SIP JT Williams MS 2010-11 - Charlotte-Mecklenburg Schools

2010-2011 CMS SCHOOL IMPROVEMENT PLAN REPORT 

(FFA- Framework for Action Plan) 

School: 

Principal: 

Address: 

Courier Number: 

Phone: 

Learning Community: 

Area Superintendent: 

John Taylor Williams Middle 

Dr. Ronald Dixon 

2400 Carmine Street 

Charlotte, North Carolina 28206 

581 

980-343-5544 

Central Secondary Zone 

Denise Watts 

Note: This School Improvement Plan includes strategies for the eight 

Framework for Action components. 

1

Table of Contents 

Page(s) 

Cover Page 1 

Table of Contents 2 

Mission, Beliefs, Vision and Outcomes of Focus 3 

Assessment Data Snapshot 4 

Profile 5 

SQR Self-Assessment/Title I Comprehensive Needs Assessment 

6-16 

Outcome 1: Reading Goal and Strategies 17-20 

Outcome 2: Math Goal and Strategies 21-23 

Outcome 3: Decrease Out-of-School Suspensions 24-25 

Appendix 

26 

A. Title I Parent Involvement Plan 27 

B. Title I Family/School Partnership Plan 28 

C. Title I Parent/School Compact 29 

D. Title I Restructuring Plan 30 

E. Title I Professional Development Plan 31-32 

F. Achievement Results 33 

G. Title I Program Resources 34 

H. Anti-Bullying Plan 35 

I. Persistently Dangerous Status Plan 36 

J. Strategies to Attract High Quality Teachers to High Needs Schools 37 

K. Teacher Retention and Recruitment 37 

L. Waiver Request 38 

FFA (Framework for Action) Summer Assessment 39-46 

SUB PLANS 47 

2

VISION 

To empower students with the educational, 

emotional, and moral tools to conquer the 

challenges of the future. 

MISSION STATEMENT 

To maximize academic achievement, while educating the whole child. 

OUTCOMES OF FOCUS 

MOTTO 

Building Dreams at the 

W.E.L.L. 

(Williams Educating 

Leaders for Life) 

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

• Increase the proficiency of all students on the Reading End of Grade Assessment by 10% and maintain high growth status 

• Increase the proficiency of all students on the Math End of Grade Assessment by 10% and maintain high growth status 

• Implement a variety of strategies to decrease out of school suspension by an additional 10% (in 2010 OSS rates dropped by 30%) 

3

ASSESSMENT DATA SNAPSHOT 

EOG Reading Math Science 

ABC 

Prof 

08-09 09-10 10-11 

(target) 

AYP 

Prof 

Growth 

ABC 

Prof 

AYP 

Prof 

Growth 

ABC 

Prof 

Growth ABC 

Prof 

08-09 

AYP 

Prof 

Growth 

ABC 

Prof 

09-10 10-11 

(target) 

AY 

P 

Prof 

Growth 

ABC 

Prof Growth 

09-10 10-11 

(target) 

All 33.9 N 34.6 N .7 44.6 10 52.3 N .2010 55 N 2.7 65 10 32.6 42.6 

AA 33.8 N 33.6 N -.2 43.6 10 49.7 N .1690 53.8 N 4.1 63.8 10 29.6 39.6 

Asian 37.9 50 NA 12.1 65.5 .5200 75 NA 10.5 50 

H 36 41.2 NA 5.2 .3640 52.9 NA 50 

W 62.5 50 NA -12.5 .2860 66.7 NA 50 

AI 

MR 40 9.1 NA -30.9 .4000 45.4 NA 100 

LEP 33.3 29.4 NA -3.9 66.7 .5370 54.3 NA -12.4 30 

SWD 9.9 N 15 N 5.1 25 10 16.4 N .0160 24 N 7.6 34 10 16.7 26.7 

ED 31.5 N 35.5 N 3.8 45.5 10 50.3 N .1950 57 N 6.7 67 10 33.5 43.5 

ABC 

Prof 

ABC 

Prof 

4

John Taylor Williams Middle School 

Self-Evaluation Form and School Improvement Plan 

School Profile 

John Taylor Williams Middle School #581 

2400 Carmine Street 

Charlotte, North Carolina 28206 

980-343-5544 

Grades: 6 175 

7 

8 

159 

159 

Number of Students Enrolled: 481 

Number of General Education Students: 408 84.8% 

Number of EC Students: 70 14.6% 

Number of LEP Students: 32 6.7% 

Principal Suspensions: 633 

Superintendent Suspensions: 0 

Percentage of Students Eligible for Free or Reduced- 

Price Lunch: 

