CMMS S HSCCHO OOOLL NIIMMPPRR OVVEEMMEENTT … · 2011-11-10 · SMART GOAL (2): To increase the...

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School: Randolph Middle School

Principal: Jackie Menser

Address: 4400 Water Oak Rd

Charlotte, NC 28211

Courier Number: 513

Phone: 980-343-6700

Learning Zone: East

Zone Superintendent: Dr. Kelly Gwaltney

CMS School Improvement Plan 2010-12

Randolph Middle School 2011-12

2

BELIEFS

All students can learn.

Students learn at different rates and in different ways.

Adolescents have special learning needs.

Students can become lifelong learners.

Students need more than basic academic skills to become successful adults.

Respect for diversity is important.

We value the relationships between adolescents and adults.

Students should be productive citizens now and in the future.

Encouraging positive character is essential.

MISSION STATEMENT

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

School: The mission of Randolph Middle School is to build and support an intellectual community where adolescents and adults

share in the partnership of learning.

VISION

District: CMS provides all students the best

education available anywhere,

preparing every child to lead a rich

and productive life.

School: Randolph Middle School will continue

to provide a cultural and academic “World of Possibilities” to its diverse student body.

SMART GOALS

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

(1): To implement strategies that will increase the End of Grade Math test score ratio from a 1.4 to at least a 1.5. (2): To increase the high growth ratio to 1.5 in reading.



3

ASSESSMENT DATA SNAPSHOT

Randolph Middle School - 600513

2008-2009

School Year 2009-2010

School Year 2010-2011

School Year

Subject Demographic

Subgroup %

Prof.

% Met Exp.

Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp.

Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp.

Growth

Avg. Growth

High Growth Ratio

Grade 06 Reading

Grade Total 82.6 58.6 0.105 1.4 95.6 51.9 0.027 1.1 96.3 54.7 0.046 1.2

Grade 06 Math

Grade Total 82.6 51.2 0.016 1 94.8 49.1 -0.008 1 94.8 48.5 -0.007 0.9

Grade 06 Total

Grade Total 82.6 54.9 0.061 1.2 95.2 50.5 0.009 1 95.5 51.6 0.019 1.1

Grade 07 Reading

Grade Total 74.5 58.3 0.091 1.4 87.8 49.8 0.045 1 91.1 53.6 0.036 1.2

Grade 07 Math

Grade Total 83.1 53.4 0.010 1.1 92.6 44.5 -0.058 0.8 96.2 54.2 0.054 1.2

Grade 07 Total

Grade Total 78.8 55.8 0.051 1.3 90.2 47.2 -0.006 0.9 93.6 53.9 0.045 1.2

Grade 08 Reading

Grade Total 76.2 50.8 -0.010 1 85.4 62.3 0.125 1.7 90.7 59.2 0.115 1.4

Grade 08 Science

Grade Total 81.4 84 85.9

Grade 08 Total

Grade Total 81.8 62.7 0.122 1.7 88 65 0.167 1.9 90.4 67.8 0.203 2.1

Reading Total

Total 77.8 56 0.065 1.3 90 54.4 0.063 1.2 93 55.5 0.062 1.2

Math Total Total 84.5 59.2 0.089 1.5 94.1 53.4 0.043 1.1 95.1 58.1 0.095 1.4

Science Total

Total 81.4 84 85.9

EOG Total Total 81.2 57.6 0.077 1.4 91 53.9 0.053 1.2 93.1 56.8 0.078 1.3

School Composite

Total 81.7 57.6 0.078 1.4 91.5 53.5 0.053 1.2 93.5 57.7 0.093 1.4



4

SCHOOL PROFILE

Randolph Middle School is a full magnet school with a fully authorized Middle Years International Baccalaureate

Program and Horizons Program, as well as a full continuum of the SAC Program. Randolph is also a Professional

Development School, partnered with UNC-C. It is located in the Cotswold area of Charlotte, North Carolina with

our 1108 students in grades 6, 7, and 8 coming from the southern portion of the Mecklenburg County with the

exception of some students in the Exceptional Children’s and the Horizons programs who come to Randolph from

all of the county. 95.6% percent of our students are enrolled in the IBMYP, 2.7% are enrolled in the Horizons

Program, and 1.7% are enrolled in our SAC Program. Our ethnicity includes 38.5% African American, 32.9%

White, 7.7% Asian, 16.2% Hispanic, 0.5% American Indian, and 4.2% Multi-Racial. Our LEP population makes

up 3.2% of our student body. In addition, 36.9% of our students are gifted and 4.2% of our students are in the

Exceptional Children’s program. Randolph has 48.6% males and 51.4% females.



SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

5

SMART GOAL (1): To increase the EOG Math High Growth Ratio from a 1.4 to a 1.5. Data Use: Local Formative Assessments, Common Formative Assessments, and End of Grade Test Results SP 2014 Tactic: Area of Focus 1: Effective Teaching and Leadership; Key Strategy B: Develop a measure of a year’s worth of growth for every subject and grade level; Tactic 3: Develop assessments for all subjects and grade levels that provide measures of teacher effectiveness

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel Involved

Timeline Start–End

Interim Check Dates

1. Provide opportunities for students in

their math and science classrooms to participate in activities requiring higher level problem solving

Use CMP2 instruction

Model use of literacy instruction through open-ended problems and short answer responses.

Mike Pillsbury – Dept. Chair Renee Carter – AP Claudia Cox, AF

6

th grade raise high growth to

1.5 from .9 7

th grade raise high growth rate

to 2.0 from 1.2. 8

th grade raise high growth

from 3.2 to 3.5.

n/a

Math Department

8/25/2011 -6/8/2012 Reviews at end of quarter

2. Increase use of graph data in the

science classroom.

Labs

Graph correlations in lesson for warm-ups.

Interdisciplinary planning with math department to focus on vocabulary practice, etc.

Sharon Stull, teacher Jennifer Snyder, teacher David Drummond, teacher

Student lab reports and activities Math EOGs Student Work Samples Formative Assessments Classroom Walk Throughs

n/a

Science/Math Dept.

8/25/2011-6/8/2012 Reviews at end of quarter




6

SMART GOAL (2): To increase the EOG Reading High Growth Ratio from a 1.2 to a 1.5 Data Used: Pre-test (2011 EOG Reading High Growth Ratio) and 2012 EOG Reading High Growth Ratio) for 6

th, 7

th and 8

th grades

SP 2014 Tactic: Area of Focus 1: Effective Teaching and Leadership; Key Strategy B: Develop a measure for a year’s worth of growth for every subject and grade level; Tactic 3: Develop assessments for all subjects and grade levels that provide measures of teacher effectiveness

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel Involved

Timeline Start–End

Interim Check Dates

1. Differentiate instruction for selected

students with target reading deficits as determined by formative assessments

Use Academic Coaching 1 hour per day

Use Thinkgate Data

Use heterogeneous grouping for Language Arts, Science and Social Studies classes

Extend core class time to 90 minutes at 6

th and 7

th grade

Use the Intervention Team/PEP Process to identify students & monitor progress for students with reading deficits

Christian Stemkowski, AP Claudia Cox, AF

Teacher made and district assessments Student Work Samples Classroom Walk Throughs

CMS Resource – no additional cost to school

Faculty

Start: 8/25

Check: 10/1 Check: 2/1 End: 5/1




7

2. Increase the use and mastery of

content specific vocabulary

Use common pre and post assessments

Use novel studies in all core subjects

Use College Board vocabulary lists

Christian Stemkowski, AP Claudia Cox, AF

Teacher-created common assessment results Student Work Samples Classroom Walk Throughs

CMS Resource – no additional cost to school

Faculty, Coaches

Start: 8/25 Check: 10/1 Check: 2/1 End: 5/1

Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Jackie Menser

Name of school: Randolph Middle School

Please complete with as much detail as you can, use the completion as a professional development exercise if appropriate and send it to your lead reviewer (electronically) two weeks before the review. Completing this form will help you prepare for some of the discussions which will take place both before and during the review. It will also help the review team get to know you and your school and to understand how well the school community knows itself. Guidance on completing the form:

• Please be evaluative, rather than descriptive, and make your focus outcomes for students.

• Include references to where the evidence of your self-evaluation can be found, e.g.,excellent boys’ results in state math tests as shown in annual report to the state”, “parents’ questionnaires from 2006”.

• Be concise; (for example, use bullet points or note form).

• Aim to confine your response to no more than eight pages.

• Please place an X against the grade (1-4), which most accurately reflects your judgment of overall quality in response to the questions.

• You are advised to complete section B last. This section is summative and draws on your evaluations elsewhere in the self-evaluation report.

• Please omit sections where you feel that you are not in a position to respond. How should evaluations be made?

