school improvement plan report - charlotte · pdf filetechnology in every classroom to enhance...

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School: Wilson Middle School Principal: Shelly Hinton Title I Specialist: Andrea Johnson Address: 7020 Tuckaseegee Road Charlotte, NC 28214 Courier Number: 585 Phone: 980-343-6070 Learning Community: Achievement Zone Area Superintendent: Curtis Carroll

School Improvement Plan 2008-11 Wilson Middle School

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BELIEFS

• We exist first and foremost to serve our students • All students will achieve at the highest levels if given rigor and support • Being held accountable-to ourselves and to each other • Acceleration over remediation • Raising expectations over selling our students short • Lifelong learning and in the development of teachers and all educators • Any obstacle can be overcome with hard work, individual determination,

and support • Teachers, administrators, parents, students, and the community share

the responsibility for promoting the school’s mission • Teachers, administrators, parents, students, and the community have a

shared responsibility to ensure a safe and orderly school environment •

MISSION STATEMENT Our expectation is to touch the character and reach the academic ability of every child, everyday. We believe that children don’t care What you KNOW until they know that Y-O-U care.

VISION

An opportunity will be provided for every child to grow academically and in character in order to experience success, both individually and collectively.

OUTCOMES OF FOCUS

Based upon analysis of data and needs assessment, our focus will be upon the following outcomes: • Targeted Professional Development that changes practices in the classroom and has a positive impact on student

performance and academic progress • Utilization of data by staff to drive instruction and write effective lessons that engage students and meet the needs of

diverse learners • Overall increase in student achievement in all tested areas


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SCHOOL PROFILE

This narrative should include a description of student and staff demographics, recent achievement, and staff qualifications.

J. W. Wilson Middle School, serves 733 students in grades 6-8. The Assessment Data Snapshot displays 2006-2009 EOG performance data and target data disaggregated by grade level and ethnicity. The table displays the population composites by ethnicity and free/reduced lunch. The attendance area of WMS is composed of nine elementary schools and part of the West Boulevard Corridor.

I. Reform Strategies

J. W. Wilson Middle School is a part of the Achievement Zone, one of several schools designated by the superintendent to receive dedicated attention to improving student achievement. According to 2007-2008 assessment results in math, J. W. Wilson Middle School did not make Adequate Yearly Progress. Although we did not make Adequate Yearly Progress (AYP) based on Math results we met 23 out of 25 targets or 92% of our Target Subgroups. Reading test results should be made available in mid-November. As a result of not making AYP for 5 consecutive years we are in the restructured phase of Title I School Improvement under the federal No Child Left Behind (NCLB) law.

In addition to planning for restructuring and being reconstituted, we will continue to offer public school choice to all parents of students enrolled at J.W. Wilson. (AVID) Advancement Via Individual Determination will be our major reform model for 2008-2009. AVID is a method of curriculum delivery and monitoring that focus on the development of a college ready culture. AVID methodologies aim to prepare students for more rigorous coursework and active student engagement. J. W. Wilson will also take advantage of Targeted Professional Development and the development of Professional Learning Communities. We will utilize a new data system designed to monitor student progress and guide classroom instruction with technology in every classroom to enhance quality instruction.


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In order to decrease the recognized achievement gap we have employed various strategies that included the following:

• Increased staff development on how to use strategies to help support EC students

• Interventions for targeted groups and individuals facilitated by support which includes guidance counselors, Communities in Schools, social worker, Meck Cares representatives, Family School Advocate, members of the Administrative staff and others.

• Daily use of Technology (i.e. Smartboard, responders, TI Navigator, Edu-ware, Study Island, Achieve 3000m, Rosetta Stone, Acuity, Learning.com, etc)

• Areas of low performance for the above mentioned targeted assistance were identified via surveys, common assessments, collaborative meetings, school system alliance meetings, Data team, and discussions of best practices.

• AVID strategies will be implemented schoolwide with an emphasis on WICR, organizational skills, and college readiness.

Progress of student achievement and staff implementation of suggested strategies are monitored through frequent classroom visits, feedback, staff developments, staff meetings, focus groups, and team meetings. Administrators will review lesson plan submission to ensure alignment of NCSCOS and school reform strategies and as well as schedule one on one teacher conferences. Teachers will use individual reports and evaluate student assignments and projects. Data folders will also be used to monitor individual and group academic performance. Parents will be informed of student progress by progress reports (3 week cycles),Personal Educational Plans (PEP) conferences, newsletters, phone calls, email, ConnectEd and Parent Assistance.


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II. Highly Qualified Staff and Staff Characteristics There are 67 certified staff members at J.W. Wilson Middle School. Of the 67 staff members, 12 come from the Teach for America Program, 37 have between one and three years experience in education, 45% of the teaching staff have four years or more teaching experience, 2 VIF, and 3 staff members have career status. There are 93% of the staff with Clear Licensure, 15% Advanced Degree, and no National Board Certified staff members. The average teaching experience is 5.4 years. Currently 98.5% (66 or 67) of our staff are deemed HQ. Although the one remaining teacher is HQ from another state, she has met with representatives from Human Resources and outlined a plan to complete all test to be deemed HQ for North Carolina. Letters were written and parents have been informed and are regularly updated as to her HQ status.

The staff at the school has experienced significant turn over of at least 50% from 2004-05 and at least 24% from 2007-08. In addition, J.W. Wilson Middle School had a new principal assigned in January 2008 to address the school’s unique challenges.

The school has 2 counselors, full time social worker, career counselor, academic and literacy facilitator as well as a state sponsored literacy coach. There are six EC teachers. There is also a full time Community In Schools worker. J.W. Wilson Middle has partnered with Area Mental Health Services and attained a grant, Systems of Care, to provide intensive support for those students with severe emotional issues. A nurse has been provided for this position that assists with our school intervention team. This nurse is utilized by two additional schools as needed.

III. High Quality Ongoing Professional Development Plan ( See Achievement Zone Professional Development Plan)

J. W. Wilson has a comprehensive professional development plan with a focus on improving classrooms practices and developing Professional Learning Communities. Major staff development training includes : AVID , Data Analysis, PBIS, Classroom Management, Marzano, and creating Professional Learning Communities. Sign-in sheets, evaluation of lesson plans, surveys, focus groups and observations will be used to document and evaluate professional development effectiveness.


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IV. Teacher Recruitment and Placement Staff was provided opportunity for Extended Employment prior to the start of the new school year. This allowed teachers the extra time needed to plan, develop, and collaborate for the upcoming school year. The master schedule was designed to improve colleague support through utilization of common planning periods and improved coordination of curriculum and instruction. Additional teachers are assigned in Language Arts and Math classes to reduce class size. To add other forms of instructional support, inclusion classes have both content and Exceptional Childrens’ teacher to provide additional focused support of student needs. The staff has been provided additional technology resources including Smartboards, calculators, various software packages along with staff development centered around the effective use and the integration of the resources provided.

There is a schoolwide mentoring plan to support teachers both professionally and personally. In addition, throughout the year bowling night and other social events are scheduled. Celebrations and recognitions occur at staff meetings and a Traveling Trophy is awarded each month for AVID Implementation. Additional teachers are assigned in Language Arts and Math classes to reduce class size J.W. Wilson is involved in the LEAP (Leadership for Educator’s Advanced Performance) initiative which provides opportunities to attract, retain, and reward teachers.

V. Parent Involvement (See Parent Involvement Plan) J. W. Wilson has a full time Family Advocate who serves as a liaison between parents and the school. She has a parent contact list and plans activities to partner parents with community resources. She schedules meetings and a Parent Link is on our school website. Surveys are distributed and reviewed regularly and used to plan workshops and gather information about parental concerns. Wilson has initiated the two hour Power Pledge which recruits parent volunteers. There is increased participation in our Parent-Teacher Association and Athletic Booster Club. They are members of our School


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Leadership Team. A Parent Involvement Policy has been revised to help support and strengthen parent involvement and student academic achievement.

VI. Transitions ( See Transition Plan)

The Guidance Department has developed a Transition Plan to address each grade level. Parent packets have been developed to keep parents informed . Activities include Open House, School Tours, Parent Sessions, and Guest Speakers. In addition staff will plan a Summer Leadership Academy. This program will train students in the following areas : Peer Mediation, Character Education, Bullying, and Community Service.

VII. Teacher Involvement in Assessment Use J.W. Wilson is involved in a new data system designed to monitor student progress and guide classroom instruction. Teachers will be trained to use test scores and grades to drive instruction and develop effective lessons. Staff will create 45 Day Plans and common assessments will be developed by teachers and used as teachers regroup and reteach based on assessment results. Teachers will also be trained in utilizing assessment software such as Eduware and Acuity.

VIII. Instructional Activities for Identified Students

J.W. Wilson follows established district procedures to identify students with special needs. When a student is experiencing continual academic and/or behavioral difficulties, the student is referred to the school intervention team, which works together to develop strategies to assist the student in becoming more successful.

Students that speak a language at home other than English are also evaluated for the necessity of additional services. Such students are assessed in English proficiency by the International Center upon initial enrollment in the district. If the


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student is found to have limited English proficiency (LEP), services are provided accordingly. A LEP committee has also been formed to assess students and provide classroom accommodations that will enable students to be more successful.

Inclusion is at every grade level with staff identifying and supporting the unique needs of EC students using various co-teaching approaches. There is heterogeneous grouping with EC and ESL students scheduled with the AVID team and LEP students paired with our Academically Gifted students to provided additional peer support. Technology such as Smartboards, Achieve 3000, and Study Island are used as a tool to enhance lesson effectiveness and engage students.

The school is in its third year of the PBIS program. This program serves as the foundation for managing behavior at the school and continues to bring more consistency between classrooms and among grade levels. The SWIS data system provides information so that administrators can effectively plan and implement strategies that impact the behavioral climate at the school and create an environment conducive to learning.