481 100% 

Ethnic Make-Up of Students by Percentage: Af. Am. 88.8% 

White 0.6% 

Hisp. 3.7% 

Asian 4.6% 

Multi-Racial 1.9% 

Nat. Am. 0.4% 

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A. What is distinctive about the school? 

• School has 100% economically disadvantaged students 

• 14.6% Exceptional Children when most middle schools have 7% 

• School achieved High Growth status in 2009-2010 and in 2008-09 

• All teachers and teacher assistants are Highly Qualified 

• School has been divided into 3 small schools – 2 nd 

year of implementation 

• Total of 39 classroom teachers – 5 Teach For America; 1 Lateral Entry; 7 first year; 5 second year; 3 third year 

• Total of 39 classroom teachers – 5 are certified in administration; 6 have masters degrees; 4 working towards masters degree 

B. How effective is your school overall? 2 

How do you know? 

The improvement in our achievement scores, community partnerships and discipline data demonstrate that our school is improving. While the 

number of on-grade level students remains low, our students are learning and achieving. Our teachers collaboratively plan lessons that are 

engaging and focused on improving student achievement, while at the same time focusing on developing the whole child. Teachers utilize 

resources and technology available to create an environment that is conducive to learning. 

What are its notable strengths? 

Strengths at John Taylor Williams Middle School include our highly qualified teachers and teacher assistants. In addition, our collaborative 

planning and common assessments, both ClassScapes and teacher-made assessments, are a definite strength of our school and lead to positive 

student achievement. A third strength is the development of teacher leaders at our school. Teachers are empowered and encouraged to 

develop leadership skills. 

What are its main areas for improvement? 

Student achievement results indicate that our students with disabilities’ (EC) subgroup continues to be the one needing most improvement. 

While all other subgroups met adequate yearly progress , or met it with “safe harbor” status last school year, our students with disabilities did 

not make adequate yearly progress. This subgroup also did not meet AYP goals for 2010. With 14.6% of our student body falling into the 

students with disabilities subgroup, it is the focus of every staff member to ensure that progress is made with this group of students. 

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

core subjects? 

High 

Quality 

4 3 2 1 

X Undeveloped 


Our school has not met Adequate Yearly Progress (AYP) for the past 8 years; therefore, our school is under a Restructuring Plan (Year 3). We are 

also labeled a Priority School due to the low percentage of students performing on grade level in reading and math (below 50%). We met N.C. 

High Growth status for the second year in a row. This past year the school met only 10 of 17 AYP targets (59%), compared to meeting 19 of 21 

targets (90.5%) in 2009. We made progress academically in the areas of math (up 4%) and science (up 4%). Reading scores remained the same 

at approximately 35% proficiency. 

Our focus for the 2010-2011 year is creating and sustaining a culture of high achievement for students living in poverty. Over the summer 

teachers read STAR Teachers for Students Living in Poverty and engaged in a meaningful whole group discussion of the ramifications for the 

book in their daily instructional practices. We began the school year with intensive training for all instructional staff on building a culture for 

rigor and high achievement. Teachers were provided with local and national models of schools with similar demographics who are achieving 

break-away gains for children living in poverty. As a part of our plan, teachers will participate in book studies of two books: Rigor, It’s Not A 

Four Letter Word and It’s Being Done. We are focusing on the great work that is being done around the country to change the lives and 

educational trajectories of students. A major part of our plan is increasing the effectiveness of our staff with using data to drive all instructional 

decision making by implementing a school-wide progress monitoring system. Our School Quality Review recommendations from the fall of 2009 

noted that JTWMS needs to improve the tracking of student progress by systemizing procedures to ensure a clearer identification of the mastery 

of concepts and implementing intervention strategies in a timely manner. John Taylor Williams Middle School will use P.O.M. (Panthers on The 

Move) to monitor student performance and provide necessary interventions to ensure the success of ALL students on the 2011 End of Grade 

Assessments in Reading, Math, and grade 8 Science. One characteristic of high performing schools for students living in poverty is a laser-like 

focus on student achievement 1 

. Panthers on the Move will help us answer two important questions: Are students learning and where are 

students struggling? In addition, careful analysis of student performance results will help us identify what support our students need. 