• You are strongly encouraged to refer to the Quality Criteria, sub-criteria and rubrics and as you complete the evaluations. These are included within the Notes of Guidance for the School Quality Review and should be kept close at hand as you complete the evaluations.

What approach should we take? Schools have adopted different approaches. In some schools the principal and the leadership team have completed the form as a part of one of their regular meetings. Other schools have devoted part of a faculty meeting as a way of involving all members of staff; this is highly recommended as a means of engaging the whole staff, helping them to prepare for the review and gathering evidence which reflects the work of the whole school. Whichever approach you adopt, we recommend that you do not make this an onerous task but that you take the opportunity to stop, reflect and record your immediate perceptions.

School Profile

School name and number: Randolph Middle School/ 600513 School address: 4400 Water Oak Road, Charlotte, NC 28211 School telephone number: 980-343-6700

#

%

Grades: 6th-411 7th-385 8th-314

37 34 28

Number of students enrolled: 1110 100

Number of general education students: 1090 95.9

Number of EC students: 45 4.1

Number of LEP students: 20 1.8

Principal suspensions: 2 ---

Superintendent suspensions: 0 ---

Percentage of students eligible for Free or Reduced-Price Lunch:

Not available

Ethnic make-up of the students (by percentage): African American 38.6 White 33. Asian 7.7 Hispanic 16.1 American Indian 0.5 Multi Racial 4.2

A. What is distinctive about your school?

Randolph Middle is distinctive in that it:

• Is an International Baccalaureate magnet school with students here through parent choice and lottery

• Has a variety of elective choices in which students must participate

• Houses the Horizons Program for the highly gifted and SAC for the severely disabled

• Has an ethnically highly diverse population of students

• Has few discipline issues

B How effective is your school overall?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1)

How do you know? Randolph Middle School staff feels that we rate as well developed as an effective school overall citing the following:

• Students consistently achieve expected growth and AYP success

• There are wait lists for entrance

• Achievements include Honor School of Excellence and IB Reauthorization

• Diminished achievement gap

What are its notable strengths? Notable strengths include:

• Proficiency on state tests

• Vertical articulation and dynamic staff

• Teachers who are dedicated to their students

• Low teacher turnover

What are its main areas for improvement?

Main areas for improvement include

• Increased high growth ratio

• Increased availability of technology

• Increased communication between staff

1. How effective is your school in ensuring high quality achievement for students in all grades, especially in the core subjects?

4 3 2 1


How do you know? EOG and EOC test results In which subjects and grades do students do best, and why? 8th

grade reading and math because their scores were higher than other grade levels on recent standardized tests.

In which subjects and grades is improvement needed, and what action is being taken? Improvement needed in literacy across all grade levels and in 6

th

grade math

Action Taken:

• Collaborative planning using pre and post assessments with greater use of data to drive instruction

• Introduction of new textbooks in Language Arts and Math

• New curriculum across content areas with greater focus on literacy

Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken?

• All AYP goals were met.

How is the school addressing the specialized needs of EC and LEP students?

• Inclusion for EC and LEP

How does the school use student performance data to take and adjust actions to improve student achievement?

• Thinkgate and assessment data are used to drive conversations at grade level content collaboration meetings.

How does your school allocate available resources to improve student learning and achievement?

• PTSA sponsors fund raisers to apply funding toward improving the technology available to all teachers.

2. How effective is your school in providing a relevant and appropriate curriculum for all students, grades and sub-groups?

4 3 2 1


How do you know?

• Use of new Common Core Curriculum

• New textbooks in Math and Language Arts aligned with Common core

• Interviews with parents and students How is alignment with the NCSCOS ensured?

• Teacher observations

• Planning meetings where teachers align lesson plans to curriculum How does the school ensure a broad range of learning experiences?

• Field Trips

• Vertical planning

• Range of elective course options and co-curricular activities

3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?

4 3 2 1


How do you know?

• Teachers feel free to select the best style for the way their students learn

• Teacher Evaluations Which are the strongest features of teaching and learning and why?

• Variety of delivery styles to meet the needs of heterogeneously grouped classes

• Feedback from high school teachers indicates our students are prepared to continue in IB What aspects of teaching and learning most need improvement and what action is being taken?

• Teacher collaboration for improved instruction is being addressed through scheduled planning meetings across the content areas by grade level as well as by department

How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information?

