Eastern Middle

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					School Name:Eastern Guilford Middle Guilford County Schools 2008-2011 School Improvement Plan Vision Statement

We will provide a learning community in which all decisions are made in the best interests of students, thus creating opportunities for them to demonstrate maximum academic, social and emotional growth during their middle school years.

Self Assessment
Current AYP Status: Did not make AYP (Synthesized Narrative from Self-Assessment Exercises) Current ABC Status: Not Met

Eastern Guilford Middle School is an 11-year old facility located in a rural setting, serving students from the surrounding rural community as well as students from suburban areas reaching as far as 20 miles from the school into the city limits of Greensboro. The 894 students enrolled in EGMS are ethnically diverse (1.1% American Indian, 4.6% Asia, 12.3% Hispanic, 42.7% African American, 36.5 % White, 3% Multi-racial) and represent varying backgrounds and achievement levels. In the 2007-08 school year, EGMS reports Preliminary Scores showing student deficiency in Math in the following areas: Math (ALL) - 43.1% Reading (All) –N/A Our Students with Disabilities (SWD) subgroup missed the target goal of 34.6% in Math in the 2007-08 school year. 28.3% was the actual number of proficient students. Likewise, our African-American population missed the target of 49.1%. 48.03% was the actual number of proficient students. Our LEP subgroup missed the target of 50.1%. 38.6% was the actual number of proficient students. Our major challenge at EGMS is to continue to insure that our students continue to grow, that special needs and at-risk students are rigorously remediated, and that we are meeting the needs of all students. Students needing remediation (Level I or II) are grouped into small classes for the Read 180 program and are tutored in math three days a week. Low-achieving students are placed in small inclusion classes with Exceptional Children’s teachers and Core Classroom teachers working within a co-teaching model for a full 70 minute period. This situation is ideal for small-group and remediation work. Professional development is a high priority this 2008-09 school year with extensive emphasis related to quality instruction using Marzano’s Nine training. On-site training is done throughout the school year with the staff during teacher workdays and early release days. Additionally, the staff meets weekly during grade level meetings to collaborate and design lessons, disaggregate data from benchmarks, share teaching strategies and plan effective lessons for students with disabilities. The staff’s education and experience is as diverse as our students with experience ranging from 0 years to over 30 years. The goals for the Eastern staff this year are: 1) To increase staff knowledge and skills related to Marzano’s highly effective teaching strategies, 2) To increase the achievement of SWD and AA students, and 3) To increase overall student achievement and close the achievement gap.

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Goals, Strategies, Monitoring and Budget
Overall SMART Goal: (Your overall goal will reflect a two to three year long-range goal) By 2011, the students who are non-proficient in Math will be reduced by 30% - from 43.1% to 30.2% as measured by EOG scores.

Target SMART Goal/Measure: (Selection of a one year school wide goal based upon academic or operational need and supported by data. State clearly how academic goal will provide for accelerated learning for students at risk of not meeting standards or making AYP.) TARGET GOALS: 1. By June 2009, the African American (AA) students who are non-proficient in math will be reduced by 10 % (2008-09) from 50.5% to 45.5% as measured by common formative and quarterly assessments and EOG scores. 2. By June 2009, the Students with Disabilities (SWD) students who are non-proficient in math will be reduced by 10% (2008-09) from 71.4% to 64.3% as measured by common formative and quarterly assessments and EOG scores. 3 % (2009-10) & 2% (2010-11)

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Supporting Data for SMART GOAL: Insert (or attach) data table to support the selection of the above stated overall SMART Goal and Target SMART Goal 6th MATH # Tested % Proficient 136 48.5% N/A N/A N/A N/A N/A 51 25.5% N/A N/A Total 54.8% Percentage Proficient 7th MATH # Tested % Proficient 105 40.9% N/A N/A N/A N/A N/A 39 25.6% N/A N/A Total 54.4% Percentage Proficient 8th MATH # Tested # Proficient 140 52.9% N/A N/A N/A N/A N/A 37 35.1% N/A N/A Total 56.8% Percentage Proficient 54.9%

MATH Sub Groups African American American Indian Asian Hispanic Multi-Racial White SWD LEP FRL

Total MATH Percentage Proficient

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QUARTERLY ACTION PLAN
Quarter 1 1. What does the data tell us? Non-Proficient Student Data AA = 52.6 ALL = 45.1 AS = NA H = NA M = NA W = NA African American (AA) student subgroup has more non-proficient than any other ethnic subgroup (52.6). SWD students have the highest rate of nonproficiency (71.3) 1. Not tell us? What is the scale score of each student? How close were they to passing? 2. Celebration(s)? The AA subgroups’ math scores increased from the 2007-2008 school year. Algebra and geometry scores increased from the 2007-2008 school year. 3. OFIs? nm, Quarter 2 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. Quarter 3 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. Quarter 4 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. Summer Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.

