School Improvement Plan 2014-2015 2013-2014 through 2014-2015 School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate. Draft Due: September 26, 2014 Final Copy Due: October 24, 2014 Whitewater Middle School Contact Information School: Whitewater Middle School Courier Number: 317 Address: 10201 Running Rapids Rd Phone Number: 980-344-3400 Charlotte, NC 28214 Fax Number: 980-343-1814 Learning Community West Learning Community—West Meck Feeder Pattern School Website: whitewatermiddle@cms.k12.nc.us Principal: Beth Thompson
as a Title I school due to the fact that over eighty-five percent of our student population is identified as economically disadvantaged. The projected enrollment for the 2013-2014 school year was 896. Our current enrollment shows that we currently have 950 students. This year, we currently have 542 Black students that comprised 57.1% of the total student population. Hispanics students totaling 186, made up 19.6% of the student population. There were 91, 71, 80, and 129 students) that were White, Asian, Multi-Racial, or American Indian enrolled in the school that made up 9.6%, 7.5%, 8.4%, and 13.6%, respectively. Over 85% of the students at Whitewater Middle School will qualify for federal assistance due to poverty. In addition, 9.4% of the student population is identified as LEP and 12.9% EC. Strategic Plan 2018: For a Better Tomorrow Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas: College- and career-readiness Academic growth/high academic achievement Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas: Proactive recruitment Individualized professional development Retention/quality appraisals
Access to rigor Closing achievement gaps Multiple career pathways Leadership development Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas: Family engagement Communication and outreach Partnership development Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas: Physical safety Social and emotional health High engagement Cultural competency Customer service Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas: Effective and efficient processes and systems Strategic use of district resources Data integrity and use School performance improvement Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign Four focus areas: Learning everywhere, all the time Innovation and entrepreneurship Strategic school redesign Innovative new schools SMART Goal (1): Duty Free Lunch for Teachers Provide a duty-free lunch period for every teacher on a daily basis. Strategic Plan Goal: Goal 2– Recruit, develop, and retain a premier workforce Strategic Plan Focus Area: Retention and Leadership Development Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: Teacher attendance records, CMS Survey Data, Teacher Working Conditions Survey Data
Strategies (determined by what data) Task Task Task (PD) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Dates 1.Ensure a coverage schedule that allows for teachers to have 60 minutes per day of planning and 30 minutes per day for lunch Beth Thompson, Dee Moreland --Increased teacher satisfaction on mid-year Insight surveys n/a Whitewater Middle School Admin September 2014-June 2015 SMART Goal (2): Duty Free Instructional Planning Time Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours. Strategic Plan Goal: Goal 1 – Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready Strategic Plan Focus Area: Access to Rigor, Closing the Achievement Gap Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: Teacher attendance records, CMS Survey Data, Teacher Working Conditions Survey Data Strategies (determined by what data) Task Task Task (PD) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Dates
1.Create a system of class coverage options that minimize teacher coverage to support daily duty-free planning Beth Thompson, Dee Moreland --Records of in-house teacher coverage vs. subsitutes and dispersal plans, ensuring daily planning n/a Whitewater Middle School Instructional Staff September 2014-June 2015 2. Create a schedule for and conduct weekly collaborative planning sessions amongst grade level content teams to grow and develop instructional practices Lauren Bloom, Mollie Lyman, Lauren Williams, Maghan Kirschner --Agendas from weekly content planning sessions N/a Whitewater Middle School Instructional Staff September 2014-June 2015 SMART Goal (3): Anti-Bullying / Character Education Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors. Strategic Plan Goal: Goal 4 – Promote a system-wide culture of safety, high engagement, customer service, and cultural competence. Strategic Plan Focus Area: Physical Safety, Social and Emotional Health Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: 2013-2014 School discipline data (In school and out of school suspension data) Strategies (determined by what data) Task Task Task (PD) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Dates
1. Bully Liaison / Bully-prevention Principal, AP, & BP Liaison School staff will have an understanding of school’s BP efforts and expectations. Agenda from staff meeting, information collected from staff surveys N/A Guidance Counselors, Teachers 2014 2015 2. Character Education Quinetta Hall, Guidance Counselor Discipline referrals related to bullying and school environment continues to improve. Discipline referrals will decrease as compared to the 2012-13 school year N/A Guidance Dept, Social Worker, Intervention Team, Team, ISS Coordinator 2014 2015 3. Healthy Active Child 30 min. Derwin Calhoun, Athletic Direction, Beth Thompson, Principal Evidence of energizers and activities within the classroom to provide students with movement while engaging in authentic learning n/a Whitewater Middle School Instructional Staff, Whitewater Middle School students September 2014-June 2015 4. School Health Team SMART Goal (4): By May 2015, 35% or more of the 6th, 7th, and 8th graders will be proficient in Math as measured by the Ready NC EOG assessment. (2013-2014 Math Composite = 14.8%) December June
Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Strategic Plan Focus Area: 1.College- and career-readiness 2.Academic growth/high academic achievement 4.Closing achievement gaps Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: 2013-2014 Ready NC EOG assessments Strategies (determined by what data) Task Task Task (PD) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Dates 1.Monitor mastery of grade-level content through the use of common assessments Mollie Lyman, Maghan Kirschner, Lauren Bloom, Lauren Williams --Growth on proficiency as monitored bi-weekly using Mastery Connect Title Instructional Leadership Team (ILT), 6-8 Math Teachers --Bi-weekly from Sept. 2014-June 2015 rounds week of Oct. 27, week of Jan. 12, week of March 25