Our After school program is used to enrich our curriculum in conjunction with small groups and one-on-one tutoring. Wilson’s regular and after-school teachers frequently communication to address the academic needs for enrichment and remediation of the students involved based in on-going assessments.

IX. Coordination/Integration of Federal, State, and Local Services/Programs

J.W. Wilson has a School Leadership Team and PTSA that works closely to communicate the school’s vision as outlined in the Leadership For Turnaround Middle School Plan. The Athletic Booster Club and Check-in/Check-out are programs that support the mission of the school. In addition, J.W. Wilson has partnered with Champions in You, ArtsTeach, and Fifth Third Bank to offer community services. Supplemental Education Services will provide needed tutorials and Title I Funds will be used to purchase supplies and resources which include books, CNFC agendas, software, and Smartboards.

School: J.W. Wilson Middle School Comprehensive Needs Assessment

Analysis of State, CMS & School Level Data

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Analysis Box: Attendance Data- Students & Staff

2005-2006 2006-2007 2007-2008

Staff Mthly Cum: Mthly Cum: Mthly Cum: 20 Days 0.57 0.57 1.31 1.31 0.91 0.91 40 Days 1.39 1.96 1.63 2.94 1.16 2.07 60 Days 0.95 2.91 0.93 3.87 1.11 3.18 80 Days 1.28 4.19 1.11 4.98 1.26 4.44 100 Days 1.1 5.29 1.14 6.12 1.45 5.89 120 Days 1.11 6.4 1.53 7.65 1.61 7.5 140 Days 2.12 8.52 1.59 9.24 1.7 9.2 160 Days 2.62 11.14 1.56 10.8 1.61 10.81 180 Days 1.52 12.66 1.67 12.47 1.53 12.34 Year End Absence Rates 12.66 12.47 12.34

Turnover 2005-2006 2006-2007 2007-2008

20% 24% 24%

Staff Characteristics

School Year Clear Licensure Advanced Degree National Board

Certification 4+ Years Teaching

Experience

Average Teaching

Experience 2005-2006 90% 18% 5% 51% 6.8 2006-2007 91% 19% 0% 48% 5.6 2007-2008 93% 15% 0% 45% 5.4 2008-2009 0%



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Attendance / ABSENCES

Perfect Attendance

Excused Abs

Unexcused Abs

OSS Days

ISS Days

Viol Days

Retainees Total Abs

Ethnicity Total

Enroll # % # # # # # #

# %

African American 486 27 5.6% 96 444 254 181 0 27 459 94.4%

White 51 5 9.8% 20 46 16 9 0 3 46 90.2%

Asian 75 10 13.3% 20 63 7 6 0 1 65 86.7%

Hispanic 133 7 5.3% 28 122 31 22 0 9 126 94.7%

American Indian 9 1 11.1% 1 8 2 1 0 0 8 88.9%

Multi-Racial 16 3 18.8% 1 13 2 0 0 0 13 81.2%

School Total 770 53 6.9% 166 696 312 219 0 0 717 93.1%



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Excused Absences

Excused Total Ethnicity Total

Enroll 1-7 8-17 18-32 33+ # %

African American 486 87 8 0 1 96 19.8%

White 51 13 7 0 0 20 39.2%

Asian 75 17 3 0 0 20 26.7%

Hispanic 133 25 3 0 0 28 21.1%

American Indian 9 1 0 0 0 1 11.1%

Multi-Racial 16 1 0 0 0 1 6.2%

School Total 770 144 21 0 1 166 21.6%

Unexcused Absences

Unexcused Total Ethnicity Total

Enroll 1-2 3-5 6-9 10+ # %


White 51 14 11 5 16 46 90.2%

Asian 75 20 19 13 11 63 84.0%

Hispanic 133 21 34 29 38 122 91.7%


Multi-Racial 16 2 2 7 2 13 81.2%

School Total 770 150 179 164 203 696 90.4%



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***************************************************************************************2008-2009 as of 10/1/08

Attendance / ABSENCES

Perfect Attendance

Excused Abs

Unexcused Abs

OSS Days

ISS Days

Viol Days

Retainees Total Abs

Ethnicity Total

Enroll # % # # # # # #

# %

African American 472 221 46.8% 33 233 25 18 0 21 251 53.2%

White 56 18 32.1% 14 29 3 0 0 4 38 67.9%

Asian 66 37 56.1% 8 27 0 0 0 1 29 43.9%

Hispanic 131 65 49.6% 4 63 0 2 0 4 66 50.4%

American Indian 4 2 50.0% 1 1 0 0 0 0 2 50.0%

Multi-Racial 12 5 41.7% 1 7 1 0 0 0 7 58.3%

School Total 741 348 47.0% 61 360 29 20 0 0 393 53.0%



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Excused Absences

Excused Total Ethnicity Total

Enroll 1-7 8-17 18-32 33+ # %


White 56 14 0 0 0 14 25.0%

Asian 66 8 0 0 0 8 12.1%

Hispanic 131 4 0 0 0 4 3.1%


Multi-Racial 12 1 0 0 0 1 8.3%

School Total 741 61 0 0 0 61 8.2%



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Unexcused Absences

Unexcused Total Ethnicity Total

Enroll 1-2 3-5 6-9 10+ # %


White 56 14 12 1 2 29 51.8%

Asian 66 20 6 0 1 27 40.9%

Hispanic 131 48 12 2 1 63 48.1%


Multi-Racial 12 6 1 0 0 7 58.3%

School Total 741 247 85 21 7 360 48.6%

Consider the following as you analyze this data:

• Strengths - exceeds intended target • Needs – clearly does not meet intended target • Area for Growth – barely meets or just misses intended target • Significance – Determined by: 1. The # of students, staff, or parents impacted and 2. How near/far final outcome was to intended target • What can be concluded?



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Analysis Box: CMS Parent/Family/Student Survey Data

& School Level Parent Involvement Data Such as: Attendance at school events and parent teacher conferences, Evaluations of events, School generated parent surveys, Compact participation by parents,

Frequency of communications sent home, Types of communications sent home, forms of two-way communication used…

Grades Given to The School and CMS.

Item/ Group

# Responding

to Item A B C D F

Grades N N % N % N % N % N %

01. Overall, what grade would you give this school? 23 1 4.3 3 13.0 14 60.9 1 4.3 4 17.4

02. Overall, what grade would you give the Charlotte -Mecklenburg School district? 23 1 4.3 9 39.1 6 26.1 4 17.4 3 13.0

Parental Involvement In School Activities

Item/ Group

# Responding

to Item

More Than 10 Times

4-10 Times

2-3 Times Once Never

Please indicate how often you participated in these school-related activities so far this year. N N % N % N % N % N %

03. Parent/teacher conference. 29 0 0.0 3 10.3 6 20.7 9 31.0 11 37.9

04. PTA meeting or open house. 30 0 0.0 0 0.0 4 13.3 12 40.0 14 46.7

05. Volunteer work at the school. 29 0 0.0 0 0.0 1 3.4 1 3.4 27 93.1

06. Assisting with homework. 30 12 40.0 6 20.0 4 13.3 3 10.0 5 16.7

07. Attending a special program/event/game. 30 2 6.7 5 16.7 5 16.7 5 16.7 13 43.3

08. Observing class(es) in session. 30 1 3.3 1 3.3 4 13.3 3 10.0 21 70.0

09. Reading to/with this student. 29 12 41.4 5 17.2 4 13.8 4 13.8 4 13.8

10. Discussing school with this student 30 20 66.7 4 13.3 3 10.0 0 0.0 3 10.0

11. IEP Team meetings, if applicable. 30 0 0.0 0 0.0 1 3.3 2 6.7 27 90.0

School Communication With Family

Item/ # More Than 4-10 2-3 Once Never



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Group Responding to Item

10 Times Times Times

Please indicate how often your school has communicated with you so far this year. N N % N % N % N % N %

12. By e-mail. 29 2 6.9 0 0.0 1 3.4 3 10.3 23 79.3

13. With a web site. 28 0 0.0 2 7.1 1 3.6 2 7.1 23 82.1

14. In meetings. 29 0 0.0 3 10.3 5 17.2 7 24.1 14 48.3

15. By home visits. 29 0 0.0 0 0.0 0 0.0 0 0.0 29 100.0

16. With a newsletter. 30 5 16.7 4 13.3 4 13.3 6 20.0 11 36.7

17. By phone call or voicemail. 30 8 26.7 6 20.0 10 33.3 2 6.7 4 13.3

18. With notes and letters. 29 4 13.8 3 10.3 9 31.0 6 20.7 7 24.1

19. Other types of communication 29 2 6.9 1 3.4 1 3.4 3 10.3 22 75.9

General Questionairre Items

Item/ Group

# Responding

to Item

Strongly Agree Agree Disagree Strongly

Disagree Don't Know

N N % N % N % N % N %

20. My child usually looks forward to going to school. 31 13 41.9 13 41.9 4 12.9 0 0.0 1 3.2

21. School meetings are held at convenient times and places for me.

31 6 19.4 11 35.5 4 12.9 6 19.4 4 12.9

22. The homework challenges my child. 31 7 22.6 11 35.5 8 25.8 1 3.2 4 12.9

23. School rules are enforced the same way for everyone at this school. 31 6 19.4 8 25.8 3 9.7 6 19.4 8 25.8

24. My child is safe at this school. 31 4 12.9 11 35.5 3 9.7 6 19.4 7 22.6

25. This school is neat, clean, and well-maintained. 30 4 13.3 11 36.7 8 26.7 4 13.3 3 10.0

26. School administrators handle discipline concerns promptly. 30 4 13.3 10 33.3 4 13.3 6 20.0 6 20.0

27. The principal of this school is available to parents when needed.

31 6 19.4 12 38.7 2 6.5 2 6.5 9 29.0

28. This school promotes positive relations among students of diverse backgrounds. 30 4 13.3 7 23.3 6 20.0 3 10.0 10 33.3

