school improvement planschools.cms.k12.nc.us/jaymrobinsonms/documents/jmr... · 2016-2017 jay m....

School Improvement Plan

2016-2017

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: October 3, 2016 Final Copy Due: October 31, 2016

2016-2017 Jay M. Robinson Middle School Improvement Plan Report

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Jay M. Robinson Middle School Name Contact Information

School: Jay M. Robinson Middle School

Courier Number: 431

Address:

5925 Ballantyne Commons Pkwy

Phone Number: 980.343.6944

Charlotte, NC 28277 Fax Number:

980.343.6947

Learning Community South

School Website: schools.cms.k12.nc.us/jaymrobinsonMS

Principal: Michael Miliote

Learning Community Superintendent: Kathy Elling

Jay M. Robinson Middle School School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date

Elected

Principal Michael Miliote [email protected] 7.2014

Assistant Principal Representative Meredith Cabana [email protected] 8.2016

Teacher Representative Jacqueline Heier [email protected] 8.2015

Teacher Representative Alyssa O’Connor [email protected] 8.2015

Teacher Representative Janet Castillo [email protected] 8.2016

Teacher Representative Brandy Jenner [email protected] 8.2016

Inst. Support Representative Katy Coffelt [email protected] 8.2015

Teacher Assistant Representative Ida Williams [email protected] 8.2015

Parent Representative Karla Stovall [email protected] 9.2015

Parent Representative Talli Dippold [email protected] 9.2014


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Parent Representative Kaysi Dixon [email protected] 9.2014

Parent Representative Robyn Delmar [email protected] 9.2016

Parent Representative Cynthia Condrich [email protected] 9.2016

Parent Representative Stephanie Bertorelli [email protected] 9.2016

Parent Representative Paul Fischer [email protected] 9.2016

Parent Representative Sharon Bullock [email protected] 9.2016


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Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: Jay M. Robinson will be the premiere middle school in North Carolina known as a leader in academics, student

achievement, and differentiated instruction.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: The mission of Jay M. Robinson Middle School is to foster a community with high expectations to achieve

personal growth and success.

Jay M. Robinson Middle School Shared Beliefs Teachers, administrators, parents, students and community will collaborate and share responsibility for the growth of the individual child.

Our commitment is to enable students to become confident, self-directed, lifelong learners and socially responsible members of the 21st

century.

Each student is a valued individual with unique physical, social, emotional, and intellectual needs who is capable of learning at high levels.

We use a variety of effective differentiated instructional practices that engage the learner in acquiring knowledge and skills and demonstrate

understanding through critical thinking and problem thinking.

Together we will ensure a safe, welcoming, and comfortable environment.

We are committed to teaching the whole child, encouraging respect, understanding and appreciation of individual, cultural, and student

interests.


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Jay M. Robinson Middle School SMART Goals

1) Provide a duty-free lunch period for every teacher on a regular basis.

2) Provide a duty free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal

of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and

proper supervision of students may allow during regular student contact hours.

3) Provide a positive school culture and climate, under CMS regulation JICK-R, by promoting a safe learning

environment free of bullying and harassing behaviors.

4) Increase overall reading proficiency by 2.3% (goal: 90.2% current: 87.9%) by the end of the 2016-2017 school year

as measured by the EOG (May, 2017).

5) Increase overall Math proficiency by 2.3% (goal: 92.7% current: 90.37%) by the end of the 2016-2017 school year,

as measured by the EOG (May, 2017).


