CMMS SC OSCHH OOLL N IIMMPPRR OVVEEMMEENTT … Improvement Plans 2011/Southwest … · cmms sc...

CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT PPLLAANN RREEPPOORRTT

School: Community House Middle

Principal: Jamie W. Brooks

Title I Specialist: n/a

Address: 9500 Community House Road

Charlotte, NC 28277

Courier Number: 345

Phone: 980-343-0689

Learning Community: Southwest Zone

Area Superintendent: Kit Rea

CMS School Improvement Plan 2010-12

Community House Middle 2011 - 2012

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BELIEFS High student achievement is the main priority of the school.

An effective school will have high expectations for all member s of the school community

Teachers have a responsibility to challenge all students and to ensure that they believe in their own abilities

A strong, positive, collaborative school culture is necessary for high student achievement

Successful schools ensure that all interactions with students are positive and that all students are valued and treated equitably

Equitable and equal are not synonymous

Students learn best in student-centered classrooms

Teachers at CHMS are responsible for the learning of all students at CHMS

Developing, implementing and analyzing common assessments is crucial in ensuring consistent learning

Rigorous academics, interdisciplinary instruction, integration of the arts, incorporation of technology and a program for character development are essentials for a sound, basic education.

Beginning with the end in mind is the key to ensuring high levels of learning

MISSION STATEMENT

District: Maximize academic achievement by every student in every school.

School: At Community House Middle School it is our mission to ensure high levels of learning for all students in a supportive and

equitable environment.

VISION

Our Vision at CHMS is for every child to achieve

more than one year’s growth in one year’s time.

OUTCOMES OF FOCUS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes:

Increase the percentage of students scoring proficient in Reading to 95% as measured by EOGs (while maintaining math at >95%)

Increase the percentage of students making their expected growth goal in Reading by 5 points from 60.7 to 65.7 as measured by the EOGs

Increase the percentage of EC and ELL students scoring proficient in Reading by 10% points as measured by EOGs



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ASSESSMENT DATA SNAPSHOT

Groups Read 2009-10 prof.

Read 2009-10 growth

Read 2010-11 prof.

Read 2010-11 growth

Math 2009-10 prof.

Math 2009-10 growth

Math 2010-11 prof.

Math 2010-11 growth

Sci. 2009-10

Sci. 2010-11

All 89.5 .114 90.7 .131 96.8 .320 97.1 .284 94.5 93

AA 84.2 .168 85.3 .101 92.6 .320 95.7 .280 90.2 90.1

Asian 90.8 .090 90.6 .176 98.9 .323 99.5 .386 94.3 97.1

Hisp. 76.5 .150 78.6 .121 92.8 .354 95.0 .314 89.5 83.8

White 92.3 .105 93.3 .132 97.8 .316 97.6 .260 96.3 93.6

*Am Ind. 100 000 83.3 -.105 100 000 100 .499 100 100

Mult Racial 88.9 .077 95.3 .143 100 .308 93.0 .313 93.8 100

LEP 58.2 .220 53.1 .195 94.7 .460 88.3 .547 76 83.3

Students w Disabilities

58.4 .250 65.6 .127 75.3 .250 75.6 .175 77.8 59.4

Economically Disadvantaged

.134 .315

AYP yes for all

*AI sub group not sig.



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School Profile Community House Middle School (CHMS) was established in August 2005 as a fifth and sixth grade pre-middle school. There are 1,489 students in grades six, seven, and eight, and it is the largest middle school in the Charlotte Mecklenburg School District. The school population has stabilized, with a slight decrease from last year. The school is separated into three grade level hallways and has a center corridor for the comprehensive fine arts program. In addition, there are four mobile units that contain two elective class rooms (Spanish, drama) and two eighth grade social studies class rooms. CHMS provides students with enrichment blocks to foster growth for all levels of students. There is also an elective class that provides structured interventions for students below grade level for reading. The state wellness initiative is supported by regularly scheduled classroom activities, weekly outside time for grade six, and a structured intramural program for grades seven and eight. Tutoring is provided by all teachers and there is a comprehensive website for school and teacher communications. Teachers are provided duty-free planning three days a week with parent conferences and grade level PD built in as necessary each week. Teachers eat lunch within the cafeteria at a teacher table, though not up and monitoring, in order to maintain a safe and orderly environment. The student population includes the following demographic percentages: White 61.2, African American 14.4, Asian 11.7, Hispanic 7.5, Multi-racial 5.1. Currently 5.9% of the enrollment is classified as students with disabilities, 3.8% as limited English proficiency, and 26.8% as gifted. CHMS met “expected growth status” and attained success with 37 of 37 target AYP goals for the 2010 - 2011 school year. The school was designated an “honor school of excellence” in North Carolina. The school made 37 of 37 target AYP goals for 2010, 37 of 37 targets for 2009, 24 of 25 target AYP goals for 2008, and 31 of 31 target AYP goals for 2007.