29. I receive enough communication to keep me informed about school activities. 30 4 13.3 13 43.3 4 13.3 5 16.7 4 13.3

30. Students are well-behaved. 31 4 12.9 5 16.1 7 22.6 10 32.3 5 16.1



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31. The secretarial staff make me feel welcome at my school. 31 6 19.4 14 45.2 2 6.5 5 16.1 4 12.9

32. I am kept informed about my child's progress between report cards.

30 11 36.7 12 40.0 3 10.0 4 13.3 0 0.0

33. It is easy to contact my child's teachers. 31 6 19.4 8 25.8 7 22.6 4 12.9 6 19.4

34. The school has taught my child ways to handle conflict. 30 3 10.0 8 26.7 4 13.3 9 30.0 6 20.0

35. I think it is easy to communicate with staff at this school. 31 3 9.7 13 41.9 5 16.1 5 16.1 5 16.1

36. This school works closely with me to help my child succeed. 30 4 13.3 12 40.0 4 13.3 6 20.0 4 13.3

37. Violence is not a problem at this school. 30 4 13.3 5 16.7 6 20.0 11 36.7 4 13.3

38. This school makes sure my child gets extra help when it is needed. 31 7 22.6 11 35.5 4 12.9 3 9.7 6 19.4

39. Teachers have high expectations for my child. 30 10 33.3 14 46.7 0 0.0 4 13.3 2 6.7

40. My child is given reasonable amounts of homework. 31 10 32.3 13 41.9 5 16.1 2 6.5 1 3.2

41. My child can do the assigned homework. 29 11 37.9 14 48.3 1 3.4 1 3.4 2 6.9

42. My child is graded fairly. 31 10 32.3 17 54.8 0 0.0 2 6.5 2 6.5

43. I feel free to express my concerns and make suggestions to staff. 29 5 17.2 14 48.3 1 3.4 3 10.3 6 20.7

44. My child has regular access to computers. 31 8 25.8 13 41.9 3 9.7 4 12.9 3 9.7

45. This school has enough equipment and supplies to support instruction. 28 2 7.1 9 32.1 5 17.9 7 25.0 5 17.9

46. My child is learning how to be a good citizen. 29 9 31.0 12 41.4 3 10.3 4 13.8 1 3.4 Consider the following as you analyze this data:




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Analysis Box: Suspension Data & School Level Behavior Data

Such as: Referrals (5 W’s, how many, referring staff), PBIS-SWIS data, Classroom behavior plans, CMS survey questions addressing safety issues, Current disciplinary policies…

2007-2008 2006-2007 2005-2006

Grade Level #

Enrolled #

Suspensions #

Students %

Students #

Days #

Enrolled #

Suspensions #

Students %

Students #

Days #

Enrolled #

Suspensions #

Students %

Students #

Days

06 259 0 105 40.5 1,444 250 0 89 35.6 972 172 0 59 34.3 653

07 226 0 90 39.8 988 264 0 106 40.2 1,273 167 0 52 31.1 402

08 285 0 117 41.1 1,445 241 0 106 44.0 1,292 152 0 46 30.3 503

Total 770 0 312 40.5 3,877 755 0 301 39.9 3,537 491 0 157 32.0 1,558





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Analysis Box: Staff Profile Data & CMS Teacher Survey

& School Level Professional Deve lopment Needs Data Such as: Classroom observations, Implementation of research-based best practices, Teacher Survey on PD, Parent Surveys,

Achievement data indicating instructional strengths & weaknesses…





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Analysis Box: Audit Data (Safe Schools, Financial Exceptions, Inventory-MIMS)

& School Level Organizational Data Such as: Instructional supplies and materials inventory, schedules, programs in use, building use, technology available, survey of all stakeholders on school climate…





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Analysis Box: SQR Final Report

Review Date: 10/08/2007

Evaluation Component Rating

Achievement 1

Curriculum 2

Learning And Teaching 2

Leadership and Management 2

Learning Environment 2

Involvement/Parent Community 2

Overall Rating 2 Consider the following as you analyze this data:




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Analysis Box: School Progress Reports- Overall Rating





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Analysis Box: IPT Assessments

& School Level LEP Data Such as: # of identified students who qualify for ESL services, # of identified students who qualify for testing accommodations, quantity of books in native languages





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Analysis Box: 6-8 EOG Composite Performance- % on Grade Level

2007-2008 2006-2007 2005-2006 Subject

# Tested # At/Above Grade Level

% At/Above Grade Level

# Tested

# At/Above Grade Level


# Tested



EOG Math 757 306 40.4 750 253 33.7 488 153 31.4





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Analysis Box: 6-8 EOG Math- Performance, Growth, & AYP Data

& School Level Math Data Such as: CMS assessments, Math Academy…

ABC's EOG: Grade 6

Reading Math EOG Composite ABC's Growth Subgroup

# In Cohort Growth # In Cohort Growth # Status

African American ~ ~ 133 -0.0989 -0.0989 Not Met

American Indian ~ ~ 1 0.0590 0.0590 Met

Asian ~ ~ 18 -0.0941 -0.0941 Not Met

Hispanic ~ ~ 35 -0.3191 -0.3191 Not Met

Multi-racial ~ ~ 5 -0.7652 -0.7652 Not Met

White ~ ~ 16 0.0373 0.0373 Met

Female ~ ~ 92 -0.1416 -0.1416 Not Met

Male ~ ~ 116 -0.1392 -0.1392 Not Met

Free/Reduced Lunch ~ ~ 183 -0.1609 -0.1609 Not Met

Paid Lunch ~ ~ 25 0.0105 0.0105 Met

Gifted ~ ~ 4 -0.1522 -0.1522 Not Met

Non-EC ~ ~ 186 -0.1498 -0.1498 Not Met

SWD ~ ~ 18 -0.0394 -0.0394 Not Met

LEP ~ ~ 36 -0.2731 -0.2731 Not Met

Non-LEP ~ ~ 172 -0.1125 -0.1125 Not Met



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Grade Total ~ ~ 208 -0.1403 -0.1403 Not Met

ABC's EOG: Grade 7



African American ~ ~ 120 0.1076 0.1076 Met


Asian ~ ~ 16 0.1681 0.1681 Met

Hispanic ~ ~ 34 0.0653 0.0653 Met


White ~ ~ 12 0.1820 0.1820 Met

Female ~ ~ 98 0.1708 0.1708 Met

Male ~ ~ 90 0.0429 0.0429 Met

Free/Reduced Lunch ~ ~ 154 0.1178 0.1178 Met

Paid Lunch ~ ~ 34 0.0725 0.0725 Met

Gifted ~ ~ 9 0.2144 0.2144 Met

Non-EC ~ ~ 157 0.1084 0.1084 Met

SWD ~ ~ 22 0.0751 0.0751 Met

LEP ~ ~ 34 0.1613 0.1613 Met

Non-LEP ~ ~ 154 0.0981 0.0981 Met

Grade Total ~ ~ 188 0.1096 0.1096 Met



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ABC's EOG: Grade 8





Asian ~ ~ 25 0.2198 0.2198 Met

Hispanic ~ ~ 39 0.2227 0.2227 Met

Multi-racial ~ ~ 7 0.0086 0.0086 Met

White ~ ~ 13 0.1455 0.1455 Met

Female ~ ~ 128 0.1239 0.1239 Met

Male ~ ~ 102 0.0584 0.0584 Met


Paid Lunch ~ ~ 33 0.2208 0.2208 Met

Gifted ~ ~ 4 0.0922 0.0922 Met

Non-EC ~ ~ 203 0.0982 0.0982 Met

SWD ~ ~ 23 0.0651 0.0651 Met

LEP ~ ~ 29 0.2462 0.2462 Met

Non-LEP ~ ~ 201 0.0730 0.0730 Met

Grade Total ~ ~ 230 0.0948 0.0948 Met



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ABC's EOG: School Total





Asian ~ ~ 59 0.1100 0.1100 Met

Hispanic ~ ~ 108 -0.0024 -0.0024 Not Met


White ~ ~ 41 0.1140 0.1140 Met

Female ~ ~ 318 0.0615 0.0615 Met

Male ~ ~ 308 -0.0206 -0.0206 Not Met


Paid Lunch ~ ~ 92 0.1089 0.1089 Met

Gifted ~ ~ 17 0.0994 0.0994 Met

Non-EC ~ ~ 546 0.0167 0.0167 Met

SWD ~ ~ 63 0.0387 0.0387 Met

LEP ~ ~ 99 0.0282 0.0282 Met

Non-LEP ~ ~ 527 0.0198 0.0198 Met

Total ~ ~ 626 0.0211 0.0211 Met



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ABC's EOC: School Total ABC's