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Jay M. Robinson Middle School Assessment Data Snapshot

Jay M. Robinson Middle School

Reading ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Participation Denominator 1096 1 190 91 73 30 711 112 24 96 309

Participation Percent 100 0 100 99 100 100 100 99 0 99 100

Participation Status Met Insuf. Met Met Met Met Met Met Insuf. Met Met

Math ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met Insuf. Met Met Met Met Met Met Insuf. Met Met

Science ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met ~ Met Insuf. Insuf. Insuf. Met Insuf. Insuf. Met Met

Current Year EOC ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met Insuf. Met Insuf. Insuf. Insuf. Met Insuf. Insuf. Insuf. Met


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Jay M. Robinson Middle School Profile

Jay M. Robinson Middle employs practices that meet the physical, emotional, social, and intellectual needs of all our

students by providing a positive community inclusive of students, staff, and parents. Students are organized by teams with

classes geographically located within steps of each other. Counselors and Assistant Principals are assigned to the student

cohort and move with the students throughout their middle school experience. We have a history of strong academic

achievement. We have consistently achieved high growth and met Adequate Yearly Progress (AYP) criteria. Our school

has been designated an Honor School of Excellence for several years. We are also recognized as a National School to

Watch. The Robinson faculty is highly qualified and rich in experience. We have 56 classroom teachers and 17 certified

support staff making up the stellar Robinson team. With 17 National Board Certified staff and 54% of our staff with Master’s

degrees, we bring expertise and maturity to our daily operation. We have a strong B.E.S.T. (beginning educator support

team) program, that leads to a low teacher turnover rate. Of our 1,140 students, 62% are white, 10% are African American,

19% are Asian, 7% are Hispanic, 2% are Multi-racial, and <1% are American Indian. 5% of our students are economically

disadvantaged, 30% are certified as academically gifted, 9% qualify for services through the Exceptional Children’s (EC)

Department, and 2% is certified as Limited English Proficient.

Programs at Robinson are both comprehensive and high quality. All of our students are assigned Chromebooks;

additionally, we have implemented state-of-the-art technological applications that are available to both staff and students,

and are increasingly vital links for communication and for improved instruction. Our Media Center provides on-line access

to the entire collection by providing the ability to reserve books from home. Support and enhancement of the core

curriculum and collaboration in lesson planning are critical roles of our Media Center Specialist. On-line textbooks in math

and language arts with on-line graphic and auditory coaching add a new dimension to homework. We also utilize a variety

of supplemental resources in science, social studies, and language arts where we use the SpringBoard program

developed by the College Board. We continue to focus on literacy skills with the addition of staff members who provide

resources and services to teachers and students to build literacy skills in all grade levels. Additionally, our teachers have

been trained in Reading Apprenticeship. In social studies, the implementation of the History Alive! Program brings studies

to students through dynamic, interactive lessons that integrate hands-on learning with mastery of state standards. In


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extracurricular academic areas, our students can pursue various NCASA (NC Association for Scholastic Activities),

including Math Counts Team, Quiz Bowl Team, and Science Olympiad. We have won first place in the NCASA State

Competition for three years in a row. Fine and Performing Arts classes provide students with a wide variety of creative

outlets including our highly talented jazz band and outstanding musical productions by our “In the Middle” drama team.

Our students exhibit exceptional performance in vocational career courses and our physical education/health program

exemplifies the highest middle school standards. Foreign language classes offer experience with a Spanish flair focus. A

full continuum of EC services is offered to meet the needs of every child. We have fully adopted the inclusion model on all

grade levels with EC and general education teachers providing co-taught services to our students. This has resulted in an

increase in student performance in math and language arts for the last four school years. We have continued to expand

our inclusion services to science and social studies classes across all grade levels with a focus on literacy skills as a way

to provide additional services to our students.

Jay M. Robinson is an extraordinary school with dedicated staff and students, supportive parents and community. We

strive to continue to grow and improve each year. Keeping our school at the top of all CMS schools and nationwide is our

challenge.