study

Data analysis: (SWOT) analysis
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats

OFIs: Opportunities For Improvement

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5. Next step? (Identify key strategy or approach)

5. Next step? (revise key strategy as needed to address identified OFIs) Non-proficient AA and SWD students will continue to receive an additional 35 minutes of targeted math instruction 3 days a week during small group tutoring sessions two additional students were selected using 2007-2008 Math EOG data. Extended learning program started 10/21 and continues through May targeting nonproficient and low level 3 students.

5. Next step? (revise key strategy as needed to address identified OFIs) Non-proficient AA and SWD students will continue to receive an additional 35 minutes of targeted math instruction 3 days a week during small group tutoring sessions two additional students were selected using 2007-2008 Math EOG data. Extended learning program started 10/21 and continues through May targeting nonproficient and low level 3 students. Monthly math vertical team meeting.

Non-proficient AA and SWD students will receive an additional 35 minutes of targeted math instruction 3 days a week during small group tutoring sessions Students were selected using 2007-2008 Math EOG data.. PEP’s developed for each Level I and II student.

5. Next step? (revise key strategy as needed to address identified OFIs) Non-proficient AA and SWD students will continue to receive an additional 35 minutes of targeted math instruction 3 days a week during small group tutoring sessions two additional students were selected using 2007-2008 Math EOG data. Monthly math vertical team meeting to analyze mock EOG data & adjust EOG schedule accordingly..

5. Next step? (revise key strategy as needed to address identified OFIs)

Identify Key Strategy (Approach)

Plan

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Person(s) Responsible for ensuring the strategy is deployed during the current quarter

Core, Encore, EC teachers, Administration (Joe Ferrell, Judy Flake, Greg Topper, Beverly McCarthy), Kristy Davis (CF), and support staff.

Core, Encore, EC teachers, Administration (Joe Ferrell, Judy Flake, Greg Topper, Beverly McCarthy), Kristy Davis (CF), and support staff

Core, Encore, EC teachers, Administration (Joe Ferrell, Judy Flake, Greg Topper, Beverly McCarthy), Kristy Davis (CF), and support staff

Resources Available during the current quarter (include $ encumbered and name of budget)

Plan

GEMS lesson plans; Purchase $6,387.58 in math resources for the 08-09 school year; daytime tutor funding - $15,000.00

GEMS lesson plans; Purchase $6,387.58 in math resources for the 08-09 school year; daytime tutor funding - $15,000.00

GEMS lesson plans; Purchase $6,387.58 in math resources for the 08-09 school year; daytime tutor funding $15,000.00

Core, Encore, EC teachers, Administration (Joe Ferrell, Judy Flake, Greg Topper, Beverly McCarthy), Kristy Davis (CF), and support staff GEMS lesson plans; Purchase $6,387.58 in math resources for the 08-09 school year; daytime tutor funding $15,000.00 Daytime tutor

Plan

Resources Needed during the current quarter

Plan

Math teachers for Extended learning program

Math teachers for Extended learning program

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Professional Development during the current quarter (Indicate title, content and audience)

Classroom teachers will receive a copy of Classroom Instruction That Works and attend staff development on early release days in the categories of instructional strategies that affect student achievement. Staff attending Marzano training: Kristy Davis, Dolores Paylor, Chris Belanger, Lorenzo Lee, and Lois Clayton. Module 1: Research/Setting Goals and Objectives/Advanced Organizers, Cues and Questions (6 hours) Train the staff using Achievement Series - Focus on using data to drive instruction. PTA meeting Parents and students review and sign PEP’s Report Card Pick-Up

Staff attending day 2 of Marzano training: Kristy Davis, Dolores Paylor, Chris Belanger, Lorenzo Lee, and Lois Clayton. Achievement Series review session for first quarter benchmarks and common assessment data.

SIOP (Sheltered Instruction Observation Protocol) training began December 2008 and continues through May. Findings from past and ongoing research support that this is a highly effective model based on proven best practices for English Learners and all students

SIOP (Sheltered Instruction Observation Protocol) training began December 2008 and continues through May. Findings from past and ongoing research support that this is a highly effective model based on proven best practices for English Learners and all students

Plan

Parent and Community (Stakeholder) Involvement during the current quarter Create the deployment plan For the current quarter

PTA Board Meeting 11/18

Report Card pickup/PEP signing 2/3

PTA Meeting 5/4/09

Plan

Use the Quarter 1 deployment plan template below

Use the Quarter 2 deployment plan template below

Use the Quarter 3 deployment plan template below

Use the Quarter 4 deployment plan template below

Do

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A. Teacher weekly lesson plans, analysis of student work samples, minutes from content meetings, staff signin/attendance sheets from professional development trainings, Teachscape & walk-throughs

Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal?