Growth

Subgroup Algebra

I EOC

Composite Status

# In Cohort 1

Composite -0.4774 African American Status Not-Met -0.4774 Not Met

# In Cohort ~

Composite ~ American Indian Status ~ 0.478 Met

# In Cohort ~

Composite ~ Asian Status ~ 0.1515 Met

# In Cohort ~

Composite ~

Hispanic Status ~ -0.1783 Not Met

# In Cohort ~

Composite ~ Multi-racial Status ~ 0.053 Met

White # In Cohort ~

-0.443 Not Met



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Composite ~

Status ~

# In Cohort 1

Composite -0.2167

Female Status Not-Met -0.2167 Not Met

# In Cohort 1

Composite -0.2123 Male Status Not-Met -0.2123 Not Met

# In Cohort 1

Composite -0.2025 Free/Reduced Lunch Status Not-Met -0.2025 Not Met

# In Cohort ~

Composite ~

Paid Lunch Status ~ -0.2442 Not Met

# In Cohort ~

Composite ~ Gifted Status ~ 0.3215 Met

# In Cohort 2 Non-EC

Composite -0.2559

-0.2559 Not Met



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Status Not-Met

# In Cohort ~

Composite ~ SWD Status ~ -0.2795 Not Met

# In Cohort ~

Composite ~

LEP Status ~ -0.386 Not Met

# In Cohort 2

Composite -0.2083 Non-LEP Status Not-Met -0.2083 Not Met

# In Cohort 2

Composite -0.2149 Total Status Not-Met -0.2149 Not Met



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All Students

American Indian Asian Black Hispanic Multi-

Racial White Economically Disadvantaged

Limited English Proficiency

Students With Disabilities

Number Of Students 777 9 75 489 132 16 56 624 133 113

Number Of Students Tested 757 9 72 480 130 16 50 612 128 111

Percent Tested 97% * 96% 98% 98% * 89% 98% 96% 98%

Met 95% Target Goal? Met Insuf Data Met Met Met Insuf Data

Met w/SH Met Met Met

Number Of Tested Students (Full Academic Year)

651 9 66 396 120 16 44 555 119 98

Target Goal Percent Proficient (At or Above Grade Level)

77.2% 77.2% 77.2% 77.2% 77.2% 77.2% 77.2% 77.2% 77.2% 77.2%

Percent Proficient (At or Above Grade Level) 42.7% * 65.2% 33.6% 55.0% * 50.0% 39.6% 44.5% 24.5%

Percent Proficient with Growth 43.9% * 65.2% 34.3% 59.2% * 50.0% 40.9% 48.7% 25.5%

Met AYP Proficiency Goal?

Met w/SH

Insuf Data Met w/SH

Not Met

Met w/SH

Insuf Data

Met w/SH

Met w/SH Met w/SH Not Met

Number of Students Included in Growth

395 6 45 216 86 13 29 329 75 33

Percent Met Growth Expectation 49.1% * 68.9% 44.0% 53.5% * * 48.0% 50.7% *



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OAI Attendance% 93.5% * 96.6% 92.8% 94.5% * 91.1% 93.1% 95.0% 92.0%

OAI Attendance Met? Met Insuf Data Met Met Met Insuf Data Met Met Met Met

Other Academic Indicator - Attendance

All Students

Target Goal At least 0.1% improvement or greater than or equal to 90.0%

Attendance 93.5

Met Target Goal? Met Consider the following as you analyze this data:




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Analysis Box: 6-8 EOG Reading- Performance, Growth, & AYP Data

& School Level Reading Data Such as: CMS assessments, Reading Academy, Direct Instruction placement (Corrective Reading)…

All Students

American Indian Asian Black Hispanic Multi-

Racial White Economically Disadvantaged

Limited English Proficiency

Students With Disabilities

Number Of Students 777 9 75 489 132 16 56 624 133 113

Number Of Students Tested 758 9 73 481 129 16 50 614 129 112

Percent Tested 98% * 97% 98% 98% * 89% 98% 97% 99%

Met 95% Target Goal? Met Insuf Data Met Met Met Insuf Data

Met w/SH Met Met Met

Number Of Tested Students (Full Academic Year)

0 0 0 0 0 0 0 0 0 0

Target Goal Percent Proficient (At or Above Grade Level)

84.4% 84.4% 84.4% 84.4% 84.4% 84.4% 84.4% 84.4% 84.4% 84.4%

Percent Proficient (At or Above Grade Level) * * * * * * * * * *

Percent Proficient with Growth

* * * * * * * * * *

Met AYP Proficiency No Data No Data No No No Data No No No Data No Data No Data



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Number of Students Included in Growth

0 0 0 0 0 0 0 0 0 0

Percent Met Growth Expectation

* * * * * * * * * *

OAI Attendance% 93.5% * 96.6% 92.8% 94.5% * 91.1% 93.1% 95.0% 92.0%

OAI Attendance Met? Met Insuf Data Met Met Met Insuf Data

Met Met Met Met





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Analysis Box: 8th EOG Science- Performance, Growth, & AYP Data

& School Level Data Such as: CMS assessments…





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Analysis Box: 7th Writing: Performance, Growth, & AYP Data

& School Level Writing Data Such as: Scored writing samples…

2007-2008 2006-2007 2005-2006 Subject



# Tested



# Tested



Writing 224 82 36.6 243 77 31.7 161 23 14.3





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Analysis Box: EOC Algebra- Performance - % on Grade Level

& School Level Data Such as: Unit assessments…

CMS School Improvement Plan EOC Summary

Number and Percent At/Above Grade Level - Three Year Summary

Detailed summaries for each test can be found by clicking the number under the '# Tested' Column.

2007-2008 2006-2007 2005-2006 Subject



# Tested



# Tested



Algebra I 29 26 89.7 23 9 39.1 23 22 95.7

Composite 29 26 89.7 23 9 39.1 23 22 95.7





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Analysis Box: 8th Computer Online Test- Performance

2007-2008 2006-2007 2005-2006 Subject

# Tested # Passing

% Passing

# Tested

# Passing

% Passing

# Tested

# Passing

% Passing

Online 266 105 39.5 218 75 34.4 161 48 29.8



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Comprehensive Needs Assessment Synthesis Development

Use the analysis from the multiple data sources to identify:

• Lowest achieving area (include procedure for identifying the area) • Lowest achieving groups (include procedure for identifying the groups) • Achievement gap (may be between groups of students, grade levels, subject areas, genders) • Procedures for identifying minority, poverty, and LEP who need to be targeted • Outcomes from last years school improvement plan not met • Increases in parental involvement that would help improve achievement • Patterns or relationships that exist between student achievement data and other analyzed data (such as instructional needs, professional development needs, parental

involvement needs, behavioral needs…) Example page provided What conclusions can you draw in each of your content areas and each grade level? Identify Your Most Critical Needs: Discuss research-based research which supports the use of specific strategies or tasks meant to address identified needs: (Product research, instructional practice research, parental involvement research…) Use your most critical needs to develop the outcomes you will focus on: These outcomes will be recorded in the Outcomes of Focus box on page one in the school improvement plan template.

o Must have an outcome that addresses achievement (Title I required) o PD is addressed under outcomes in the PD column and directly across from the strategy or task it supports o Parental Involvement can be addressed in two ways: 1. Under each of the outcomes in the Parental Involvement column and directly across from the strategy or task it supports and /or 2. As a Parental Involvement outcome with strategies and tasks that support the outcome

Wilson Middle School Leadership for Turnaround Middle Schools (LTMS) Action Plan

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Connecting the Pieces of the School Improvement Planning Process Middle School


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Sample of a partial CNA Synthesis

• Patterns or relationships that exist between student achievement data and other analyzed data (such as instructional needs, professional development needs, parental involvement needs, behavioral needs…)

Example of connecting different pieces of analyzed data in order to specifically identify what needs to be targeted: - 60% of 7th grade math students were not on grade level on the EOG, of this 60%, 40% were LEP students with IPT scores of Intermediate High - 6th grade EOG math scores indicate 65% were on grade level in math

- EOG Math scores for our 6th graders (when they were in 5th grade) indicated 70% were on grade level - Last year’s data indicate similar achievement - Math achievement in 8th grade was 75% on grade level. Although our AYP target was not met there was a 12% increase over last years 8th grade math scores. - 4 out of 6 Math teachers have 3 years or less of teaching experience, one teacher was out on maternity leave for 6 months - Parent survey indicated majority of parents are not comfortable with math and they do not think their child should use a calculator - Inventory of calculators is low (students check them out and they don’t come back) - Observations of math instruction and reviews of lesson plans revealed that instruction was worksheet and text book driven in both 6th & 7th grade and very little time

was spent using appropriate calculators - Research indicates students need concrete and real life experiences with math concepts before they can grasp the abstract

What can be concluded? - % on grade level in Math needs to increase for all grade levels - Target 6th and 7th grade teachers for PD - Strategies to reach our LEP students in Math must be implemented - Parents need to learn ways they can support their child’s math achievement - Students need a calculator at home - School needs enough calculators for every child - Math teachers must know what students need to achieve as they go through the year - Teachers need to be held accountable through out the year for student progress

In the Action Plan

Outcome 1: Increase by at least 10% the number of students in each grade level who score a Level III or IV on the Math EOC / EOG Assessments

Strategies: Specifically identified to support achieving the outcome -PD on best practices in middle school math instruction needs to take place (required for 6th & 7th optional for 8th grade math teachers that have data to indicate they understand and use best practices) -6th-8th math benchmarks need to be clearly established and assessed, monthly math assessment data will be reviewed by the teacher and grade level administrator -Time during math planning for all grades will be spent on identifying specific math needs and best practices to address those needs -Math parent events to help parents become more comfortable with supporting their children in math, provide them with a calculator for their home that their student can use, train them on calculator use and why it is important for their children to be proficient in using a calculator

Tasks for completing each strategy will be bulleted out directly under each of the appropriate strategies


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School Learning Community ACHZONE