The staff experience level is high, with an average 12 years of teaching experience. Fifty percent of the staff has advanced degrees and twenty one percent are National Board Certified. The CHMS principal is starting her fourth year at the school. There is continued emphasis on school improvement through content-based literacy, thus, “literacy is the core” is the school- wide theme. The outcomes and strategies in the SIP will focus on achievement and closing the gaps between groups of students. The targeted growth goals were based on the achievement data for the current student population, previous growth data for the school, and the goals from the superintendent’s 2014 strategic plan.


Community House Middle 2011-12

* Identify for each strategy, the NC Leadership Standard (7-listed below) and supporting McREL Responsibility (21) that the principal will assume.

1-Strategic, 2-Instructional, 3-Cultural, 4-Human Resources, 5-Managerial, 6-External Development, 7-Micro Political.

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Outcome (1): Increase the percentage of students scoring proficient in Reading to 95% as measured by EOGs (while maintaining math at >95%) **These strategies and goals are also designed to help achieve high growth in reading and maintain high growth within math

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

Strategies

Task

Task

Point Person (title/name)

Evidence of Success Leadership Standard*

Responsibilities

Prof. Dev. Focus

Participants

Funding Source

Parental Involvement

Activity

Funding

Timeline End Date

ck date

ck date Process Outcome

Example: 1. Differentiate instruction for each subgroup

Include differentiation strategies in lesson plans

Academic Facil/Smith

Dept Planning Agenda, Lesson Plans

SQR 3.1, 3.2 – “Teaching is high quality, well paced and challenging for all students." Walk-throughs

Instructional (2)

Monitor

Evaluate

Differentiation

Faculty

PDC

Supply Material

None

PTSA

6-10-11

11-3-10

1-24-11

4-4-11

1. Strategic Master Scheduling

ELL LA scheduled early in the day

Schedule, as possible, Inclusion sections of LA earlier in the day

Establish REACH elective

Enrichment/Flexible time at end of each day for RTI

SURF Time each Wednesday in Enrichment

Flexible scheduling (such as alternating am/pm classes) as needed/requested

Principal and Assistant Principal AF Teachers Team leaders and GLA

Class rosters, Progress monitoring Staff training

Survey data Classroom observations Walk-throughs

Instructional (visibility, focus, order) Cultural Managerial

EC Department Chair to attend summer PD

N/A

Summer 2011

SLT

quarterly reviews

2. School-Wide implementation of SpringBoard

August training for all new LA teachers

Ongoing in-house PD with national

AF

Staff training Dept planning

Teaching is high quality, well paced and challenging for all students

Instructional Managerial

PTA to fund inservice

PTA Parent purchase of Springboard

Summer 2011

SLT

reviews





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trainer, Katy Coffelt (AF)

Weekly support through AF at LA PLCs

Implementation of Differentiation template within SpringBoard

AF

Lessons Template

Walk-throughs Appropriately challenging lessons

Instructional

PLC-PD

texts

3. School-Wide focus on lexile data

Lexile data given to all staff

Core teachers align classroom reading material to student lexile

Summer reading to focus on lexile levels

LA novel readings through literature circles focused on lexile levels

4. School-wide implementation of literacy instruction

All teachers trained in Common Core and trained to include argumentation skills

Literacy tutoring time built into school day

Word walls and vocabulary instruction within core classes

Continuation of Literacy Strategies PD during grade level time

Implementation of REWARDS second semester during Enrichment

5. Continue implementation of PLC philosophies

Refine conversations to focus on student work products to calibrate/guide instruction