Study

B. Classroom walk-throughs, Teachscape data, and informal observations; Curriculum Maps aligned to SCS, growth on benchmarks, and common formative assessments; all students scoring 50% or above on benchmark assessments; student grades C. Student scores on 1st Quarter Math Benchmarks Overall grades and classroom achievements. Common Formative Assessments

A. Teacher weekly lesson plans aligned to SCOS with focus on standards falling below 60 %, student work samples on file in classrooms, minutes from content meetings kept in CF notebook, staff signin/attendance sheets from professional development trainings on file with CF, Teachscape & walk-throughs on file with principal

A. Teacher weekly lesson plans aligned to SCOS with focus on standards falling below 60 %, student work samples on file in classrooms, minutes from content meetings kept in CF notebook, staff sign-in/attendance sheets from professional development trainings on file with CF. B. Curriculum Maps aligned to SCS, Use Achievement Series reports to analyze student performance on benchmarks, and CFAs; incentive for all students scoring 60% or above.

A. Teacher weekly lesson plans aligned to SCOS with focus on standards falling below 60 %, student work samples on file in classrooms, minutes from content meetings kept in CF notebook, staff signin/attendance sheets from professional development trainings on file with CF. B. Curriculum Maps aligned to SCS, Use Achievement Series reports to analyze student performance on benchmarks, and CFAs; incentive for all students scoring 60% or above.

A. B. C.

B. Classroom walkthroughs, Teachscape data, and informal observations; Curriculum Maps aligned to SCS, Use Achievement Series reports to analyze student performance on benchmarks, and CFAs; incentive for all students showing growth from 6 week CFA to first quarter C. Student scores on 2nd Quarter CFAs and benchmark.

C. Student scores on all benchmarks and common assessments.

C. Student scores on mock EOG

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1. What does the data tell us? The data tells us that 38.4% of our AA students scored below 60% on the benchmark. 2. Not tell us? The Benchmark has no direct correlation to EOG levels 3. Celebration(s)? All AA 7th grade students scored above 60% on the benchmark 4. OFIs? Focus on re-teaching standards/objectives not mastered.

1. What does the data tell us? The data tells us that 37.2% of our AA students scored below 60% on the benchmark.

1. What does the data tell us? The data tells us that 38.60% of our AA students scored below 60% on the benchmark 2. Not tell us? An overall summary of how students will perform on the EOG, since each benchmark only assesses specific standards from that quarter. 3. Celebration(s)? There has been a slight reduction in the number of non-proficient 7th grade AA students. 4. OFIs Focus on re-teaching standards/objectives not mastered and EOG review.

1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?

1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?

2. Not tell us? 3. Celebration(s)? There has been a slight reduction in the number of nonproficient AA students. 4. OFIs? Focus on re-teaching standards/objectives not mastered.

Report the data from the current quarter deployment plan and use the data questions to analyze the results

Study

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YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

Act/Plan

Target Goal Met?

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Steps #1 #2 #3 #4 #5 #6 #7

Quarter 1 Deployment Plan
Collect data to determine who are the non-proficient AA and SWD students Design Schedule with Non-proficient SWD students in small class sizes Utilize EOG Scale Scores to group students.

Person(s) Responsible
Principal, APs, CF, SIMS Operator Administration – CF, SIMS Operator Teachers, CF

Measure(s)
List of NonProficient Students Schedule and Class Rosters Assessment Results (Achievement Series) Lesson Plans Assessment Results

Action Step Completion Date
July 15, 2008 August 20, 2008 September 2008

Lessons developed based on assessment data Benchmark Assessment Administration and data disaggregation.

Teachers Teachers, CF, Grade-level Administrators Teachers, CF, Literacy Coach CF, paid tutors

Lesson Plans due every Monday October 2008

Discuss and collectively analyze all assessment data to identify groups of students with common remedial needs and plan lessons/units in team/content meetings to address these needs. Provide needs based tutoring for students scoring level I and II on math EOGs.

Notes from Meeting Tutors’ lesson plans

October 2008

October 2008

Steps #1 #2 #3 #4 #5

Quarter 2 Deployment Plan
In math content meetings, teachers will identify indicators of mastery for the second quarter. In content meetings, teachers will create second quarter CFAs for math Administer CFAs in math Math teachers will analyze data from CFAs to determine level of student mastery of objectives. Math teachers will regroup students based on results of CFAs to re-teach in the extended learning program.