District By Grade Span for All Grades

Number Percent Number Percent Number Percent

Ethnicity

African American 472 63.7%

1,686 64.4% 12,980 44.0%

White 56 7.6%

135 5.2% 9,627 32.6%

Asian 66 8.9%

127 4.9% 1,331 4.5%

Hispanic 131 17.7%

607 23.2% 4,402 14.9%

American Indian 4 0.5%

14 0.5% 174 0.6%

Multi-Racial 12 1.6%

47 1.8% 1,004 3.4%

Gender

Male 376 50.7%

1,333 51.0% 14,979 50.7%

Female 365 49.3%

1,283 49.0% 14,539 49.3%

Lunch Code

Free 607 81.9%

2,186 83.6% 13,412 45.4%

Reduced 46 6.2%

156 6.0% 2,147 7.3%

Paid 88 11.9%

274 10.5% 13,959 47.3%

Exceptional

Gifted and SWD 0 0.0%

0 0.0% 44 0.1%


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Gifted Not SWD 17 2.3%

54 2.1% 3,970 13.4%

SWD Not Gifted 104 14.0%

378 14.4% 3,027 10.3%

Neither Gifted or SWD 620 83.7%

2,184 83.5% 22,477 76.1%

LEP

LEP 139 18.8%

543 20.8% 3,199 10.8%

Not LEP 602 81.2%

2,073 79.2% 26,319 89.2%

Grades

6th Grade 278 37.5%

870 33.3% 9,843 33.3%

7th Grade 234 31.6%

870 33.3% 9,753 33.0%

8th Grade 229 30.9%

876 33.5% 9,922 33.6%

Total

School Total 741 100.0% 2,616 100.0% 29,518 100.0%

6th


District By Grade Span for Grade 06


Ethnicity


550 63.2% 4,202 42.7%

White 25 9.0%

56 6.4% 3,220 32.7%

Asian 25 9.0%

49 5.6% 467 4.7%


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Hispanic 46 16.5%

190 21.8% 1,497 15.2%


5 0.6% 58 0.6%

Multi-Racial 7 2.5%

20 2.3% 399 4.1%

Gender

Male 141 50.7%

456 52.4% 4,988 50.7%

Female 137 49.3%

414 47.6% 4,855 49.3%

Lunch Code

Free 228 82.0%

733 84.3% 4,441 45.1%

Reduced 21 7.6%

55 6.3% 710 7.2%

Paid 29 10.4%

82 9.4% 4,692 47.7%

Exceptional


0 0.0% 24 0.2%


17 2.0% 1,353 13.7%


118 13.6% 1,051 10.7%


735 84.5% 7,415 75.3%

LEP

LEP 52 18.7%

173 19.9% 1,076 10.9%

Not LEP 226 81.3%

697 80.1% 8,767 89.1%


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Total

School Total 278 100.0% 870 100.0% 9,843 100.0%

7th




Ethnicity


551 63.3% 4,263 43.7%

White 15 6.4%

39 4.5% 3,198 32.8%

Asian 19 8.1%

39 4.5% 449 4.6%

Hispanic 51 21.8%

224 25.7% 1,471 15.1%


2 0.2% 59 0.6%

Multi-Racial 2 0.9%

15 1.7% 313 3.2%

Gender

Male 121 51.7%

443 50.9% 5,015 51.4%

Female 113 48.3%

427 49.1% 4,738 48.6%

Lunch Code

Free 198 84.6%

730 83.9% 4,459 45.7%

Reduced 11 4.7%

48 5.5% 706 7.2%

Paid 25 10.7%

92 10.6% 4,588 47.0%


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Exceptional


0 0.0% 15 0.2%


15 1.7% 1,419 14.5%


126 14.5% 964 9.9%


729 83.8% 7,355 75.4%

LEP

LEP 50 21.4%

198 22.8% 1,070 11.0%

Not LEP 184 78.6%

672 77.2% 8,683 89.0%

Total

School Total 234 100.0% 870 100.0% 9,753 100.0%

8th




Ethnicity


585 66.8% 4,515 45.5%

White 16 7.0%

40 4.6% 3,209 32.3%

Asian 22 9.6%

39 4.5% 415 4.2%

Hispanic 34 14.8%

193 22.0% 1,434 14.5%

American Indian 3 1.3% 0.8% 57 0.6%


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7

Multi-Racial 3 1.3%

12 1.4% 292 2.9%

Gender

Male 114 49.8%

434 49.5% 4,976 50.2%

Female 115 50.2%

442 50.5% 4,946 49.8%

Lunch Code

Free 181 79.0%

723 82.5% 4,512 45.5%

Reduced 14 6.1%

53 6.1% 731 7.4%

Paid 34 14.8%

100 11.4% 4,679 47.2%

Exceptional


0 0.0% 5 0.1%


22 2.5% 1,198 12.1%


134 15.3% 1,012 10.2%


720 82.2% 7,707 77.7%

LEP

LEP 37 16.2%

172 19.6% 1,053 10.6%

Not LEP 192 83.8%

704 80.4% 8,869 89.4%

Total

School Total 229 100.0% 876 100.0% 9,922 100.0%


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Goal 1 – All students are expected to meet high academic standards. Assessment:

The Wilson staff members were asked to complete the North Carolina Schools to Watch Self Study in November 2007. With only 17 of 67 instructional staff members responding, Goal 1 was rated a 2.8. The survey was re-administered online in February 2008. At which time 48 of 67 instructional staff members responded and rated Goal 1 with a score of 2.72.

Using information from our School Quality Review Report, providing students the support they need to meet high academic standards for achievement was undeveloped with significant weaknesses impacting learning and achievement. The school understands the need to develop realistic and useful strategies to increase the involvement of parents in their children’s learning. Some growth has been achieved in this area however; the school acknowledges the need to achieve more success in this important aspect of the school’s work.

In addition, our NCDPI Needs Assessment Report recommended we provide students with timely assignments, both in class and for homework, with review and practice for objectives taught. Problems:

1. There is a lack of a planned approach to parental engagement with clear practice and policies which support their involvement.

2. Students are not provided with opportunities to take responsibility for their own learning through activities that promote independent thinking, problem solving and collaborative working.

Desired State:

1. There will be a planned approach to parental engagement with clear practice and policies which support their involvement. 2. Students are provided with opportunities to take responsibility for their own learning through activities that promote

independent thinking, problem solving and collaborative working. Evidence: Parent Handbook, parent information and resources section on the school webpage, staffing to include family advocate position and bilingual secretary, parent resource center, agendas and sign in sheet rosters (SLT, PTSA, monthly parent workshops),


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volunteer/proctor database, lesson plans, formal and informal observations, content meeting minutes, rubric driven assignments, student portfolios Measurable Objectives:

• By May 2008, the position of Family Advocate will be filled. • By May 2008 the position of Bilingual Secretary/Translator will be filled. • By June 1, 2008 a school based volunteer database will be developed. • By August 1, 2008 an outline of parent workshop topics will be developed. • By August 1, 2008 a parent center will be operational. • By August 1, 2008 the School Leadership Team (SLT) will develop a mission and vision statement for the school. • By August 1, 2008 an outline of parent workshop topics will be developed. • By August 1, 2008 a parent center will be operational. • By August 15, 2008, all PTSA required officers and committee chairs will be in place. • By August 15, 2008, a parent communication notebook will be developed and implemented. • By August 15, 2008, a parent involvement website will be developed and launched. • By August 15, 2008, all PTSA required officers and committee chairs will be in place. • By August 15, 2008, a parent communication notebook will be developed and implemented. • By August 15, 2008, a parent involvement website will be developed and launched. • By August 25, 2008 teachers will be trained to design rubrics for assignments used in the classroom. • By October 1, 2008 all teachers will have designed and assessed a lesson using a rubric that includes self reflection by the

student. Goal 2 – Curriculum, instruction, assessment, and appropriate academic interventions are aligned with high standards. Assessment:

The Wilson staff members were asked to complete the North Carolina Schools to Watch Self Study in November 2007. With only 17 of 67 instructional staff members responding, Goal 2 was rated a score of 2.6. The survey was re-administered online in February 2008. At which time 48 of 67 instructional staff members responded and rated Goal 2 with a score of 2.64.


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Using information from our School Quality Review Report, it is evident that the curriculum is structured to meet the requirements of the North Carolina Standard Course of Study (NCSCOS) and there is effective integration of knowledge, skills and understanding. While CMS pacing guides are used consistently across grades there is evidence of work that is not at an appropriate grade level in a number of classes.

Problems:

1. There is a lack of a planned approach to parental engagement with clear practice and policies which support their involvement.

2. Students are not provided with opportunities to take responsibility for their own learning through activities that promote independent thinking, problem solving and collaborative working.

Desired State:

1. There will be a planned approach to parental engagement with clear practice and policies which support their involvement.

2. Students are provided with opportunities to take responsibility for their own learning through activities that promote independent thinking, problem solving and collaborative working.

Evidence: Parent Handbook, parent information and resources section on the school webpage, staffing to include family advocate position and bilingual secretary, parent resource center, Agendas and sign in sheet roster (SLT, PTSA, monthly parent workshops), volunteer/proctor database, lesson plans, formal and informal observations, content meeting minutes, rubric driven assignments, student portfolios Measurable Objectives:

• By August 1, 2008 the School Leadership Team (SLT) will develop a mission and vision statement for the school. • By August 25, 2008 teachers will be trained to design rubrics for assignments used in the classroom. • By October 1, 2008 all teachers will have designed and assessed a lesson using a rubric that includes self reflection by the

student. • By July 25, 2008, the AVID site team will be trained in AVID methodologies that promote inquiry based learning.


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• By August 1, 20008, AVID site team will develop a school wide implementation plan using AVID methodologies as a core of instructional practices.

• By August 25, 2008, all teachers will be trained in AVID methodologies as core of instructional practices.

Goal 3 – The curriculum at Wilson Middle School emphasizes deep understanding of important concepts and the development of essential skills. Assessment : The North Carolina Schools to Watch: A School Self-Study and Rating Rubric were given to the staff at Wilson Middle School to identify the problem. Based on the assessment we found immature practices, sporadic implementation and a significant need for improvement. Statement of problem:

1. Students have an inability to make sufficient connections across content areas which will allow them to have a greater understanding of concepts being taught in the classroom, and enable them to solve real world problems.

Desired state:

1. Teachers will make connections across the disciplines to reinforce important concepts and assist students in applying what they have learned to solve real world problems as evidenced by increased North Carolina End of Grade test scores.