In which subjects and grades do students do best, and why? 

Our students performed best in the area of math. The math team performs as a more effective PLC and also includes more proven veteran 

teachers. The math team worked more strategically on team planning, mastery assessment and delivery of quality lessons. 

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In which subjects and grades is improvement needed, and what action is being taken? 

While we celebrate the progress students have made in the last two years, we also realize that our students have a long way to go towards reaching 

proficiency levels, especially in Reading. Because we only have 43% of our students on grade level in both Reading and Math, we know that we 

need to focus on the quality (rigor and relevance) of instruction, assessment of students’ mastery levels and timeliness of intervention. These 

recommendations were noted in our November 2009 SQR. Math and Language Arts teachers will participate in the Zone quarterly planning 

meetings. We will also use the Voyager Passport Reading Program in all Language Arts classes. Passport Reading Journeys combines highinterest 

reading expeditions, videos, on-line technology, and research-based instruction to capture interest and accelerate learning. We plan to 

use the program in all of our inclusion Language Arts classes and as a supplement for our Safe Harbor students. All Language Arts and EC 

teachers will participate in a full day of implementation training. In addition, we will include six (6) days of follow-up coaching to ensure the 

program is implemented with fidelity. 

Math continues to be an area where improvement is needed, as only 55% of our students are on grade level in math. Teachers meet weekly to 

collaboratively plan lessons and create applications using technology and manipulatives. We understand that our students need to 

kinesthetically experience math concepts in order to fully comprehend and master them. 

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

Disparity in student achievement occurs between the Students With Disabilities (EC) subgroup and the regular education population. A plan of 

action currently centers on constant monitoring of all EC student data with Inclusion Partner Teams reporting ongoing assessment results to the 

administrative team, mainstreaming and placing ALL EC students in Inclusion or regular-ed. classrooms, and closer monitoring of instruction. In 

addition, our inclusion students have been assigned to highly effective reading and math teachers (as designated by 2010 student growth and 

CMS effectiveness data). 

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

All EC students have been assigned to regular education or inclusion classes; we have eliminated all Resource classes. Our lowest performing 

EC students have also been assigned to an elective Learning Lab which is focused on providing additional assistance with CORE classes. 

Our LEP students are placed into an ESL language arts class with a certified ESL teacher based on their scores on the English proficiency 

assessment. Students in the ESL program work with several computer programs (i.e. Read 180, Study Island and Rosetta Stone…) to develop 

English language proficiency as well as comprehension skills. Some of our higher performing LEP students have also been moved into regular 

education classes. 

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

We are implementing a new mastery student tracking system. POM (Panthers on the Move) requires teachers to give common formative 

assessments every six weeks, to analyze results to identify student weaknesses (i.e. whole class, small group and individual students), and then 

to develop and implement instructional action plans to target deficiencies. Teachers will also use results of CMS and Zone assessments as 

diagnostic tools. The POM process requires teachers to conduct data analyst conferences with the administrative team to outline professional 

growth opportunities for teachers that will better enable them to meet student needs. 

All students will be given the STAR Reading Test at the beginning of the school year. Teachers will use the results to assist students in selecting 

books at their appropriate reading level and to set AR (Accelerated Reading) goals. 

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We will use Extended Day funds (approx. $22,000) to provide more intervention to designated students as indicated by ongoing Reading data. 

The master schedule was developed this school year to ensure that grade level content teams could meet daily. This was a recommendation 

from the November 2009 SQR. Students were placed into appropriate levels of math and language arts classes based on proficiency level. In 

addition “safe harbor” students were strategically placed to ensure their attainment of proficiency status. EC students were ALL placed in regular 

ed. or inclusion classes. 