Strategies (determined by what data) Task Task Task (PD) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Dates 1.Monitor mastery of grade-level content through the use of common assessments Mollie Lyman, Maghan Kirschner, Lauren Bloom, Lauren Williams --Growth on proficiency as monitored bi-weekly using Mastery Connect Title Instructional Leadership Team (ILT), 6-8 Reading Teachers --Bi-weekly from Sept. 2014-June 2015 rounds week of Oct. 27, week of Jan. 12, week of March 25 2. Implement 8-9 week corrective action cycles following each of the three Math Benchmarks to be administered, scored, and analyzed Mollie Lyman, Maghan Kirschner, Lauren Bloom, Lauren Williams --Growth on bi-weekly assessments following benchmarks --Intervention and small group instruction implementation in classrooms daily to address remedial skill gaps 6-8 Reading teachers 3. Monitor/address computational fluency through use of AIMsweb RCBM probes/benchmarks and classroom strategy groups Mollie Lyman, Maghan Kirschner, Lauren Bloom, Lauren --Growth on MCOMP benchmarks and progress monitoring probes --20 minute daily remediation time during N/a 6-8 Math teachers, facilitators September, January, May
Lauren Bloom 4.Increase independent reading of all students through the establishment and development of classroom libraries and intentional scheduling of regular media center visits Lauren Bloom, Mollie Lyman, Lauren Williams, Marie Dingle --14 ELA classrooms completed and observable --observations of students reading independently during the last 20 minutes of class, checking out books from the classroom library --observation of ELA class visits to the school media center, book checkout Title 1 All 6-8 ELA teachers, facilitators and instructional admin August – October 2014 5.Monitor growth in fluency/automaticity using the AIMsweb RCBM through consistent progress monitoring EC teachers, Casey Kohl, Mollie Lyman, Lauren Williams --RCBM trackers coded to identify most struggling students --RCBM trackers demonstrate progress monitoring of intensive students every 2-3 weeks n/a All 6-8 ELA teachers, EC teachers, faciliators Every 2-3 2014-June 2015 6.Conduct college-aligned MAP sessions with each student three times per year Lauren Bloom, Mollie Lyman, Lauren Williams --students set and are able to name their Spring 2015 MAP goal; they are able to produce their goal-setting form with their goals --teachers maintain a tracker with students’ scores and goals throughout the year to guide conferences n/a 5-8 teachers September 2014, January 2015, April/May 2015
Strategies (determined by what data) Task Task Task (PD) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Dates 1.Design a coaching structure that maximizes individualized growth; all teachers in ELA/SCI/SS/Math are assigned a coach for weekly observation and feedback Lauren Bloom, Instructional Leadership Team --All “core 4” teachers receive coach and participate in weekly observation and coaching sessions --Teacher evaluation ratings increase over the course of the year --Teachers indicate satisfaction with the level of support received on interim surveys n/a Instructional Leadership Team, All “Core 4” teachers September 2014-June 2015; weekly 2.Administer internal school climate surveys quarterly to monitor satisfaction Lauren Bloom, Beth Thompson --Survey results indicate teachers feel supported and satisfied working at Whitewater Middle School n/a Principals, All 6-8 teachers and instructional support October 2014, January 2015, March 2015, June 2015 3.Incorporate celebration and recognition into daily and weekly meetings and events Admin team --Teachers report feeling recognized for their successes on interim surveys n/a Admin team, all teachers October 2014, January 2015, March 2015, June 2015
Mastery Grading Procedures Plan – Required for All Schools Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready. Strategic Plan Focus Area: Academic growth/high academic achievement Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: Strategies (determined by what data) Task Task Task (PD) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Dates 1. Common assessments Pre- and post- assessments created in School Net aligned to objectives Lauren Bloom, Mollie Lyman, Lauren Williams, Maghan Kirschner --All “core 4” teachers administer common assessments as their primary form of assessment Title 1 Instructional Admin, All 6-8 teachers September 2014-June 2015 2. Data disaggregation Process of monitoring student achievement by objective in order to facilitate remediation/intervention plans (i.e. RTI) Lauren Bloom, Mollie Lyman, Lauren Williams, Maghan Kirschner --All common assessments inputted, scanned, scored, and tracked through Mastery Connect --Common assessment data discussed bi-weekly at content plannings n/a Instructional Admin, All 6-8 teachers Bi-weekly; September 2014-June 2015
3. Flexible grouping Process of grouping students according to academic need by objective Lauren Bloom, Mollie Lyman, Maghan Kirschner --Remediation period for the first 20 minutes of ELA, last 20 minutes of Math n/a Instructional Admin, All 6-8 teachers Daily; September 2014-June 2015 Mastery Grading Procedures Plan – Required for All Schools Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready. Strategic Plan Focus Area: Academic growth/high academic achievement Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in grade 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: 4. Additional learning opportunities Process of holding students accountable for learning via re-assessment and assigning a final value (i.e. 84%) Lauren Bloom, Lauren Williams, Mollie Lyman, Maghan Kirschner --remediation objectives spiraled throughout year into unit plans, daily teaching --all common assessments include past objectives, allowing students to demonstrate mastery n/a Instructional Admin, All 6-8 Bi-weekly; September 2014-June 2015 5. Late and make-up work School expectations for holding students accountable for completing assignments Lauren Bloom, Mollie Lyman, Lauren Williams, --Policy for late work stated in schoolwide Academic Expectations document --absent students provided with work missed and given n/a All admin, all 6-8 teachers Daily; August 2014-June 2015