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Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:

I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:

I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:

I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas:

I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:

I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus Area: Retention

Data Used: Teacher attrition rate

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1. Create schedule for each grade level to provide adequate cafeteria coverage during all lunch times (5 days/week)

AP/S Galmon AP/M Cabana Dean/TBD

No discipline issues reported during cafeteria lunch times

N/A GLAs Teachers Counselors

Sept, 2016-June, 2017 Interim Checkpoint Dates (Nov 2016 and Feb 2017)


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SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of providing an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Goal 2: Recruit, develop and retain a premiere workforce

Strategic Plan Focus Area: Retention

Data Used: Teacher attrition rate


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Create master schedule incorporating daily planning times for every teacher (80 minutes/day)

Prin/M Miliote AP/M Cabana

Students’ learning needs are met with teachers’ aligned differentiated plans

N/A M Cabana July, 2016- June, 2017 Interim Checkpoint Dates (Nov 2016 and Feb 2017)


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SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health

Data Used: Student Surveys, counselor input


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Bully Liaison / Bully-prevention

Weekly morning announcements called “Monday Matters” feature one of our teachers that address our school wide anti-bullying program with specific strategies to not engage in bullying behavior

Counselors will create a week’s work of lessons and coinciding activities for Bully Prevention Month (October). Teachers will be able to refer to these lessons throughout the year.

Teacher/ C Lucas N Swonger

Students reporting fewer bullying incidents from Sept-June

N/A C Lucas Counselors Counselors Teachers

Sept, 2015-June, 2016 Interim Checkpoint Dates (Nov 2016 and Feb 2017) Sept/Oct 2016


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2. Character Education

School Partnership committee meets monthly to determine a theme (Robinson Role Model-leadership, Good Egg-responsibility, etc)

Teacher teams are asked to identify students exhibiting the month’s trait

Nominations are given to Committee Chair

Prizes awarded from local businesses

School newsletter features student(s) with article and photo

Teacher/ L Stamey

Student recognition on closed circuit announcements and in Charger Chatter (school newsletter)

Parents have responded positively to reading their child’s name in the Charger Chatter

N/A School PartnershipCommittee APs Lead Teachers

Ongoing; monthly

3. Healthy Active Child 30 min.

Teachers rotate their lunch classes to various locations around the school for daily physical activity

Activities include basketball, four square, kickball, relays, jumprope, etc.

Prin/M Miliote AP/M Cabana

Reduce student stress and increase the daily amount of physical activity through (outside) Activity Time

N/A All teachers Aug, 2016-June, 2017 Interim Checkpoint Dates (Nov 2016 and Feb 2017)

4. School Health Team

Team ensures “Robinson Rules” are posted throughout the building

Teachers review the rules with students during the first week of school and whenever needed

AP/S Galmon All staff and students adhere to the Robinson Rules.

Rules are posted in each classroom, hallway, locker room, and restroom. The

N/A School Health Committee Teachers

Aug, 2016-June, 2017 Interim Checkpoint Dates (Nov 2016 and


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Students are trained to report any bullying or harassing behaviors to a teacher or adult

students know and understand them.

Students have reported bullying or harassing behaviors to a teacher or adult whenever witnessed.

Feb 2017)


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SMART Goal (4): Increase overall reading proficiency by 2.3% (goal: 90.2% current: 87.9%) by the end of the 2016-2017 school year as measured by the EOG (May, 2017).

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.

Strategic Plan Focus Area: Closing Achievement Gaps, Access to Rigor

Data Used: MAP data, informal & formal assessments, EOG


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Provide additional support for students

Remediate during school ReCharge time by pulling highest need and highest performing students from each reading teacher to create new grouping

At risk spreedsheet to determine students that have historically struggled in reading

Remediate during Extended Day

AF/ S Register Prin/M.Miliote Counselors APs AF/ S Register

Increase proficiency and growth as reported by teacher made common assessments and MAP data

Monitor student attendance

Use of effective instructional strategies as stated

Contact parents on a quarterly basis to ensure parents are partnering with the school to ensure student’s progress

N/A N/A Extended Day funds

Grade level dept chairs, Reading teachers APs Counselors AF Reading Teachers

Sept, 2016 Dec, 2016 Feb, 2017 Apr, 2017 Jan-May, 2017 Oct, 2016 Jan, 2017 Mar, 2017 May, 2017


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2. Implement Reading Apprenticeship program in all classes

Implement specific strategies into all classes

In house coaching to extend RA work

Outcome based minutes completed by Language Arts PLCs

Weekly Instructional Briefings focused on feedback provided in during walkthroughs


