Chowan Middle School 2009-2010 Board Presentation

Student Learning Goal #1 By 2011, 75% of students in grades 6-8 will perform at a proficient level on writing assessments correlated to state accountability standards.

Writing Data Writing % proficient 2007-2008 2008-2009* 6th grade NA 62.6% 7th grade 50.5% 47.0% 8th grade 64.8% 59.9% *Data reported is reflective of the new writing assessment piloted by NC which resulted in changes to the assessment format and rubric. Data is based on local scoring and the 2007-2008 formula. As a result, drawing comparisons between the 2007-2008 year and 2008-2009 year would be difficult.

Student Learning Goal #2 Each subgroup will meet AYP in reading and math as measured by No Child Left Behind.

CMS AYP RESULTS by SUBGROUPS 2008-2009 NCLB Target = 43.2% Reading All 2008-2009 MET – 66.9% 2007-2008 MET – 49.4% Black 2008-2009 MET – 48.6% 2007-2008 NOT MET – 28.3% 2007-2008 MET – 66.6% 2008-2009 MET – 82.8% White Economically Disadvantaged 2007-2008 NOT MET – 32.5% 2008-2009 MET – 52.0% Students With Disabilities 2008-2009 MET w/Safe Harbor – 42.5% 2007-2008 NOT MET - 18.2%

CMS AYP RESULTS by SUBGROUPS 2008-2009 NCLB Target = 77.2% Math All 2008-2009 MET – 82.9% 2007-2008 NOT MET – 65.2% Black 2008-2009 MET w/Safe Harbor – 72.7% 2007-2008 NOT MET – 48.1% White 2008-2009 MET – 91.2% 2007-2008 MET – 79.5% Economically Disadvantaged 2008-2009 MET w/Safe Harbor – 76.0% 2007-2008 NOT MET – 51.4% Reading 6th Grade: 72.4 State: 71 7th Grade: 66.1 State: 65 8th Grade: 62.1 State: 66.6 Math 6th Grade: 80.9 State: 78.1 7th Grade: 75.8 State: 78.4 8th Grade: 90.9 State: 80.4 Students With Disabilities 2008-2009 MET w/Safe Harbor – 60.0% 2007-2008 NOT MET – 40.6%

Student Learning Goal #3 The percentage of students in each grade level meeting their individual expected growth in reading and math will meet the standard of “high growth” as measured by the North Carolina Accountability Standards.

OVERALL COMPOSITE: 2007-2008=61.4% 2008-2009: 75.8% Expected Growth Reading 2007-2008 2008-2009 6 Not Available 60.2% 7 55.78% 8 53.1% Math 2007-2008 2008-2009 6 72.7% 72.09% 7 50.8% 56.29% 8 86.6% 93.25% Algebra I 82.5% 75.75% OVERALL COMPOSITE: 2007-2008=61.4% 2008-2009: 75.8% High Growth

Writing Across The Curriculum Staff Development on the writing process and scoring 6,7, & 8th grade portfolios 2nd year participating in State Writing Assessment Electronic Pilot CAPS Expanded awareness on weekly mini writing convention lessons

CMS Academic Pyramid Of Interventions Week 37: Summer School, Academy, Placement, Retention, Testing Weeks 19, 25, 31: *Student Success Plans/PEPs revisited *Administrator conferences/letters mailed home *RTI review meetings: **Referral for testing, counselor services, bulldog buddy program, administrative contract and tutoring Week 13: *Student Success Plan/PEPs revisited (Parents called in for conference) *Administrator conferences/letters mailed home Week 7: *Student Success Plan/PEP conferences Six weeks conferences held with teachers, administrators and A-team representative to discuss students failing two or more classes. Options include referring student for counselor services, bulldog buddy program, administrative contract and tutoring. Weeks 4-30: **Spring Training during Mon. HB (Math, Reading, Organizational and Study Skills) ***Penalty Box during Core Zero Week 0-3: **Academy/Corrective Reading Placement **Mentor program for 6th grade ***Homework lunch CMS Academic Interventions *Students failing 2 or more classes **Select students based on need ***Students failing to complete assignments