Teachers use both formative and summative assessment data, along with attendance and behavior data, to determine referrals to the school’s 

Intervention Team. Once referred to the team, recommended interventions are given to the teacher for implementation, with follow-up 

conducted with the caseworker assigned. If needed, testing is recommended or referral to community agencies. Our LEP students are tested 

every year to determine growth in English language proficiency, with the baseline being the data collected when they enrolled and were initially 

tested at the International Center. 

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

sub-groups? 

High 

Quality 

4 3 2 1 

X Undeveloped 


The curriculum is state-mandated and guided by the North Carolina Standard Course of Study. Because a large percent of our students are wellbelow 

grade level, the curriculum in some cases is difficult for them. Many of our students lack the prior knowledge to be able to manipulate 

grade-level material, make connections with the material or understand the relevancy of the concepts. Teachers must help create that prior 

knowledge and help students make connections to most topics. Because of the large number of first and second year teachers, as well as the 

number of lateral entry and TFA teachers (see Part A), the use of differentiation in the classroom is limited. Most instruction continues to be 

whole group instruction with little small group or individual attention. 

How is alignment with the NCSCOS ensured? 

All lessons are aligned with the NCSCOS. In addition, administrative walk-through observations and all formal observations include a check of 

the daily lesson plans to ensure that all follow the NCSCOS. The administrative team works closely with the “administrative” academic facilitator 

to conduct professional development, to coach teachers to improve instructional delivery and planning (with emphasis on rigor and relevance), 

and to provide needed support and resources. Teachers are required to post the NCSCOS objective, the “essential question(s)”, differentiation 

strategies, and the homework assignment daily. Administrators easily monitor the NCSCOS objective during their classroom visits. 

How does the school ensure a broad range of learning experiences? 

Our school utilizes a number of community as well as school system resources to ensure a broad range of experiences. We take advantage of 

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the school system sponsored field trips, such as Discovery Place and The Museum of the New South, to expose our students to information and 

culture otherwise unavailable to them. We also sponsor additional trips such as a field trip to Raleigh N.C. and to Washington DC. Our AVID 

students visit college campuses to better understand the requirements of college entrance as well as visit college classrooms and observe 

college life. In addition to field trips, our school offers a variety of guest speakers who come to share with students their life experiences and 

educational hurdles. Guest speakers have included actor Will Smith, Charlotte broadcaster Sonya Gantt, author Dori Sanders, sports figure 

Sporty Jeralds and former CMS high school principal John Modest. Students have also experienced the Greek Festival, the Renaissance Festival, 

a visit to understand the careers involved with NASCAR and a trip to CPCC to participate in the “If I Had a Hammer” project. 

Utilizing our technology, we expose students to cultural and educational experiences around the world through the use of Promethean Boards, 

videos, as well as CD players. Students studying various aspects of science or social studies are able to see the concepts in action through 

technology devices, aiding in their understanding and ability to retain the information. Teachers are beginning to also use Discovery Education. 

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

achievement? 

4 3 2 1 

High 

X Undeveloped 

Quality 


Our students demonstrated progress on End-of-Grade math and science scores last year. During the 2008-09 school year, our school focused on 

integrating programs and instructional methods that were research based to be effective with students of poverty (READ 180, backward lesson 

design, ClassScape assessments, etc.). Our teachers collaboratively developed common assessments to ensure that students throughout the school 

were achieving and working toward mastery of objectives reflected on the End-of-Grade tests. 

Our school celebrated the beginning of a John Taylor Williams Middle School Beta Club in the 2008-2009 school year, celebrating the academic 

achievement of 76 students. These students demonstrated continuous academic excellence as well as positive character traits throughout the 

year. In addition, each quarter we celebrated the students who made the A, B or ABC Honor Roll with an awards program. Parents were invited to 

attend each program and recognition was given to students who maintained the Honor Roll from quarter to quarter. 

While test scores increased last year, the number of non-proficient students remains high (57 %). Teacher observation reports, Learning 

Community visits and administrative walk-throughs indicate that rigor is lacking in most classrooms at John Taylor Williams. In addition, the 

absence of higher-order thinking questions inhibits the quality level of the instruction, and subsequently the learning, of our students. 