Person(s) Responsible
Math teachers & CF Math teachers & CF Math teachers Math teachers & CF

Measure(s)
Achievement Series data reports CFAs Data analysis of assessments Data analysis on student growth cards Attendance rosters from extended learning sessions

Action Step Completion Date
January 2009 December 2008 December 2008 December 2008

Math teachers

December 2008

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Steps #1 #2 #3 #4 #5

Quarter3 Deployment Plan
In math content meetings, teachers will identify indicators of mastery for the third quarter. In content meetings, teachers will create third quarter CFAs for math Administer CFAs in math Math teachers will analyze data from CFAs to determine level of student mastery of objectives. Math teachers will regroup students based on results of CFAs to re-teach in the extended learning program.

Person(s) Responsible
Math teachers & CF Math teachers & CF Math teachers Math teachers & CF

Measure(s)
Achievement Series data reports CFAs Data analysis of assessments Data analysis on student growth cards Attendance rosters from extended learning sessions

Action Step Completion Date
March 2009 March 2009 March 2009 March 2009

Math teachers

March 2009

Steps #1 #2 #3 #4 #5 #6 #7 #8 #9 #10

Quarter 4 Deployment Plan In content meetings, teachers will develop an EOG review plan. Administer mock EOG
Math teachers will analyze data from mock EOG to modify EOG review plan.

Person(s) Responsible
Math teachers & CF Math teachers & CF Math teachers & CF

Measure(s)
Achievement Series data reports

Action Step Completion Date June 2009 April 2009 May 2009 May 2009

Data Analysis Data Analysis EOG

Math teachers will remediate students based on the results of the mock EOG.

Math teachers

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Goals, Strategies, Monitoring and Budget
Overall SMART Goal: (Your overall goal will reflect a two to three year long-range goal) By 2011, the Read 180 students who are non-proficient in Reading will be reduced by 30 % from % to % as measured by EOG scores. *Will calculate once we receive current 6th grade scores from feeder schools

Target SMART Goal/Measure: (Selection of a one year school wide goal based upon academic or operational need and supported by data. State clearly how academic goal will provide for accelerated learning for students at risk of not meeting standards or making AYP.) TARGET GOALS: 1. By June 2009, the Read 180 students who are non-proficient in reading will be reduced by 10%(2008-09) from 93.5% to 84.2% as measured by common formative and quarterly assessments and EOG scores. 20% (2009-10) & 30% (2010-11)

Supporting Data for SMART GOAL: Insert data table to support the selection of the above overall SMART Goal and Target SMART Goal

READING Read 180 Students
All students

6th READING # Tested % Proficient
29
Total Percentage Proficient

7th READING # Tested % Proficient
34
Total Percentage Proficient

8th READING # Tested # Proficient
29
Total Percentage Proficient

1

4

1

Total READING Percentage Proficient

6.5%
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QUARTERLY ACTION PLAN
Quarter 1 Data analysis: (SWOT) analysis Study
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats

Quarter 2 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.

Quarter 3 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.

Quarter 4 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.

Summer Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.

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Identify Key Strategy (Approach)

5. Next step? (revise key strategy as needed to address identified OFIs) Provide extended learning opportunities (READ 180) Provide extended to level 1 and level 11 learning opportunities students, and targeted (READ 180) to level level III students as 1 and level 11 designated by SRI scores. students, and READ 180 is a premier targeted level III reading intervention students as program designed to meet designated by SRI the needs of students scores. READ 180 is whose reading a premier reading achievement is below the intervention program proficient level. It designed to meet the addresses individual needs needs of students through adaptive and whose reading instructional software, highachievement is below interest literature, and the proficient level. It direct instruction in reading addresses individual and writing skills. needs through adaptive and instructional software, highinterest literature, and direct instruction in reading and writing skills.

5. Next step? (Identify key strategy or approach)

5. Next step? (revise key strategy as needed to address identified OFIs) Provide extended learning opportunities (READ 180) to level 1 and level 11 students, and targeted level III students as designated by SRI scores. READ 180 is a premier reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. It addresses individual needs through adaptive and instructional software, highinterest literature, and direct instruction in reading and writing skills.

5. Next step? (revise key strategy as needed to address identified OFIs) Provide extended learning opportunities (READ 180) to level 1 and level 11 students, and targeted level III students as designated by SRI scores. READ 180 is a premier reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. It addresses individual needs through adaptive and instructional software, highinterest literature, and direct instruction in reading and writing skills.