Evidence: Student work samples, common assessments, quarter tests, EOG scores, lesson plans, minutes from content meetings, teacher made assessments and observations will be used as evaluative tools for this objective. Measurable Objective: By June 2008, 100% of the teachers at Wilson Middle School will understand the importance of making connections across the curriculum and demonstrate this practice in the classroom. Strategies:

• By August 1, 2007, assistant principal, will implement a master schedule that creates common planning time for grade level teams.

• By October 1, 2007, administrators, media specialist and the teachers at Wilson Middle School will implement the use of the Accelerated Reader program to enhance students reading skills.


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• By October 1, 2007, administrators and the literacy coach will create and implement a comprehensive literacy program to address objectives in the CMS Comprehensive Reading Model.

• By August 2007, administrators, facilitators, lead teachers, literacy coach and teachers will enforce and monitor reading program and provide input to improve instruction and student improvement.

• By September 2007, media specialist and teachers will continue to implement procedures for teachers to utilize the media center as a resource to support teaching and learning through scheduled visits.

Goal 4 – Instructional strategies at Wilson Middle School include a variety of challenging and engaging activities that are clearly related to the grade- level standards, concepts, and skills being taught. Assessment: The North Carolina Schools to Watch: A School Self-Study and Rating Rubric were given to the staff at Wilson Middle School to identify the problem. Based on the assessment we found immature practices, sporadic implementation and a significant need for improvement. Statement of problem: The students at Wilson Middle School are receiving a limited variety of instructional strategies in the classroom to address the diverse learning styles. Desired state: Teachers at Wilson Middle School will utilize instructional strategies that include a variety of challenging and engaging activities that are clearly related to the grade level standards, concepts and skills being taught. Evidence: Student work samples, lesson plans, minutes from content meetings, and observations will be used as evaluative tools for this objective. Measurable Objectives:

• By June 2008, 100% of teachers at Wilson Middle School will understand and utilize strategies for differentiating instruction in the classroom.


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Strategies: • By August 2007, administrators, facilitator, and literacy coach provide support to teachers to develop best practices • By May 2008, administrative team will have facilitated professional development in the area of differentiated

instruction for all teachers at Wilson Middle School. • By September 2007, administrative team will create and implement professional development for teachers addressing

needs of students with identified needs and diverse learning styles. • By October 1, 2007, assistant principal will facilitate providing supplemental materials to increase hands on activities

in science. • By November 1, 2007, academic facilitator and dean of students will organize a talent development club to increase

project based learning. • By September 1, 2007 ESL teachers will implement Plato program for English Language Learners (ELL). • By December 1, 2007, ESL teachers will implement the Rosetta Stone program for ELL. • By January 1, 2008, principal will identify individuals on the faculty who have a strong knowledge and high

implementation of SIOP. • By December 1, 2007, principal will identify teachers who will implement the H.O.T.S program for EC students. • By September 1, 2007 teachers will implement learning centers to address differentiated instruction in all classes.

Goal 5 – Wilson Middle School teachers use a variety of methods to access and monitor the progress of student learning (e.g., tests, quizzes, assignments, exhibitions, projects, performance tasks, portfolios) Assessment: The Wilson staff members were asked to complete the North Carolina Schools to Watch Self Study in November 2007. With only 17 of 67 instructional staff members responding, Goal 5 was rated a score of 2.86. The survey was re-administered online in February 2008. At which time 46 of 67 instructional staff members responded and rated Goal 5 with a score of 2.83.

Using information from our School Quality Review Report, the school’s leadership recognizes the need to place a stronger focus on challenging students academically in order to drive improvement and raise achievement. The school uses some strategies to foster achievement growth for some students. Nevertheless, there is no evidence of data being used consistently to identify which groups are performing well and which need greater support. Opportunities are being missed to use the outcomes from assessment data review the performance of individual students and to use this to plan the next steps in instruction.


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In addition, our NCDPI Needs Assessment Report recommended we provide students with timely assignments, both in class and for homework, students are given an opportunity to show mastery of objectives taught through projects, performance tasks and portfolios.

Statement of problem:

1. Teachers at Wilson Middle School are currently using common, frequent assessments to benchmark key concepts and the achievement of their students.

2. Students have not been taught to asses their own or other’s work against the performance standards, or levels. Desired state:

1. Teachers at Wilson Middle School will consistently and continuously use common and frequent assessments to benchmark key concepts and the achievement of their students as well as teach students to assess their work against the performance standard or levels.

2. Students will assess their own or others work against performance standards and reflect on their level of mastery of the objectives taught. Once students reflect on their mastery level, they will set goals for their learning.

Evidence: Students data notebooks, school data notebooks, teacher data notebook, content meeting agendas and minutes, lesson plans, and PEPs. Measurable Objectives:

• By October 2008 all teachers will be trained in the use of data collection and application as well as how to teach students to use data notebooks.

Strategies:

1. During the initial work days in August 2008 staff will be trained to navigate TSPARTA by administrative staff. 2. During the initial work days in August 2008 staff will be trained to implement student data notebooks and portfolios. 3. During quarter one each student will be trained to create and implement their own data notebook. 4. During quarter one each student and teacher will implement the use of student portfolios.


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5. During the initial work day in August 2008 staff will be trained to create interdisciplinary units, e.g. assignments, exhibitions, projects, performances tasks)

6. During quarter one, each student will be taught to set goals based on their individual data which will be reviewed and updated quarterly.

Goal 6 - The faculty and master schedule provide students time to meet rigorous academic standards. Assessment: The Wilson staff members were asked to complete the North Carolina Schools to Watch Self Study in November 2007. With only 17 of 67 instructional staff members responding, Goal 6 was rated a score of 2.47. The survey was re-administered online in February 2008. At that time 46 of 67 instructional staff members responded and rated Goal 6 with a score of 2.365.

Using information from our School Quality Review Report, the school’s leadership recognizes the need to place a stronger focus on challenging students academically in order to drive improvement and raise achievement. The school uses some strategies to foster achievement growth for some students. Nevertheless, there is no evidence of data being used consistently to identify which groups are performing well and which need greater support. Opportunities are being missed to use the outcomes from assessment data review the performance of individual students and to use this to plan the next steps in instruction.

In addition, our NCDPI Needs Assessment Report recommended we provide students with timely assignments, both in class

and for homework, students are given an opportunity to show mastery of objectives taught through projects, performance tasks and portfolios. Statement of problem:

1. The faculty at Wilson Middle School needs additional training in effective lesson plan design. 2. The faculty at Wilson Middle School needs additional training on how to utilize the ninety minute block for introduction of

new material, remediation, and enrichment. Desired state: Teachers will be provided engaging and rigorous lessons to teach content, concepts, and skills through differentiated lessons, re-grouping, and remediation as needed.


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Evidence: lesson plans, grouping assignments, tutorial rosters, extended day assignments, ASEP assignments, SES assignments, and observations. Measurable Objectives:

• By January 2009, 100% of the faculty at Wilson Middle School will be trained in effective lesson plan design and the effective use of the ninety minute block.

Strategies:

• By August 2008, the master schedule at Wilson Middle School will maximize the use of instructional time by ensuring that classes are 85 minutes per class.

• By August 2008, the master schedule at Wilson Middle School will utilize teams to create opportunities for flexibility in the instructional day.

• By August 2008, all faculty members at Wilson Middle School will be trained in lesson plan design. • By August 2008, all faculty members at Wilson Middle School will be trained in objective writing. • By January 2009, all faculty members at Wilson Middle School will be trained in Marzano’s level of questioning and

differentiating instruction. • By January 2009, all faculty members at Wilson Middle School will be trained in differentiating for diverse learners.


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Goal 7:

Students are provided the support they need to meet rigorous academic standards. Assessment:

The Wilson staff members were asked to complete the North Carolina Schools to Watch Self Study in November 2007. With only 17 of 67 instructional staff members responding, Goal 7 was rated a score of 2.98. The survey was re-administered online in February 2008. At which time 48 of 67 instructional staff members responded and rated Goal 7 with a score of 2.642.

Using information from our School Quality Review Report providing students the support they need to meet rigorous academic standards overall rating was proficient with significant weaknesses impacting learning and achievement. In addition, our NCDPI Needs Assessment Report recommended we provide students with timely assignments, both in class and for homework, with review and practice objectives taught. Problems:

1. All members of the Wilson faculty do not have the skill set needed to analyze and use data to drive instruction. 2. All members of the Wilson faculty do not differentiate and/or individualize instruction on a regular basis.

Desired State

1. All teachers will be able to gather, to use, and to analyze data to write effective lesson plans that include differentiated instruction that meets the needs of diverse learners.

2. All faculty members will differentiate and individualize instruction on a regular basis. Evidence Lesson plans, formal and informal observations, content meeting minutes, pre test, post test, quarter tests, common assessments, formative assessment, and informal assessments. Measurable Objectives

• By October 2008 one hundred percent of the teachers at Wilson Middle School will be able to effectively gather, analyze and use date to write effective lesson plans that address the need of the diverse learners.

• By the end of first quarter 2008 all teachers will be trained to formulate differentiated lesson plans using pre-assessments.


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• By the end of first quarter 2008 all teachers will create and use a data notebook using information found on TSPARTA and EVAAS.

• By October 2008, one hundred percent of core subject teachers will collaboratively create a data wise plan. • By August 2008, facilitators and team leaders will create a data collection and analysis resource guide for analyzing unit data.

Strategies

• During the initial work days in August 2008 staff will be trained to navigate TSPARTA by administrative staff. • During the initial work days in August 2008 staff will be trained to interpret data from EVAAS. • During the initial work days in August 2008 staff will be trained to extract data from informal and formal assessments by

facilitators and team leader Goal 8 The staff at Wilson Middle School is provided time and frequent opportunities to enhance student achievement by working with colleagues to deepen their knowledge and improve their standard based practices. Assessment:

Wilson staff members were asked to complete the North Carolina Schools to Watch Self Study in November 2007. With only 17 of 67 instructional staff members responding, they rated Goal 8 with a score of 2.73. The survey was re-administered online in February 2008. At that time 48 of 67 instructional staff members responded and rated Goal 8 with a score of 2.625.