Which are the strongest features of teaching and learning and why? 

Students are tested using the Scholastic Reading Inventory (SRI) to determine each student’s reading lexile level. Once levels were determined, 

students checked out books from the media center based on their individual lexile level and then completed activities in all elective classes based 

on these books. Because students were allowed to self-select books, interest in reading increased. Students are re-tested at the end of the school 

year to determine an ending lexile level. Teacher-developed Student Learning Objectives (SLO) last year were frequently based on an increase in 

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student lexile levels; all teachers who were eligible for the SLO bonus achieved their objectives, thus indicating an increase in our students’ lexile 

levels. 

Along with the research –based programs and assessments, our school received interactive Promethean Boards. This technology was installed in 

math and language arts classrooms, with teachers fully trained on how to use them. Soon after the installation, teacher observations noted 

significant use of the Promethean Boards for activities such as showing video clips, recording multiple sets of problems, playing background music 

during class, creating PowerPoint presentations, etc. Student interest in this technology increased focus during lessons. 

Note: We have addressed all recommendations from the November 2009 SQR and have incorporated these into our School Improvement Plan. 

The recommendations are included in the appendix. 

What aspects of teaching and learning most need improvement and what action is being taken? 

Teacher observations and Learning Community (2008-2009) visits reported a lack of rigor and differentiation noted in instruction. An absence of 

higher-level questioning is also noted in teacher observation reports. The administrative team (which includes the academic facilitator) provides 

teachers with ongoing professional development on differentiation in order to address the issue of rigor and questioning. In 2009 teachers 

participated in a school-wide book study using the book Differentiating Instruction in the Mixed Ability Classroom. The study will continue this year 

with during the beginning of school workdays to use as a reference this year. Our focus for the 2010-2011 year is creating and sustaining a culture 

of high achievement for students living in poverty. Over the summer teachers read STAR Teachers for Students Living in Poverty and engaged in a 

meaningful whole group discussion of the ramifications for the book in their daily instructional practices. We began the school year with intensive 

training for all instructional staff on building a culture for rigor and high achievement. Teachers were provided with local and national models of 

schools with similar demographics who are achieving break-away gains for children living in poverty. As a part of our plan, teachers will participate 

in book studies of two books: Rigor, It’s Not A Four Letter Word and It’s Being Done. We are focusing on the great work that is being done around 

the country to change the lives and educational trajectories of students. 

Management of student behavior continues to be an area for improvement at our school. Teachers must stop teaching in order to deal with 

discipline issues; the diminished instructional time works to the detriment of student achievement. In the fall of 2008, John Taylor Williams Middle 

School adopted the I Can Manage Myself (ICMM) behavior plan in an effort to reduce the amount of time teachers spent on addressing 

misbehavior. Students were issued ICMM badges that they wore on lavalieres around their necks. After three classroom incidents of misbehavior, 

accompanied by three teacher interventions, the student was referred to the assistant principal. The first referral to the AP resulted in a day in the 

Alternative Classroom (formerly known as ISS). Subsequent referrals resulted in 1, 3, or 5 days of OSS. At the end of first semester, the 

consequences were adjusted to reflect a second day of Alternative Classroom and fewer out of school suspension days. Data results from the 

2008-09 school year show a decrease in student misbehavior and therefore a decrease in the number of total suspensions from the 2007-08 school 

year. We reduced overall out of school suspensions by nearly 30% last year and remain committed to further reductions. We have also 

established a staff committee that is working on a proposal for changes to our ICMM plan that will go into effect second quarter. 

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

All math, language arts and 8 

11 

th grade science teachers are required to use ClassScapes assessments to measure student achievement of learning 

objectives. These standardized tests ensure that teachers can reliably ascertain which students have mastered the material according to state 

standards. In addition, once the assessments have been scored, students not reaching mastery level were required to go through re-teaching and

then re-testing in order to demonstrate mastery. 

Teachers outside the state tested areas collaboratively created common assessments to use school-wide. Students were measured through these 

tests to determine mastery; students who fell below mastery level were given the opportunity to go through re-teaching and re-testing. This was 

held true for all content areas at John Taylor Williams Middle School. Note: We have addressed all recommendations from the November 2009 

SQR and have incorporated these into our School Improvement Plan. The recommendations are included in the appendix. Monitoring of student 

mastery and subsequent intervention is included. 