AFs and Admin Team Team leaders AFs, Admin team, all teachers AF, select teachers Admin team All staff

PLC meetings Minutes Data notebooks SIP Sub Plans, lesson plans Data NB Agendas from PD sessions Lessons/training workshop Minutes from PLC meetings Minutes

Increased reading comprehension scores for all levels Observations EOG data EOG data Reflections; discussions IGPs Formal assessment results

Instructional Cultural External Development Instructional Strategic Managerial Instructional Cultural

PD from AFs on lexiles PD In-House PD from AF School funded N/A

Summer reading – Parents to assist in novel selection

Summer 2011

SLT

reviews

Summer 2011 -

ongoing

Nov 2011

SLT reviews

Weekly

SLT reviews

Second semester





7

Refine interdisciplinary teaming

Extend Vertical alignment through vertical PLC groups

Refine PLC dialogues to include literacy and argumentation through the support of Literacy Team

6. Incorporate ongoing data analysis through Teacher Portals and ThinkGate 7. Implement Extended Day program with targeted students

Identify bubble students

Develop program to best meet needs of bubble students/available staff

Invite to Extended Day Tutoring

8. Target 21st century learning skills

Add technology to the classrooms

Increase use of Smartboards through PD

In-House Teacher-Led PD

Ongoing coaching through new teacher evaluation tool

9.”Monday” Tutoring for strategically identified students 10. Implement Systematic RTI and PEP referral process through interdisciplinary teams

Weekly team meetings focused on struggling students

Formal documented process

Teams IT All staff Tracy Parker Robin Williams Teacher leaders All staff AF Team Leaders

from Vertical meetings Agendas Data NBs PLC minutes PD agendas Lesson plans Data, rosters Team Crates PEPs IT referrals Team NB

Lit Team members to meet monthly with PLCs EOG results Classroom walk-throughs EOG Data IT referrals appropriate for school

Strategic Instructional Instructional External Development Micro-political Strategic Cultural

AP to do GL PD Media Specialist and site coordinator

Parent transportation Technology funding through PTA fundraiser

Jan 31 Weekly





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introduced to teams

Team development of strategies to target struggling learners across disciplines

Required documentation of process prior to PEP or IT referral

10. Support implementation of Connected Math

AF in PLC meetings

Establish a SWZ Math PLC

Outcome (2): Increase the percentage of students making their expected growth goal in Reading by 5 points from 60.7 to 65.7 as measured by the EOGs

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria:

Effective Teaching and Leadership Performance Management Achievement Leadership/Management Increasing the Graduation Rate Teaching/Learning through Technology Curriculum Learning Environment Environmental Stewardship Parent/Community Connections Learning/Teaching Parent and Community

Strategies

Task

Task



Responsibilities

Prof. Dev. Focus

Participants

Funding Source


Activity

Funding

Timeline End Date

ck date


1. Align lexile levels to novel selections

Same as above

Summer reading project aligned to lexiles

2. Implement Paideia Seminars

Implement school-wide bi-weekly seminars within Enrichment block

Implement seminar approach within

Principal Admin Team AFs Paideia

Agenda from Paideia Training Seminar

Instructional Strategic

PTA to fund Paideia Training

Possible Parent Seminar offered during school

Summer 2011

SLT

reviews





9

core classes

expert team

handouts year

3. Implementation of SpringBoard curriculum within language arts

Same as above 5. Provide in-house Professional Development

ContinueTeacher-Led professional development – differentiated to meet staff needs by core area

PD through PLCs on an as needed basis

Focused ESL and Inclusion PD provided by Departrment chairs

6. Strengthen weekly professional learning team meetings

Refine conversations to focus on student work products to calibrate/guide instruction

Establish/refine interdisciplinary teaming

Extend Vertical alignment through vertical PLC groups

Refine PLC dialogues to include literacy and argumentation through the support of Literacy Team