Using information from the School Quality Review Report the rating was proficient with significant weaknesses related to teachers working collaboratively to plan lessons that are effective and improve student achievement. In addition, teachers demonstrating a sound knowledge, skills and understanding of content/subject taught impacting learning and achievement was an area of significant weakness. The NCDPI Needs Assessment Report identified data review and desegregation as an area needing significant improvement. Problems:

1. Wilson Middle staff has limited opportunity to work with colleagues to analyze and use data to make informed decisions about classroom practices that can improve student performance and academic achievement.


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Desired State

1. Design a professional learning community where staff has a commitment to focus on practices that positively impact student achievement.

Evidence IGPs, team meeting minutes, professional development attendance sheets, quality planning sheets, lesson plans, and observations Measurable Objectives

• By October 2008, one hundred percent of instructional staff will collaborate with colleagues and participate in professional development opportunities related to research based practices that improve student achievement.

• By August 2008, the administrative staff will develop a professional development plan to teach teachers to analyze and use data to create effective lessons.

• By August 2008, the administrative staff will create an observation schedule to effectively monitor the implementation of data driven instruction.

• By August 2008, administrative staff will create a professional development calendar. Strategies

• Continue implementation of a professional development plan that includes opportunities for staff to receive training on analyzing and using data to make decisions for creating effective lesson plans that impact student learning and achievement.

• Utilize content, grade level and staff meetings to enhance staff understanding of data and how to effectively use it to make decisions to create effective lesson plans.

• Continue implementation of observation schedule to monitor and ensure that staff implements what they learn through professional development opportunities.

• Staff will meet with colleagues to design and implement a plan to evaluate student work. Transition plans for all grades:


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FOR RISING 6TH GRADE: I. 2 dates for an evening Open House for rising 6th graders

Two dates are scheduled for Open House for rising 6th graders in May, TBA. Flyers are created by to be sent to the four main feeder elementary schools. We also request, if possible, a connect-ed message to be sent.

a. Parent Sessions During each Open House, we suggest it start with a parent information session where the following topics are discussed:

i. Parent involvement/PTA participation ii. Administrative discipline and student handbook iii. Overview of difference in scheduling from elementary to middle school iv. Brief power point of how to prepare and be successful in middle school Handouts will be delivered as well.

II. 2 tour dates for AM/PM Dates suggested for school tours are the same as Open House: a The tours will be guided by the guidance team and selected leadership students. a They will start be from 10am to 2 pm every hour, split by grade level. Flyers will be created to be sent to the four

main feeder elementary schools. We will also request, if possible, a connect-ed message to be sent.

III. Transition visit to elementary school The counselors visit the four feeder elementary schools. Items discussed with students are dress code, schedules and

movement of classes, discipline, and course selection. We also have a question and answer period. Proposed: FOR RISING 7TH & 8TH GRADERS: (proposal for funding) 1 week Summer Leadership Academy – We would like to recruit up to 25 of our current perspective students for a Leadership Academy. The students will be trained in the areas of: Peer Mediation, Character Education and values, bullying, and community service. We will also need funding for incentives for the students. The design of the program will be discussed at a later date. We would seek the National Association of Peer Educators and Leaders to pilot possible membership.

The parent advocate is researching Black Parenting, an organization to assist with holding groups for Wilson Middle School parents either during the summer or the school year.


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FOR RISING 9TH GRADERS: Diploma Plus Folders a 8th grade students utilize the folder to select their career path then review what classes will be taken on that path in

high school. a The 4 main feeder high schools visit to answer any questions students had about their school and register students for

classes.

Title I Action Plan Family/School Partnerships

School Name: ___Wilson Middle School Title I Allocation for Parent Involvement ___________________

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

Will refreshments be served?

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.)

Parenting

Com

munication

Volunteering

Learning at

Hom

e

Decision-

Making

Com

munity

Collaboration

Yes

No

1. Open House

August 2008 (am & pm)

1, 9 Title I X X X X x

2. Annual Title I meeting

September 2008 (Evening & am follow-up)

5, 10, x x x x x

3. quarterly report card pick-up

November 2008 (all day)

6, 13, Title I x x x

4. Curriculum Day

Quarterly (week night or weekend

6, 2, Title I X X X x

February Title I X X X X X

Title I Action Plan Family/School Partnerships

School Name: ___Wilson Middle School Title I Allocation for Parent Involvement ___________________

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5. eat lunch with dad (morning) 6. parent shadow day

October (am and pm)

6, 13, Title I X X X X X x

7. Effective parenting; encouraging education

Quarterly (during school day and evening hours)

7, 3 Title I x X x x x x

8.EOG Blast Off

April 2009 (All day)

8 Title I x x x x x x x

9. Step It Up-Summer Prep Fest

June 2009 (All day)

13, 10, 8, 6,

Title I x x x x x x x

TEMPLATE School: WILSON MIDDLE SCHOOL (585) 2008-09 Professional Learning Plan

*Note: Any activities that support Epstein’s six keys to building successful family/school partnerships are based on research that substantiate the fact that student achievement is directly linked to parent involvement. **Note: Please show flexible meeting times and various meeting locations to meet the needs of all families.

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

Will refreshments be served?

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.)

Parenting

Com

munication

Volunteering

Learning at

Hom

e

Decision-

Making

Com

munity

Collaboration

Yes

No

1. Open House

August 2008 (am & pm)

1, 9 Title I X X X X x

2. Annual Title I meeting

September 2008 (Evening & am follow-up)

5, 10, x x x x x

3. quarterly report card pick-up

November 2008 (all day)

6, 13, Title I x x x

4. Curriculum Day

Quarterly (week night or weekend

6, 2, Title I X X X x


*Note: Any activities that support Epstein’s six keys to building successful family/school partnerships are based on research that substantiate the fact that student achievement is directly linked to parent involvement. **Note: Please show flexible meeting times and various meeting locations to meet the needs of all families.

5. eat lunch with dad

February (morning)

Title I X X X X X

6. parent shadow day

October (am and pm)

6, 13, Title I X X X X X x

7. Effective parenting; encouraging education

Quarterly (during school day and evening hours)

7, 3 Title I x X x x x x

8.EOG Blast Off

April 2009 (All day)

8 Title I x x x x x x x

9. Step It Up-Summer Prep Fest

June 2009 (All day)

13, 10, 8, 6,

Title I x x x x x x x


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Overarching Guidance: Each school’s Professional Development Committee should strive to build a plan around professional development that is:

1. Job-embedded 2. Includes sessions and strategies for teacher and administrator self-reflection 3. Focused on professional learning that helps teachers better facilitate student learning (pedagogy rather than initiatives or programs) 4. Developed with school-wide input, using student data and teacher observations and reflection

Professional Development Committee Name the school PD Lead, principal and other key administrators, key teachers, data team representatives, and other relevant personnel Principal –Eric Ward Science- Jessie Hasken LEP- Andria Mitchell PD Lead- Shermaine Derrick Social Studies- Amanda Saunders Assistant Principals- Brigitte Brown and Micahel Lefko Math- Tokitha Mcwain-Ferguson Academic Facilitator- Falisa Hankins Language Arts- Literacy Coach- Violet Alexander EC- Erika Rogers Professional Learning Strategy (Long-Term) Funding Source:

• Title I - $31, 974.50 • Local - $3, 062.69

Over the next 3-5 years 1. Wilson will focus on training and retaining new teachers with the skills and knowledge to meet the diverse academic needs of our student and closing achievement

gaps. Primary foci will be instructional strategies and classroom management. 2. Wilson will provide professional learning opportunities to increase collaboration amongst faculty and in the development of professional learning communities 3. Wilson will use data to drive instructional decision


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2008-09 Professional Learning Objective (Upcoming School Year) Overarching Objective

To address our long term instructional focus of improving the skills and knowledge needed by our teachers to address achievement gaps we will design standard based research PD opportunities that train teachers in lesson planning/instructional design through the following: (NOTE: look at data from: Trends/Patterns, SQR, Observations, AZ Support Visits) Knowledge- Data and Assessments, Technology Skills- Classroom Management Practice- AVID to include Technology (SMART Board Training), Content Area best instructional practices, LEP and EC. Specific Needs Based on Teacher Groups What other more specific needs based on specific teacher group needs (inexperienced, EC, etc.) exist on your campus that you will be addressing through your professional learning plan this year? Note: This should not be a comprehensive list of every need. Instead, please focus on other specific issues that you are going to work on this year. Example: - All teachers will focus on analyzing data - Inexperienced teachers will focus on collecting data in the classroom everyday - Experienced teachers will focus on changing strategies based on data results


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Rationale Please describe the groups of teachers/administrators, their identified needs, and the data that supports how you identified each need. Use this information to formulate a specific, measurable Professional Learning Objective that addresses this need.

Target Group Identified Need Data That Supports Identified Need Professional Learning Objective

Designed to Address the Identified Need

Specific Outcomes To Be Measured

All teachers

Teachers need to collect and utilize data to collect student understanding through ongoing assessments

Student Data from our quarterlies/Local Formative Assessments in our school indicates that more than 50% of our teachers do not use ongoing assessments as an indicator of student learning.

All initially licensed teachers will be able to demonstrate effective classroom use of ongoing assessments, resulting in a 40% improvement in appropriate use of instructional time.

All teachers

Content Area PLC

Teachers need to use strategies in their classrooms to increase their effectiveness through student application.