5. Next step? (revise key strategy as needed to address identified OFIs)

Plan

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Person(s) Principal; Read 180 Responsible for teacher ensuring the strategy is deployed during the current quarter Resources Available during the current quarter (include $ encumbered and name of budget) Resources Needed during the current quarter Professional Development during the current quarter (Indicate title, content and audience)
Read 180 computers, software, classroom setup materials (furniture, etc.), site licenses

Principal; Read 180 teacher Principal; Read 180 teacher

Principal; Read 180 teacher

Plan

Read 180 computers, software, classroom setup materials (furniture, etc.), site licenses

Read 180 computers, software, classroom setup materials (furniture, etc.), site licenses N/A

N/A

N/A

Read 180 computers, software, classroom setup materials (furniture, etc.), site licenses N/A

Plan

Plan

On going READ 180 training for assigned teachers; School wide professional development of the READ 180 program Parents will be exposed to the READ 180 program through parent night in addition to their participation in the reading partnership to ensure consistent reading and literacy skill building

On going READ 180 training for assigned teachers; School wide professional development of the READ 180 program Parents will be exposed to the READ 180 program through parent night in addition to their participation in the reading partnership to ensure consistent reading and literacy skill building

On going READ 180 training for assigned teachers;

On going READ 180 training for assigned teachers;

Plan

Parent and Community (Stakeholder) Involvement during the current quarter

Parents will be exposed to the READ 180 program through parent night in addition to their participation in the reading partnership to ensure consistent reading and literacy skill building

Parents will be exposed to the READ 180 program through parent night in addition to their participation in the reading partnership to ensure consistent reading and literacy skill building

Plan

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Create the deployment plan For the current quarter

Use the Quarter 1 deployment plan template below

Use the Quarter 2 deployment plan template below

Use the Quarter 3 deployment plan template below

Use the Quarter 4 deployment plan template below

Do

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A. Master schedule; READ 180 class rolls and enrollment; student schedules; SRI results; teacher assingment records; walkthrough observations by staff, GCS C&I dept. and Scholastic

A. Data Analysis of Read 180 reports B. Read 180 Participation Summary Report (All students are participating in testing. However, 30 % of the students are not passing.) Target Software Usage Report (Software usage was at 28 minutes – which was below the 45 minute average,) Results Summary Report (5 out of 6 classes were engaged for 15 or more minutes and 5 out of 6 classes had 2 or more rotations per week ,) C. Reading First Quarter Benchmark scores for Read 180 students show 39.19 % nonproficient

A. Data Analysis of Read 180 reports B. The % of students with 1+ year’s gain is 41%, which is slightly above the district. Students average 1.8 sessions per week , which is equal to the district. The average session length is 16.4 minutes, which is 1.4 minutes more than the district average. C. Reading First Quarter Benchmark scores show 39.19% nonproficient. Second Quarter Scores show 41.27 % nonproficient. The number of nonproficient Read 180 students has increased by 2%.

Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal?

B. Attendance logs and records will be utilized to monitor student participation; teacher training records, classroom observations; lesson plans C. Formative assessment data, summative data; SRI data; other data from READ 180 software

A. Data Analysis of Read 180 reports B. Read 180 Participation Summary Report (All students are participating in testing. However, 78% of the students are proficient per grade level.) Target Software Usage Report (Software usage was at 54 minutes – which was above the 45 minute average,) Results Summary Report (6 out of 6 classes were engaged for 15 or more minutes and 6 out of 6 classes had 2 or more rotations per week ,) C. Reading Second Quarter scores show 41.27 % non-proficient. Third Quarter Benchmark scores show 42.87% nonproficient. The number of nonproficient Read 180 students has increased by 1.6%.

A. B. C.

Study

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5. What does the data tell us? Read 180 students are continuing to work towards mastery. 6. Not tell us? The roadblocks that affect the Read 180 program (class size, student attendance, discipline/OSS, tardies, technical problems) 7. Celebration(s)? All students are participating in testing, Results Summary Report shows that 5/6 classes were engaged for 15 or more minutes and 5/6 classes had 2 or more rotations per week. 8. OFIs? Protect Read 180 class time (picture day, field trips, intramurals), Core teachers must dismiss students to Read 180 at scheduled time to maximize student engagement in the program. Shorten whole group instruction to add time to rotations. Provide comprehension questions to students prior to testing. Offer re-test after rereading.