All Teachers Admin. Staff

Teacher Toolbox Agendas Minutes

Student work products, Classroom observations Essential Learning Goals refined Triangulated work analysis Minutes; lesson plans; common assessments

Instructional Human Resources Strategic Instructional Cultural

PTA funded All Staff – no funding needed

Parent to purchase books

Ongoing

Monthly

Weekly





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Outcome (3): Increase the percentage of EC and ELL students scoring proficient in Reading by 10% points as measured by EOGs

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

Strategies

Task

Task



Responsibilities

Prof. Dev. Focus

Participants

Funding Source


Activity

Funding

Timeline End Date

ck date


1. Restructure EC Department

Hire new, experienced compliance facilitator

Strategically move staff

Aligned staff with grade levels based on strengths identified from data

Addition of Staff through position exchange

Principal AP Area Sup Robin Francis

Master Schedule Data

Increase in achievement

Human Resources

Summer

2011

SLT reviews

2. Redesign of EC Master Schedule

Focus on Inclusion Model

Establishment of common planning for all Inclusion teachers

Establishment of Learning Lab classes

Principal AP EC Dept Chair

Copy of Master Schedule Data analysis

Lesson observations

Strategic Cultural

South Zone PD

Summer 2011

SLT

reviews





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Staff assignments based on strengths

Review scheduling of EC students to ensure proper placement

3. Staff training in Inclusion models

Teacher-Led PD by department chair – monthly

Department Chair/Compliance Facilitator assigned extra planning in order to support staff through learning walks and coaching

4. Paideia and SpringBoard

Same as above 5. Aligned lexile data

Same as above 6. Improve communication with parents regarding home support

Conduct a Parent Session on “How to help your struggling reader”

Counselors to personally call and invite parents of struggling students

7. Extended Day and RTI strategies 8. Support Inclusion Team through district-provided ICT program

EC Chair All co-teachers AF Counselors Tracy Parker Laciana Rozier

Agenda from trainings Walk-through recoding sheets Agenda Surveys Focused meetings/ strategic coaching

EOG data Lesson observations CWTs Survey results EOG data Narrow gap

Instructional External Development Instructional Instructional

In-house PD from Dept Chair CMS funded

Sept. 2011 -

ongoing

CMS Safety and Respect for All Charlotte-Mecklenburg School District

CMS 2011-2012 Bullying-Prevention Implementation and Process Plan

I. School:____Community House____ Principal:_____Jamie Brooks

________

II. Learning Community (LC) Team Members/Positions: Member____Jamie Brooks

_______________________/Principal

Member_____ Terry Gabbard

________________/School Point Person

III. School Bullying-Prevention (BP) Committee Members: (i.e., a teacher, parent, support staff, administrator…) Member____Ervin Neumann__________________/Position__AP_

_______

Member____Terry Gabbard__________________/Position___teacher

____

Member_____Amy Jurusik__________________/Position___counselor

_______

Member______Christy Babao_____________________/Position___counselor

______

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 Video etc.) Program/grade level/s: Souls of Our Students Videos & Discussion Activities – school-wide Program/grade level/s: Bully-Prevention Week – School-wide Program/grade level/s: Development of Peer Tutoring on Tuesdays and Thursday in Enrichment (Ambassadors with 6th

grade students)

Program/grade level/s: Implement Mondays Matter to teach students character traits Program/grade level/s: Pilot Character Week activities in combination with student –led groups; new “C” cubed club to go on AM announcements weekly to discuss and promote good character Program/grade level/s: Theatrical Production “Sarah’s Journal” presented by

Cavalier Players. Play has an anti-bullying message.

V. Implementation Vehicle: If using more than one implementation vehicle, please list (i.e., Advisor-advisee time/character education time/integration into a specific core class) Please specify_______Videos – one day a week for 30 minutes_

- during Enrichment

Please specify: Weekly, “C” cubed members (Care club) will go on morning announcements to promote good charcter. Please specify: Peer Tutoring is being developed by Sherry Hilton with our 8th

Ambassadors

Please specify: Terry Gabbard will direct a theatrical production entitled “Sarah’s Journal” which has an anti-bullying message. This production will be presented in February. This production will be presented to the students and the community.

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