High percentage of teachers that are lateral entry who have not completed all coursework and/or first year teachers where the ratio of experienced to new faculty is 7:1 for mentoring. EOG Test Data – Reading, Math, and

All teachers will be trained in best practices that will strengthen their skill level and increase student achievement- Formatives, Quarterlies, EOG performance.

Content Area PLC


70

Science

All teachers

Instructional Strategies: Due to the diverse population at Wilson, teachers need training to work with students of different backgrounds and learning abilities.

Teacher demographics- experience, teacher preparation, ethnic groups represented Student EC, ESL, and Free/Reduced Lunch (ED) student population percentages

Best Practices to include LEP/ESL, Inclusion/EC populations.

All teachers

Technology- Students are assessed in the 8th grade on the NC Online Computer Skills Test but do not have enough exposure through middle school with technology.

Teachers do not use the available technology due to lack of training. NC Online Computer Skills test scores

Teachers will be trained in infusing technology in their classroom (use of vocabulary and relevant examples) in order to provide students with opportunities to become proficient in the identified/test areas increasing student achievement.

All staff

Classroom Management- due to an increased number of discipline problems as our populations changes each year this has been a growing concern affecting

PBIS data, SWIS Data teacher referrals, student retentions

(2ND Quarter Book Study) Staff will be trained in PBIS??? and participate in two book studies- Motivating Students that Don’t Care, and Discipline Strategies for the Classroom: Working with Students to increase their awareness of how to handle


71

student absenteeism and retention.

student disciplinary issues

New Teachers

New Teachers are inundated with tremendous amounts of information at the beginning of the school year. Making sense of it and maneuvering through it is a challenge that frustrates and discourages new teachers.

High turnover of Wilson staff over the past 3-5 years (>50%) identifies a need to train, retain, and attract highly qualified teachers that remain in the profession.

New Teacher Seminar- a paid week of training in preparation for the upcoming school year. Increases acclimation and readiness for new teachers and all staff. Topics include- Lesson Design, School and Classroom Procedures, Organization (school wide AVID calendar that drives instructional focus??)

Plan of Action Lessons Learned Describe any “lessons learned” from school-based PD delivered last year

1. Follow through and implementation of professional learning activities was lacking by teachers and Academic Leadership Team. 2. Structure did not provide enough hands-on time for teachers to try new strategies and discuss with peers what did and did not work. 3. Structure not in place to create professional learning communities that focused on improving the teachers’ skills and knowledge and

sharing best practices. Facilitation of Job-Embedded Professional Learning How does your proposed 2008-2009 schedule permit you to organize teachers into professional learning groups? Please describe how you will incorporate opportunities for job-embedded professional development into the schedule and how you will monitor/support the work of each group.

1. Content team meetings twice a week.


72

2. Peer Observations 3. Grade Level Team Meetings 4. Reflective Practices/Journal 5. Teacher Led PD Conferences

Professional Development Delivery Plan Use this section to describe your school’s plan for delivering school-based PD that is focused on pedagogy and teacher professional learning . Training conducted should meet specific objectives stated in the previous section. Please detail both event-specific (professional development days, monthly staff meetings, etc.) and job-embedded training (mentor plans, collaborative planning time, etc.).

PROFESSIONAL DEVELOPMENT DELIVERY PLAN

Professional Learning Objective Addressed

Planned PD Training

Description of Training Agenda

Target Training Date(s)

Training Provider

School Point of Contact/ Ownership

Method of follow-up to ensure successful

implementation of training

Actionable Items/ Rescheduling

AVID

AVID Summer Conference

Summer 2008

Weekly

AVID 1. Ward 2. Dietzler

1. Observations 2. Lesson Plans

Instructional Strategies/Practices

1. Marzano’s Dimensions of Thinking

2. Differentiated Instruction

3. Accelerated Reader

4. Writing Workshop/Writing Blitz

5. Test Taking Strategies

- Weekly discussions during content area meetings

- Monthly discussions during faculty meeting

Weekly Academic Leadership Team

1. Derrick 2. Hankins

1. Observations 2. Lesson Plans


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Technology in the Classroom

1. SMART Board Training

2. Technology Knowledge Survey

3. Teacher Led/CMS PD

4. OnCourse Online Lesson Planner

5. Learning.com

Weekly Contracted

Services Ward Sapp

1. Observations 2. Lesson Plans 3. Technology

Knowledge Survey

4. Contacts with CTE Teachers

5. Student Work Samples for PEP/NCCLAS folders

Classroom Management

1. -PBIS Training

2. Character Education

3. Book Studies 4. - Teacher

Seminar

Weekly Academic

Leadership Team


Review of PBIS/SWIS data, 1:1 Mentoring with Teachers

experiencing continued difficulty

School Wide Procedures

Increased sharing of best practices through Professional Learning Communities (PLC)

Best practice demonstration during -Teacher led PD - Peer Observations - Content PLC Meetings

Weekly

1. Academic

Leadership Team

2. Teachers


1. Reflection Logs after each activity (as needed)

2. Lesson Plans 3. Student Assessments 4. Meeting Agendas and

Minutes 5. Content Area Long

Term Plan per quarter

Data Driven Instruction and Assessments

1. PLC Content and Team meetings 2. Formative and Summative Assessments Review 3. Eduware &

Weekly

1. Data Team

2. Academic

Leadership Team

1. Data Team Chair

2. Academic Leadership

Team

1. Data Notebooks for collecting and analyzing data 2. Lesson Plan Design – use of additional strategies 3. Student data folders – students monitor their progress with classroom


74

EduGame Training teacher 4. Meeting Agenda and Minutes

Inclusive Practices- LEP and ESL

AZ & CMS training

Per CMS

PD CMS PD 1. Derrick 2. Mitchell

1. Lesson Plan- use of strategies and feedback on

implementation


75

Funding Plan and Considerations Describe your school’s PD-designated funding plan for the upcoming school year (take into account any costs associated with state, district and learning community required/planned activity). Please use the chart below to describe your school’s funding allocation.

Requirement Dollars Allocated Funding Source

(District PD Allocation, Title I, EC, etc.)

State/District/LC/School Objective Addressed by Requirement

SMART Board Training

$830

Title I

Technology

Closing the Achievement Gap Conference $1750 Title I

NC Middle School Association A) Fall Workshops

B) Annual Conference

A) $300 B) $2000

Title I

AVID a) Summer b) Ongoing

A) $12,000 LOCAL AND Title I Restructuring Model

PLC Team Building $9000 Title I

AR Training

$1000

Study Island


76

Achieve 3000

Renaissance


77

Filling the Gaps External Supports: Please review the delivery plan to identify other supports needed from the Learning Community or Central PD to support your plan. Please identify the Professional Development Objectives to be addressed and describe the type of support requested.

EXTERNALLY-REQUIRED TRAINING

Professional Learning Objective To Be Addressed Requested Support

Target Training Date(s)

Requested Provider

School Point of Contact/ Ownership

Method of follow-up to ensure successful implementation of training

Data Tools Data Wise training

9/18,10/7,11/4,12/2,1/6/09,2/4/09,3/3/09,4/14/

09,5/5/09

Achievement Zone, Harvard University, and

Patheneon Group

Ward

Frequent Walkthroughs, observations, sign-in sheets, and organizational

structure Achievement Zone Curriculum Visits DPI Leadership Facilitator Reports

DPI Instructional Facilitator Reports/Feedback Forms

New Teachers Mentor Teacher Monthly Achievement

Zone Ward


structure Training of Mentor by Rosebud Turner

Mentor Contact Logs, Peer Observations Achievement Zone Curriculum Visits DPI Leadership Facilitator Reports


Technology

CMS PD WMS Experts Bi-Weekly

DPI, CMS , Instructional Technology,

Texas Instrument ,

Achieve 3000, Renaissance

Learning

Saunders


structure

Achievement Zone Curriculum Visits DPI Leadership Facilitator Reports



78

TI Facilitator Report Feedback Forms

LEP

LEP Training CMS PD Monthly C&I Mitchell




PLC Training for Academic

Leadership Team

CMS PD – Dr. Hammond Weekly

DPI , ASCD,AVID,

and Achievement

Zone

Derrick







79

CMS 2008-2009 Bullying-Prevention Implementation and Process Plan

I. School: Wilson Middle Principal: Eric Ward II. Learning Community (LC) Team Members/Positions: Member: Eric Ward/Principal Member: Glennise Clyburn/School Point Person III. School Bullying-Prevention (BP) Committee Members:

(i.e, a teacher, parent, support staff, administrator…) Member: Tracey Babb/Position (School counselor) Member: Lonjete Garland/Position (School Social Worker) Member: Darren Patterson/Position (Community In School Coordinator) Member: Jaida Tims/Position (Parent Advocate) Member: Tyrone Corlew/Position (Dean of Student) IV. Bullying-Prevention program/s and selected grade level/s:

(i.e., CMS Safety & Respect Activities and/or Steps to Respect Program or Souls of Our Students Curriculum, etc.) Program/grade level/s- Anti-Bullying Program____(6th grade)________ Program/grade level/s____________________________________________ Program/grade level/s____________________________________________ Program/grade level/s____________________________________________ V. Implementation Vehicle: If using more than one implementation vehicle, please list

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(i.e., Advisor-advisee time/character education time/integration into a specific core class) Please specify Advisor-advisee time, # of days/time per week (once a week), how much time allocated 40 minutes (how many minutes per activity) 25 minutes. Please specify________________________________ ,# of days/time per week________, how much time allocated__________(how many minutes per activity) Please specify________________________________ ,# of days/time per week________, how much time allocated__________(how many minutes per activity) Please specify________________________________ ,# of days/time per week________, how much time allocated__________(how many minutes per activity)


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

Request for Waivers

585--Wilson Middle School Please enter codes of all schools requesting the waiver described on this form.

1. Insert the waivers you are requesting.

Maximum Teaching Load and Maximum Class Size (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 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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