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

4 3 2 1 

High 

x Undeveloped 

Quality 


Our school has highly qualified administrators, all of whom have experience not only in CMS but also in working at various levels of the school 

system. Their combined experience allows them to be able to assist teachers who are struggling. The principal is a former assistant 

superintendent of middle school curriculum and instruction and one of the assistant principals was a curriculum resource teacher within that 

same department and is in her second year of the New Leaders for New Schools Program. The second assistant principal served in the role of 

assistant to a regional superintendent for middle schools. Their varied experiences bring a wealth of ideas gleaned from other middle schools. 

Our school also has a number of teachers who have their administrative certification and advanced degrees. This provides another layer of 

teacher leadership available at John Taylor Williams Middle School as these veteran teachers share their expertise during team planning sessions 

as well as acting as official and unofficial mentors to new teachers. Many teachers have been mentored and encouraged to pursue their 

master’s degree while teaching at our school. The knowledge learned in their classroom experiences is shared with others and benefits the 

entire school. 

Teachers at John Taylor Williams Middle are required to disaggregate their student data and make quarterly presentations to the administrative 

team. Together the administrators and grade level teachers analyze the progress of each teacher’s students and brainstorm areas that could be 

strengthened. In this manner, teachers are being groomed to be instructional leaders and assist in the improvement of all student achievement. 

Another layer of leadership available at John Taylor Williams Middle School is the Principal’s Advisory Team (PAT). This committee is comprised 

of representatives from every grade level as well as representation from Student Services, Exceptional Children and the Teacher Advisory Council 

representative. Together these staff members advise the principal by offering solutions to concerns, bringing to the table staff suggestions and 

ideas, and developing agendas for teacher workdays. In this manner, teachers are able to express their leadership skills. PAT members for 

2010-2011 are elected members of our School Improvement/Leadership Team. 

Teacher input is also valued when discussing the use of federal, state and local dollars. The administrative team, together with input from staff, 

makes decisions related to allocation of monies to best benefit our students. Leadership duties at our school include the recruitment of new 

teachers and retention of quality teachers. To accomplish this, current teachers are surveyed to determine what contributes to their retention. 

12

Technology, small class size and common planning times are listed as contributing factors to retention. These traits are then used during 

interviews to attract qualified, experienced teachers. 

Which are the strongest aspects and why? 

The strongest aspect of the leadership at John Taylor Williams is the PAT. Teacher representatives meet regularly with the principal and he 

listens to their ideas and suggestions. Many instructional and cultural changes during the 2008-09 school year were originally devised during the 

PAT meetings through collaborative effort. In addition, the principal asked the staff to complete a survey at the end of the 2008-09 school year, 

asking for feedback on the year and the changes that had been implemented. A majority of the staff indicated gratitude for the opportunity to 

express ideas and offer suggestions for improvement through the PAT. Information gleaned from the survey also indicated an appreciation of 

the principal’s “open door” policy whereby teachers are encouraged to meet with the principal and voice their concerns. The principal will 

continue to work with PTA this year in their advisory role. 

What most needs improvement and what action is being taken? 

Teachers indicate that they would appreciate more administrative attention directed toward teacher absenteeism, the school’s ability to attract 

more experienced teachers and the opportunity for teacher input in the development of professional development plans for the year. To this 

end, we will continue with our monthly teacher attendance incentive where all staff members with 100% attendance are eligible for cash prizes. 

In addition, the administrative team will continue to work with staff in regards to issues they believe impact staff morale such as paperwork 

overload and use of planning time. 

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

4 3 2 1 

High 

X Undeveloped 

Quality 


First and foremost, we define a high quality learning environment as one that is safe and orderly. We believe our school environment is friendly, 

well-ordered and welcoming. The procedures outlined in the staff handbook and developed by the small schools provide for supervision of 

students at all times. Moreover, the “I Can Manage Myself” behavioral plan, which encourages students to take personal responsibility for their 

behavior, is the foundation of our learning environment. We also feel that the recent transition into three small schools, as well as the removal 

of a bell schedule, has had a tremendous positive impact on the learning environment this year. 