Prin/M Miliote AF/ S Register AF/ K Coffelt PLC Leads Prin/M Miliote Prin/M.Miliote Counselors APs

Increase proficiency as reported by informal assessments (ticket out door, etc), teacher made common assessments, and MAP data

Use of effective instructional strategies

Teachers will have “go to” instructional strategies based on what they want students to know and do with various types of texts

~ $5500/ District (JMR RAP)

AFs Grade level, content Chairs All teachers

June, 2016 Aug, 2016 Dec, 2016 Feb, 2017 May, 2017 Aug, 2016 Dec, 2016 Feb, 2017 May, 2017

3. Disaggregate and analyze data

Use data notebook and student data templates to track and monitor students’ performance with mastery of objectives

Share data and reflections in weekly PLC meetings and document decisions made based on data in

AFs/S Register and K Coffelt PLC Chairs


$15,000/ 987 Fund for subs

AFs Teachers

Ongoing, weekly throughout the year beginning Sept, 2016-May, 2017


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outcome based minutes

Meet with PLC for half day planning 5 times during the year to create aligned assessments.


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SMART Goal (5): Increase overall Math proficiency by 2.3% (goal: 92.7% current: 90.37%) by the end of the 2016-2017 school year, as measured by the EOG (May, 2017).

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.

Strategic Plan Focus Area: Closing Achievement Gaps, Access to Rigor

Data Used: MAP data, informal & formal assessments, EOG


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Provide additional support for students

Remediate during school ReCharge time by pulling highest need and highest performing students from each teacher to create new grouping

At risk spreedsheet to determine students that have historically struggled in math

Creating an open access model for students where they are allowed to “level up” in order to challenge themselves.

AF/ T Belanger APs Counsleors Prin/M Miliote

Increase proficiency as reported by teacher made common assessments and MAP data

Monitor student attendance

Use of effective instructional strategies as stated

Contact parents on a quarterly basis to ensure parents are partnering with the school to ensure student’s progress

N/A N/A

Grade level dept chairs, Math teachers APs Couselors

Sept, 2016 Dec, 2016 Feb, 2017 Apr, 2017 Jan-May, 2017 Oct, 2016 Jan, 2017 Mar, 2017 May, 2017


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Remediate during Extended Day

AF/S Register Extended Day funds

Math teachers

2.Provide additional support to math teachers

Addition of math facilitator to monitor alignment of the open enrollment model and to facilitate department meetings

Outcome based minutes completed by Language Arts PLCs

Weekly Instructional Briefings focused on feedback provided in during walkthroughs


AF/T Belanger PLC Leads Prin/M Miliote APs Counselors

N/A AF/T Belanger Teachers APs AFs APs Counselors


3. Disaggregate and analyze data

Use data notebook and student data templates to track and monitor students’ performance with mastery of objectives

Share data and reflections

AF/Belanger PLC Chairs


$15,000/ 987 Fund for subs

AFs Teachers



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in weekly PLC meetings and document decisions made based on data in outcome based minutes

Meet with PLC for half day planning 5 times during the year to create aligned assessments.


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Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used: Individual student’s progress reports/report cards


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Common assessments

A minimum of 4 common formative assessments (CFA) are given and are aligned to grade level, content standards

Assessment components will be broken down by specific objectives

Lead teachers will facilitate weekly meetings to focus on data analysis and backward design

AFs will review and monitor PLC CFAs

PLC pacing calendars including objectives and assessments will be posted on Google docs

AFs/ K Coffelt S Register Lead Teachers

Alignment of assessments will improve. Weekly planning meetings will be more strategic.