NC QUEST Impact in the classroom: Daily use by teachers Teachers keep gaining more skills Access for all students Teacher community of learners Technology is invisible – comfortable, casual, and natural Emphasis is on learning, not the technology Students spend more time on engaged learning tasks- collaborative, strategic, and energetic Teacher is facilitator more of the time (McKenzie, J., 2002)

Learning Team Plan 2009-2010 Based on staff feedback from accreditation standards 3 modules: Data EVAAS Formal and informal Technology Cindy Phthisic Application and integration Literacy Book study of Improving Reading, Writing, and Content Learning for Students in Grades 4-12 by Rosemarye Taylor Differentiation

Organizational Effectiveness Goal #1 The total number of instructional hours lost annually due to inappropriate behavior will be less than 5,000. (Hours = Days x 6)

Discipline Data 2007-2008 2008-2009 # Days Hours OSS 101 572 3432 51 235 1410 SGA 405 599 3594 398 588 3528 Bus referrals 72 1171 45 823 Total Hours (minus bus referrals) 7026 4938

Organizational Effectiveness Goal #2 CMS will improve the atmosphere of trust and mutual respect that promotes the creation of and adherence to a shared vision. 90% of the faculty and staff will respond positively to questions regarding working conditions and school climate on the annual surveys.

The Survey Says…. Staff community building survey 2007-2008 2008-2009 I am involved in the development of the school’s vision, beliefs, and mission. 82% (49)* 85% (37)* Teachers and staff in our school have a positive and productive relationship with each other. 88% (41)* 89% (56)* Teachers and staff in our school have a positive and productive relationship with the principals. 89 % (54)* 85% (63)* Teachers and staff in our school have a positive and productive relationship with students. 85* (38)* 92% (59)* Teachers and staff in our schools have a positive and productive relationship with parents. 89% (24)* 89% (41)*

Organizational Effectiveness Goal #3 CMS will increase students’ perceptions of safety and school engagement. 90% of the students will respond positively to questions on the annual safety and climate surveys related to feeling safe at school and being contributing members of the school community.

The Survey Says…. Safety Survey 2007-2008 2008-2009   How safe do you feel at this school? *88% *91% Climate Survey I participate in my choice of students activities (clubs, sports, etc.) at . *81% Students at CMS are involved in planning school activities. *45% *43% Students at CMS can find activities that match their interest. *72% *70% *Percentage answering agree or strongly agree.

CMS Behavior Pyramid of Interventions OUT OF SCHOOL DEVELOPMENT CENTER OUT-OF-SCHOOL SUSPENSIONS ADMINISTRATOR INITIATED PARENT MEETING At or before 4th referral, parent will be informed of last options with clearly defined disciplinary steps if the behavior continues. REFERRAL TO ADMINISTRATION CLASSROOM INTERVENTIONS Discussion of problem, modification of classroom, success plans, and identification of ways to help the student successfully meet expectations will be used. Consequences include warnings, time out, silent lunch, in-team and parent contacts. POSITIVE BEHAVIOR SUPPORT Character lessons, explicit instruction of the PBS matrix and procedures, and recognition of positive behavior will be used to encourage positive behavior. CMS Behavior Interventions STAFFING Parents will be invited in to begin a Functional Behavior Assessment and create a Student Success Plan for correcting the behavior. Parents should be informed that office referrals will begin if improvement is not observed. TEACHER ASSIGNED AFTER-SCHOOL DETENTION TEAMING/REFERRAL TO COUNSELOR 1st-Team meets with student and calls parents. 2nd-Team meets with student, calls parents and develops Student Success Plan; additional personnel such as counselor, administrator, and staff with expertise in particular areas may be involved. The student will be referred to the counselor to determine what non-punitive interventions the support staff or outside agencies may be able to provide help the student. be successful. CMS Behavior Pyramid of Interventions

Core Zero Continuous Development of Clubs Goals and projects aligned with the school improvement plan Continuous Development of Clubs Commitment and support of the CMS faculty and staff Support from School Administrators Students desiring to have more involvement in the development of student activities

Continuous Development of Clubs Penalty box; reduce the number of failures More collaboration with community state holders; State Employees, Becky Wilder (yearbook) , 4-H Continuous Development of Clubs Development of social skills Remediation for students with weak academic skills Participation in more school wide and community based projects More interaction between students & teachers (multi-grade levels) Leadership roles being shifted and developed by students

Communication

Questions