Concerning discipline of students who do not adhere to the student code of contact, we feel the school sufficiently ensures that rules and 

consequences are clearly defined, communicated, and understood by students, teachers, and parents. When appropriate, the staff responds to 

the students who struggle with grades, attendance, or behavior. John Taylor Williams Middle School pursues effective measures to promote 

good attendance and behavior and to eliminate truancy and violence. This is not to suggest, however, that we are always successful. 

The second element of a high quality learning environment is the effectiveness of instruction. The reality is our students are not performing on 

the same level as their peers locally or nationally; we have not met our AYP goals in eight years and we are under a year-three restructuring 

plan. There is, however, academic improvement to be recognized. We met “high growth” for overall achievement and math for the second 

consecutive year. Nevertheless, we will continue to use data, with POM, to adjust and improve instruction with the focus continuously on 

13

student growth from year to year. It should also be noted that teachers effectively use resources, especially technology, to directly impact 

student learning. 

Which are the strongest aspects and why? 

The role of leadership and management in creating a quality learning environment is paramount. Our leadership possesses a moral purpose to 

create a school in which all students learn, and what students learn will prepare them for success in their future, not ours. The administration is 

clearly committed to the utilization of common planning times, the implementation of frequent staff development opportunities and the 

utilization of knowledge, skills and experience of all staff members to advance student learning. 

What most needs improvement and what action is being taken? 

While the staff of John Taylor Williams Middle School works very hard to create a climate in which students feel safe, valued and able to learn, 

we admit that the up-hill climb toward that goal has not ended. We continue to reinforce student expectations for academics and behavior, 

implement character education plans through homeroom and guidance activities and relentlessly reinforce our school’s focus on student 

achievement and sustained growth. 

This year, we are focused on creating a learning environment where students feel empowered, accepted, and safe to take academic risks. We 

believe this type of environment will increase student motivation to be successful in school. At the start of the school year, all teachers 

participated in training to Build a Culture of High Achievement. During this training, we focused on how to create a positive learning 

environment focused on self-efficacy and the importance of effort. 

To improve school climate, we have organized a committee of teachers to revise the school-wide discipline code. The book study group for It’s 

Being Done will receive first-hand information on how schools with similar demographics are increasing student achievement and school 

climate. We are organizing several student groups to increase school spirit and student ownership of the culture. Each Small School is 

organizing a student council, sponsoring extra-curricular activities, and submitting a culture plan. 

The administrative team is working collaboratively with teachers to increase the level of rigor and relevance in classes to move students from 

strategic compliance with academic tasks to authentic engagement. 

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

community? 

4 3 2 1 

High 

X Undeveloped 

Quality 


We acknowledge that the prevailing conditions of our families and the community at large require us to work harder and be more innovative in 

our efforts to improve the quality of relationships between parents, other schools and the community. Having acknowledged this, we find that 

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communication from the school to parents is sufficiently purposeful and diverse: weekly newsletters, ConnectEd, teacher phone calls, the school 

website and Good News postcards are among the ways we keep parents updated and celebrate our successes. Communication about student 

academic progress is clear and user-friendly. Progress reports are sent home every three weeks and all teachers are available for 90 minutes 

during their planning times on Thursdays for parent conferences. If this is not a convenient time, counselors and teachers are flexible with 

meeting parents before or after school. The communication to the home, however, does not sufficiently encourage parental involvement in the 

school. Although we were very pleased to see the high parent turn-out for the Open House at the beginning of the year, we realize the need to 

be able to sustain the same level of parent participation throughout the year. Athletic events usually draw parents to the schools, and we were 

impressed by the parent response during the retest period last year, but we need to do more to solicit parent involvement. In addition to 

building relationships with parents, we have developed a strong partnership with a neighborhood church, St. Paul Community Missionary Baptist 

Church. The members of the congregation proctor during testing season and help with celebrations at the school. We also have a minor 

partnership with Bank of America, with six of their employees mentoring and working with a group of our students last year. We will continue 

with our partnership with the JTWMS Class of ’69 (graduates of John Taylor Williams who wish to support our school). We continue to work with 

Sporty Jerald as he supports and partners with our school. We will continue to work with our four elementary feeder schools and West 

Charlotte High School was a part of the vertical articulation group that meets regularly to devise plans to better serve our students and prepare 

them for high school and beyond. We will continue with our 70-20-10 school-wide grading policy that is focused on students earning grades 

based on mastery. 