Effective PLC planning and collaboration will improve student performance on all final assessments

N/A Teachers, GLA, AFs

Aug, 2016 Oct, 2016 Jan, 2017 Mar, 2017 May, 2017


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2. Data disaggregation Student mastery data (from

MAP) is compiled and discussed in grade level, content PLCs

Students will analyze data to ensure student ownership, set future goals and improve performance

Assessment data is analyzed to determine effectiveness of assessment questions

Data used to differentiate instruction and form appropriate groups to meet individual student needs

Teachers will communicate with parents to discuss level of skills’ mastery

Process of monitoring student achievement by objective in order to facilitate remediation/intervention plans

Lead Teachers Student mastery data compiled and discussed in grade level dept meetings to plan for differentiation

RTI team meetings and associated data

Student analysis of their individual data will empower them to take ownership of their learning

Assessment quality will improve

N/A AFs APs Counselors Psychologist


3. Flexible grouping Remediation/extension activities,

driven by data, will be incorporated into ReCharge time

Process of grouping students according to academic need by objective

Use MAP & CFA data to form remediation/enrichment groups, then teams create lessons to match students’ needs during ReCharge block

AFs/ K Coffelt S Register T Belanger GLAs/ S Galmon M Cabana TBD

Remediation instruction is more targeted/strategic to increase overall mastery of skills/concepts

Students who have demonstrated mastery will be provided with better quality extension activities to help push our “high flyers”

N/A Teachers APs



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4. Late and make-up work

● A student who misses homework or other assignments or due dates because of absences, whether excused or unexcused, must be allowed to make up the work.

● Make-up work due to excused or unexcused absences must be completed within 10 school days for all classes.

● Students with excused absences will be able to turn in work with no penalty towards grades unless it is turned in 10 school days after their return to school date, at which point they will lose 5 points per day.

● Students who were present in class on the due date or with unexcused absences will lose 5 points per day for 10 school days.

● No make-up work will be taken for credit after the end of the quarter.

● It is the student’s responsibility to make arrangements for completing the work if their absence is unexcused. If is the teacher’s responsibility if the child was excused.

● A teacher may choose to provide extended time for a student to complete missing assignments.

● Students should be encouraged

Prin/M Miliote APs/ S Galmon M Cabana TBD

Increased content mastery and increased performance on CFAs and state test results

N/A Teachers APs



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to attend tutoring with their teachers following an absence to ensure students get the academic support they need to stay current in their studies.

5. Additional learning opportunities

If a student earns below a 79% on an assessment, the student may have the opportunity to make test corrections within two weeks of the original assessment administration date (or due date). The test correction grade will replace the original grade up to 79%

An assessment is any assignment included in the “formal assessment” section of the grade book for the course. This may include large projects or presentations, formal lab reports, and performance tasks, in addition to traditional “tests.”

Prior to test corrections, students must attend at least 1 tutoring session with teacher to ensure accurate support

GLAs/ S Galmon M Cabana TBD

Mastery learning will

take place with higher

MAP and EOG

scores

N/A Teachers Aug, 2016-June, 2017 (ongoing throughout the year)


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6. Grade Reporting

Grades for all assignments must be entered in the grade book within 10 school days of the assignment due date. This includes make up work. (Note: Grades for long term assignments/projects and work turned in late are excluded from the 10 day posting requirement.)

GLAs/ S Galmon M Cabana TBD

Parents and students

well informed of

student progress

N/A Teachers Aug, 2016-June, 2017 (ongoing throughout the year)


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Jay M. Robinson Middle School - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

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. Please state how the waiver will promote achievement of performance goals.

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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Quarter 2 Review

Committee Position Name Signature Date

Principal Michael Miliote

Assistant Principal Representative Meredith Cabana

Teacher Representative Jacqueline Heier

Teacher Representative Alyssa O’Connor

Teacher Representative Janet Castillo

Teacher Representative Brandy Jenner

Inst. Support Representative Katy Coffelt

Teacher Assistant Representative Ida Williams

Parent Representative Karla Stovall

Parent Representative Talli Dippold

Parent Representative Kaysi Dixon

Parent Representative Robyn Delmar

Parent Representative Cynthia Condrich

Parent Representative Stephanie Bertorelli

Parent Representative Paul Fischer

Parent Representative Sharon Bullock


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Quarter 3 Review



















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Quarter 4 Review


















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