5. What does the data tell us? Read 180 students are continuing to work towards mastery. 6. Not tell us? The roadblocks that affect the Read 180 program (class size, student attendance, discipline/OSS, tardies, technical problems) 7. Celebration(s)? All students are participating in testing, Results Summary Report shows that 5/6 classes were engaged for 15 or more minutes and 5/6 classes had 2 or more rotations per week. OFIs? Protect Read 180 class time (picture day, field trips, intramurals), Core teachers must dismiss students to Read 180 at scheduled time to maximize student 8.

5. What does the data tell us? Read 180 students are continuing to work towards mastery. Some students are performing at the proficient level. 6. Not tell us? The roadblocks that affect the Read 180 program (class size, student attendance, discipline/OSS, tardies, technical problems) 7. Celebration(s)? All students are participating in testing, Results Summary Report shows that 8. OFIs Protect Read 180 class time (picture day, field trips, intramurals), Core teachers must dismiss students to Read 180 at scheduled time to maximize student

Report the data from the current quarter deployment plan and use the data questions to analyze the results

Study

5. What does the data tell us? Read 180 students are continuing to work towards mastery. Some students are performing at the proficient level. 6. Not tell us? The roadblocks that affect the Read 180 program (class size, student attendance, discipline/OSS, tardies, technical problems) 7. Celebration(s) ? All students are participating in testing, Results Summary Report shows that 8. OFIs? Protect Read 180 class time (picture day, field trips, intramurals), Core teachers must dismiss students to Read 180 at scheduled time to maximize student

6. What does the data tell us? 7. Not tell us? 8. Celebration(s)? 9. OFIs?

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YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Act/Plan Target Goal Met? Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

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Steps

Quarter 1 Deployment Plan

Person(s) Responsible
Joe Ferrell (principal), Judy Flake (AP), Ann Howdock (SIMS), Heather Snyder (READ 180 teacher) Joe Ferrell (principal) Judy Flake (AP), Greg Topper (AP), Ann Howdock (SIMS), Heather Snyder (READ 180 teacher) Judy Flake (AP), Greg Topper (AP), Ann Howdock (SIMS), Heather Snyder (READ 180 teacher) GCS C&I department Joe Ferrell (principal), Wendy Cottingham (treasurer), GCS technology department, Heather Snyder (READ 180 teacher) Joe Ferrell (principal), Greg Topper (AP), Heather Snyder (READ 180 teacher) Joe Ferrell (principal), Greg Topper (AP), Heather Snyder (READ 180 teacher) GCS C&I department Heather Snyder (READ 180 teacher), GCS C&I department, Scholastic representative Joe Ferrell (principal), Greg Topper (AP), Heather Snyder (READ 180 teacher) Heather Snyder (READ 180 teacher)

Measure(s)

Action Step Completion Date

#1

Identify and create a list of stduents needing academic support in Reading based on previous data including 2006-2007 EOG data

#2 #3

Identify READ 180 teacher based on qualifications given by the district Create master schedule to ensure appropriate time is allocated for READ 180 classes

#4

Schedule identified students into READ 180 encore class

#5 #6

Provide READ 180 training for selected teacher/s Assign and outfit READ 180 classroom/s including uploading of softward and student data

#7 #8 #9 #10

Communicate with parents the opportunity and expectations for students selected for READ 180 Commmunicate program to teachers, staff and community

Continue year long professional development on READ 180 management system for teachers Collect data from SRI and meet with team to discuss student progress and strategies Adjust interventions , as needed, based on collected data

#11 #12

Communicate student progress with ELA teachers and with parents

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Steps #1 #2

Quarter 2 Deployment Plan
Continue year long professional development on READ 180 management system for teachers & complete online reading course. Continue to collect data from SRI and meet with Read 180 team to discuss student progress and strategies

Person(s) Responsible
GCS C&I department Heather Snyder (READ 180 teacher), GCS C&I department, Scholastic representative Heather Snyder (READ 180 teacher) Heather Snyder (READ 180 teacher) Heather Snyder (READ 180 teacher) Heather Snyder (READ 180 teacher)

Measure(s)

Action Step Completion Date

#3 #4 #5 #6

Continue student conferences, target students performing 100% on computer software to determine adjusted level placement Communicate student progress with ELA teachers and with parents Regroup students during small group for remediation of skills not mastered. Use differentiated instruction for small group. Continue checking updated SRI levels to adjust levels for software and book choices.

Steps #1 #2

Quarter3 Deployment Plan
Continue year long professional development on READ 180 management system for teachers & complete online reading course. Continue to collect data from SRI and meet with Read 180 team to discuss student progress and strategies Continue student conferences, target students performing 100% on computer software to determine adjusted level placement Communicate student progress with ELA teachers and with parents Regroup students during small group for remediation of skills not mastered. Use differentiated instruction for small group. Continue checking updated SRI levels to adjust levels for software and book choices.

