1. Chowan Middle School
Board Presentation

2. 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.

3. 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 formula. As a result, drawing comparisons between the year and year would be difficult.

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

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

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

7. 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.

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

9. 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

10. 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

11. 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)

12. Learning Team Plan
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

13. 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)

14. 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

15. 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.

16. 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)*

17. 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.

18. 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.

19. 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

20. 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

21. 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

22. Communication

23. Questions