• Teachers assess with rubrics, reflection, pre and post assessments, both common and individual and adjust instruction through re-looping as needed

4. How effective is the school in ensuring high quality leadership and management?

4 3 2 1


How do you know? We know because:

• Teachers are offered leadership opportunities

• Teachers are included in staffing decisions and interviews

• Teachers attend PLCs

• Team Leader meetings with principal Which are the strongest aspects and why?

• Open Door with principal and team leaders leads to better communication between staff and administrator and puts teachers in the role of leaders on their teams and grade levels

What most needs improvement and what action is being taken?

• Administrators should be more visible and a calendar of administrative visibility has been created

• More staff development needed and a committee of department chairpersons will manage it’s budget

5. How effective is the school in creating a high quality learning environment?

4 3 2 1

School Self-Evaluation:

High quality (4) X Undeveloped (1)

How do you know? Improved profiency and growth on standardized test scores Low repeat suspensions Survey results Part of award winning urban school system Diverse offering of courses High scores on safety audits Reauthorization of IB MYP Dedicated teachers

Which are the strongest aspects and why? Dedicated teachers are the backbone of the school because they are willing to do whatever it takes to help a student learn.

What most needs improvement and what action is being taken? Staff is taking a number of steps to increase the high growth ratio in reading and math :

• Collaborative planning groups

• Academic coaching groups

6. How effective is the school in establishing a high quality partnership with parents, other schools and the community?

4 3 2 1


How do you know? Parent partnering is achieved through greater communication:

• Connect Ed

• School Leadership Team

• Open Houses

• Websites and wikis

• Parent Involvement through PTSA Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? Why? Planners, emails and personal phone calls are the strongest communication feature because these strategies allow for interaction rather than an announcement or notification format. What most needs improvement and what action is being taken?

• Spanish communication is an area of weakness and it is being addressed through an increased use of Spanish speaking staff members as interpreters

What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? Direct contact between parents and teachers appears to be the most effective way to communicate because it allows for interaction and clarification as needed for the variety of levels of education, language mastery and perceptions within the community. What needs improvement and what action is being taken? Parent expectations are sometimes not realistic and greater involvement between teachers and counselors and students is a way that we are trying to bridge the communication gap between home and school.

7. What other information, if any, do you feel it would be important for the reviewers to know prior to the review? (For example: principal recently appointed previous month)

It may be important for reviewers to know that the:

• Science department feels that they need more funding, smaller classes and more technology

• Humanities department has new staff additions; new co teaching in some areas

• Health/PE department is not fully staffed

• Math department is in a transition year because of a changing curriculum and textbook

CMS School Improvement Plan 2010-12 Randolph Middle School 2011-2012

* 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. **Training schedule and plan to be released by October 15, 2010

Bullying Prevention Outcome: Consistently, 100% of all students will report that they feel safe at Randolph Middle School during the Safe School’s Audits

Strategies/Rationale

• Task

Point Person

Evidence of Success Names of Participants

(Add names to titles where appropriate)

Information related to task as indicated

Timeline

Outcome Measures

1. School leadership training

• School leadership is aware of CMS’s district-wide plan, provided w/ the Safety and Respect for All BP manual, and provided with train-the-trainer materials.

Jackie Menser – Principal Jeff McNeely- Discipline Coordinator Renee Carter- AP

School leadership will be prepared to lead BP efforts at their school.

Jackie Menser Jeff McNeely Renee Carter

Principal and AP will receive on-line training. Liaisons will attend a group training.

Tentative

October 30th

2. School staff training

• School leadership will provide information to all teachers and support staff selected by principal regarding the district-wide program, school efforts and BP awareness.

Renee Carter –AP Jeff McNeely- Discipline Coordinator Melissa Simpson-ISS Coordinator

School staff will have an understanding of school’s BP efforts and expectations.

All school staff

In staff meeting, teachers will create skits regarding the bullying initiatives and present them to the staff for discuss.

11/09/2011

3. Establish a BP taskforce

• A taskforce is created to assist in the implementation and communication of BP efforts. The following stakeholders should be included: School administrator; BP liaison; parent(s), student(s); counselor, teacher(s), other as indicated by principal.

Renee Carter - AP Jeffrey McNeely- Discipline Coordinator Melissa Simpson-ISS Coordinator

A taskforce representing all stakeholders establishes clear objectives as indicated by Safety and Respect for All district plan.

Michael Pillsbury – 7th

Grade Teacher

Melissa Simpson- ISS Coordinator Robin Mitchell – 6th

Grade Teacher

Elizabeth Horton – 8th

Grade Teacher

Noelle Glass – EC Teacher Duwanda Dorsey – CTE Teacher

BP task force will meet to discuss the activities for the year and set dates.