Person(s) Responsible
GCS C&I department

Measure(s)

Action Step Completion Date

#3 #4 #5 #6

Heather Snyder (READ 180 teacher), GCS C&I department, Scholastic representative Heather Snyder (READ 180 teacher) Heather Snyder (READ 180 teacher) Heather Snyder (READ 180 teacher) Heather Snyder (READ 180 teacher)

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Steps #1 #2

Quarter 4 Deployment Plan
Continue year long professional development on READ 180 management system for teachers & complete online reading course. Continue to collect data from SRI and meet with Read 180 team to discuss student progress and strategies

Person(s) Responsible
GCS C&I department Heather Snyder (READ 180 teacher), GCS C&I department, Scholastic representative Heather Snyder (READ 180 teacher) Heather Snyder (READ 180 teacher) Heather Snyder (READ 180 teacher) Heather Snyder (READ 180 teacher)

Measure(s)

Action Step Completion Date

#3 #4 #5 #6

Continue student conferences, target students performing 100% on computer software to determine adjusted level placement Communicate student progress with ELA teachers and with parents Regroup students during small group for remediation of skills not mastered. Use differentiated instruction for small group. Continue checking updated SRI levels to adjust levels for software and book choices.

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School Based Leadership Team Members Signatures
The following team members collaborated with school staff to develop the School Improvement Plan for our school (parents must be included):

Name
Joe Ferrell Judy Flake Greg Topper Beverley McCarthy Lisa Wojnar John Osborne Diana Ellington Mary Lynn Needham Lundi Hill Kristy Davis Ariel Collins Tina Barber Jennifer Kallam Okema McMillon Terza Lowdermilk Jim Gunn Ariel Collins Edna Olayiwola Stephanie Leddon

Position or Role
Principal Asst. Principal Asst. Principal Asst. Principal Literacy Coach 6th grade 7th grade 8th grade Media Specialist Curriculum Facilitator At Large/Chair Electives/Encore Parent/Co-chair Parent Parent Parent ESL Classified PE

Signature
On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File

Date
9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08 9/30/08

(i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member) 25

Approvals
Approved by Staff: Date of Approval by Staff: 9/30/08 Principal’s Signature: Joe Ferrell Results (% Approval): 100% Date: 9/30/08

Approved By Division of Academic Improvement Instructional Improvement Officer’s Signature: Lewis Ferebee (On File) Date: 10/6/08

Approved by GCS Board of Education

Date:

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Quarterly Review Team Members Signatures
The following team members collaborated with school staff to review the School Improvement Plan for our school: Name Position or Role Signature Date
Joe Ferrell Judy Flake Greg Topper Beverley McCarthy Lisa Wojnar John Osborne Diana Ellington Mary Lynn Needham Lundi Hill Kristy Davis Ariel Collins Tina Barber Jennifer Kallam Okema McMillon Terza Lowdermilk Jim Gunn Ariel Collins Edna Olayiwola Stephanie Leddon Principal Asst. Principal Asst. Principal Asst. Principal Literacy Coach 6th grade 7th grade 8th grade Media Specialist Curriculum Facilitator At Large/Chair Electives/Encore Parent/Co-chair Parent Parent Parent ESL Classified PE

On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File

4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09 4/29/09
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(i.e. Instructional Improvement Officer, Curriculum Officer, Curriculum Specialist, Principal, Assistant Principal, Curriculum Facilitator)

LEA: Guilford County Schools

School: Eastern Guilford Middle School

(Action Plan for Healthy Students in Safe, Orderly and Caring Schools) Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools

School Improvement Objective: Students will demonstrate knowledge of ways to improve their physical well-being. SSStude________________________________________________________________________________ Strategy Yes No Time Over 180 Days
Please record your action steps.

Provide physical education for every student taught by a physical education teacher. (Check the appropriate “yes” or “no” box and list the exact number of minutes in PE over the 180-day school year.)

X

6th, 7th, & 8th Grade Students- 90 min. every other day (A day/B day schedule)- 8100 min. per year.

Strategy Implement a coordinated school health program. Indicate if this is in progress or not yet addressed by the school.

Not Yet Addressed

In Progress X

Needs Assistance (Please Describe.)

Strategy We have a School Health Advisory Council. Check all that apply. What other areas of Coordinated School Health Programs are you working on implementing in your

At Our School

In Our LEA

Unsure

Need Assistance (Please Describe.)

