensure: Priority Component #3: Master Schedule Overhaul

• EC Inclusion students are placed in higher level math and LA classes • gateway SEM/Safe Harbor students are placed in like classes and taught by the most effective teachers • level I students are distributed and not grouped in the same classes • teachers plan daily as a grade team • re-teaching and retesting can occur outside of Language Arts and Math classes

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Sub Plan Statement:

The SLO (Student Learning Objective) for each teacher will also serve as each teacher’s sub plan. The sub plans are on file at the school.

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