Between 8/19 to 9/30


2

4. Review/Share policy of expectations and processes with students and parents


Grade Teacher


Grade Teacher


Grade Teacher


Parents and students will have an understanding of expectations and BP efforts and discipline management at the school.

Teachers will share information with parents at open house. BP Taskforce will share information with parents and students at PTA meetings and with students on closed circuit TV or assembly.


5. Administer on-line BP Survey

• Survey will provide immediate information of school climate regarding bullying, type of bullying, and places where bullying is taking place so that school staff is aware of hot-spots and issues in school.

Melissa Simpson- ISS Coordinator Renee Carter-AP

A diverse sample (10%) of 7th and 9th

grade students provides immediate information to BP Taskforce regarding bullying at school to inform BP efforts.

(have not received information)

Melissa Simpson- ISS Coordinator Renee Carter- Assistant Principal


6. Initiate school-wide Bullying Prevention Month Activities

• This is a national event that will help establish school culture and set tone for rest of year.

Melissa Simpson- ISS Coordinator Renee Carter-AP

Activities during this month will promote student integration, a culture of respect and awareness of the impact of bullying.


Grade Teacher


Grade Teacher


Grade Teacher

Noelle Glass – EC Teacher Duwanda Dorsey –

www.pacer.org/bullying/index.asp Bully Prevention Awareness Week: 10/18-10/22 During this week: Each day our Media Class will show a BrainPop on Digital Etiquette, Cyber-bullying, and Bullying Read Q&A IB Relation: AOI: Community and Service

11/1 to 11/22

http://www.pacer.org/bullying/index.asp�

http://www.pacer.org/bullying/index.asp�


3

CTE Teacher

Health and Social Approaches to Learning

7. Submit this form with final SIP plan

• Copy of this form should be submitted to [email protected]. Please include the name of your school.

Renee Carter-AP Jeff McNeely- Discipline Coordinator Melissa Simpson- ISS Coordinator

BP SIP form is filled out with the names of all the stakeholders and information requested.

Renee Carter – Assistant Principal

9/30

8. First semester Bullying-Prevention activities begin with Mix-It Up Day

• Mix-It up day is a national event to promote better relationships across all segments of the student population (and staff).


Grade Teacher


Grade Teacher


Grade Teacher


School environment is greatly improved when students have established at least some basic knowledge and communication with someone from a different background.


Grade Teacher


Grade Teacher


Grade Teacher


www.mixitup.org 5th

Block Poster Day

Lunch: students will sit with a person that they have never eaten with or whom they don’t know during lunch.

11/09

9. Second semester bullying-prevention activities begin

• Bullying activity and discipline issues tend to increase during the last semester of school. It is important to reconnect with stakeholders and sustain BP efforts.


Grade Teacher

Melissa Simpson- ISS Coordinator Robin Mitchell – 6th Grade Teacher

Discipline referrals related to bullying and school environment continues to improve. BP Liaisons meet to compare best practices and support.


Grade Teacher


Grade Teacher

Elizabeth Horton – 8th Grade

Creative Writing Contest through the LA classrooms By teams, individual or pairs students will create a poem, skit, or short story related to bullying. There will be a winner chosen from each grade level. Winners will be given the opportunity to compete by

3/01-3/28

mailto:[email protected]�

http://www.mixitup.org/�


4


Grade Teacher


Teacher Noelle Glass – EC Teacher Duwanda Dorsey – CTE Teacher

presenting to the PTSA. There will be a winner chosen there and that will be given a prize and or certificate.

10. Completion of bullying-prevention activities for 2010-2011

Renee Carter – AP Jeff McNeely – Discipline Coordinator Melissa Simpson – ISS Coordinator

Schools will report on how effective BP efforts were through on-line survey and group gathering.

Renee Carter - AP 6/01/12

Consequences for Bullying:

First Offense – Parent Conference Second Offense – Bully Seminar – 90 minutes during the elective block the day after the infraction (see below) Third Offense – Out of School Suspension (for a period of 1-10 days) and Referral to the School Intervention Team

Bullying Seminar – Student will watch a video and respond to the video by answering questions. (90 minute max) This consequence will also be used for incidents of inappropriate touching.

CMMS S HSCCHO OOOLL NIIMMPPRR OVVEEMMEENTT … · 2011-11-10 · SMART GOAL (2): To increase the...

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