X

1. Provide an effective heath and PE program that incorporates: Protected health and PE class time All 8 components of the curriculum Daily opportunities for each student to experience success 28

school? Please explain.

with a variety of physical activities/skills All staff trained to use Energizers within Core class instruction Character education as a part of daily lesson plans CPR Training for all 8th Grade Students 2. Work with the PTA Health and Safety committee to develop an on-going “Healthy Child” focus.

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Safe Schools Plan
According to NC Code 115C-105.47, each school must have a comprehensive safe schools plan. The following are components of that plan: Student code of conduct and designated consequences for violating the code. Roles and responsibilities of all school personnel in maintaining a safe and orderly learning environment. Procedures for identifying and serving the needs of students at risk of academic failure or of engaging in disorderly or disruptive behavior. Mechanisms for assessing the needs of disruptive and disorderly students, providing services to them and removing them from the classroom when necessary. Measurable objectives for improving school safety and order. Professional development clearly matched to the objectives for improving school safety and order. Plans to work with local law enforcement and court officials to ensure safety. Methods of providing a safe physical environment. Parent involvement in planning for school improvement, safety, and alternative education placements. School conducts a needs assessment annually (from students, teachers, parents, and staff) to determine their perceptions of school safety and climate. School has programs, strategies and/or activities that promote good behavior/citizenship.

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Strategies for maintaining safe and orderly climate, addressing the needs of students at risk, and providing services for students assigned to alternative programs.
What are the needed resources (including staff development)? None

What will be done?

Who will be in charge? Administration

When will it be done? Fire drills – monthly; Tornado – twice a year; Lockdown/ evacuation – at least once per year Trained personnel will be identified at the beginning of each school year. First 10 days of school

What are the costs? None

What are success indicators? A safe and orderly environment. Confidence on the part of staff and students as indicated in school surveys. Certification Effective responses to physical emergencies

1.Conduct safety drills (e.g., fire, tornado, lockdown, evacuation)

School Staff

2. Train appropriate staff (e.g., PE) in CPR, first responder procedures, and defibrillator. 3. Administrators will meet with all students, by grade level, to review school and systemwide rules and expectations including expectations for drills, etc. 4. Students will carry blue hall passes when they leave their assigned 31 of 33

Administration School Staff

Administrative team

Red Cross, Crisis Prevention Institute, and first Responder training opportunities for all staff GCS and EGMS Student Handbooks, Crisis Kits for each classroom, Crisis Situation Staff Development

Guilford Co. Schools Staff Development

Cost of printing

Fewer discipline problems

Administration Classroom teachers

First day of school and ongoing

Orientation of Cost of printing staff to proper use and of planners replacements

Increased student accountability. More orderly movement around the school.

classroom. 5.Disciplinary alternatives to OSS will be used when possible (In-School Suspension, in-team or cross-team) 6. Communicate expectations for student behavior to parents through agendas, newsletters, conferences, and websites. 7. Continue completion of annual student, staff, parent safe school surveys 8. Recognize students for positive contributions to the school – e.g., Citizenship, and Most Improved awards. 9. Identify at-risk students through the IST process.

Administration ISS Teacher Parents

ISS Others – as needed

ISS room rules and procedures shared with staff

Cost of Behavioral Support Specialist

Fewer out of school suspensions

Administration School Staff

On-going

Student rules included in Student Handbook, newsletters, school website

None

More positive, consistent communication with parents, teachers turn in parent contact logs to administration More positive survey results

Administration

Surveys provided to the school by GCS Quarterly Awards/ Recognition Ceremonies

None

Administration School Staff

Unknown

More positive school climate. Providing more positive role models for students.

IST committee IST Team Teachers Counselors 10. Organize school- All EGMS staff wide crisis training for all staff.

On-going

Screening materials, Teacher time

None

Crisis Training Administration; for all staff SRO beginning of year

Identification of student needs – enhancing academic and social success Enhanced awareness of school safety;

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School-Based Management and Accountability Program School-Based Waiver Request for 2005-2008 LEA: Guilford County LEA Code: 410

School Code/School Name: Eastern Guilford Middle 460

Requests for Waiver
1. Describe the waiver you are requesting. Class size waiver in grades 6-8. 2. Identify the law, regulation or policy from which an exemption is requested. NC General Statutes, Section 115C-301 (C) Maximum class size NC General Statutes, Section 115C-301 (D) Maximum teaching load 3. State how the waiver will be used. This waiver will allow flexibility in scheduling and grouping students in specific content area classes such as Accelerated Learners and Very Strong Needs Accelerated Learners. 4. State how the waiver will promote achievement of performance goals. In order to meet specific student needs, co-teaching classes may contain fewer students to assist them in meeting proficiency requirements. This waiver would allow the best possible grouping for instruction.

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