Which are the strongest features of communication between home/school about the school’s work and about each student’s achievement? 

Why? The strongest feature of our home-school communication is the weekly newsletter. The first week of the month is devoted to a message 

from the principal along with a calendar of events for the month. The second week of the month is reserved for the small schools to send home 

information to parents related to curriculum issues, upcoming projects and field trips. A publication related to adolescents, The Middle Years, is 

sent to parents during the third week of the month with information on dealing with teenagers. The final week of the month is devoted to the 

elective team. Elective teachers send information related to their various subjects to keep parents abreast of upcoming events, due dates and 

topics of study. We work hard to keep parents informed about everything happening at John Taylor Williams Middle School. 

What most needs improvement and what action is being taken? The area that most needs improvement is community partnerships. With 

the loss of our Parent Advocate position, the task of interacting with the community and developing partnerships has fallen upon the 

administration and staff. Staff members tap into church contacts and social acquaintances to develop leads for community partnerships, but we 

acknowledge that this is an area that still needs development. 

What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? 

Parents more frequently attend school functions when their children are participating. Activities such as sporting events and music concerts 

produce more parent attendance than any other event at our school. In addition, we find that when food or snacks are served, we can expect a 

larger parent turn-out. Parents seem to attend when food is coupled with their children performing. 

What needs improvement and what action is being taken? 

We are concentrating efforts on attracting parents to come for conferences at the school. We are currently scheduling first quarter conferences, 

with the expectation and goal that 100% of our parents attend one conference. The guidance counselors are working with the teachers to 

contact hard-to-reach parents and request a conference time. 

15

7. What other information, if any, do you feel it would be important for the reviewers to know prior to the 

review? 

Perhaps the most noticeable difference you will see at John Taylor Williams Middle School is the implementation of the small school concept. As 

part of the restructuring plan for 2009-10, the student body was divided into 3 small schools, Global Studies, Communication Arts and 

Leadership in Law and Public Service. Each school houses 6 th , 7 th and 8 th 

grade students within one building. The students remain in that 

“school” during their tenure at John Taylor Williams, thus strengthening the relationships developed with the school and home. Parents will 

work with one assistant principal during the three years at our school, and teachers will form deeper relationships with students who they will 

see for three years. The expectation is that student behavior will improve as well as academic achievement. During this school year we will now 

focus on developing and implementing each small school’s theme through fieldtrips, speakers, projects, integrated units and community service 

activities. 

Another interesting point about John Taylor Williams Middle School is the fact that nearly 40% of our teachers are beginning teachers (see Part 

A). Of those, 5 are Teach For America teachers. We remain focused on nurturing and molding these young teachers into master teachers 

through the dedicated work of our in-house mentors and the administration. 

Our Communities in Schools program is an integral part of John Taylor Williams Middle School. The coordinator works with staff to identify 

students whose families are in crisis. He then helps to find community support for those families, often taking students for dental visits, 

obtaining eyeglasses, locating clothing donations for students, or giving bus passes to students who lack transportation. The coordinator 

develops relationships with these students and often serves in a mentor role. For this year, we have a second CIS coordinator who mainly works 

with our eighth grade male students who will move to West Charlotte High School in ninth grade. 

Our school received perfect Safe School Audit scores during the 2008-09 school year, reinforcing the efforts we make toward making this 

campus a safe place for students and staff. We have established procedures for fire drills, evacuations and weather emergencies and practice 

those procedures often. We expect to continue these scores for this school year. 

16

CMS School Improvement Plan 2010-12 

John Taylor Williams Middle School 2010-11 

Outcome (1): Increase the proficiency of all students on the Reading End of Grade Assessments by 10% and maintain a high 

growth status. 

Strategic Plan 2014 Areas of Focus: School Quality Review Criteria: 

Effective Teaching and Leadership Performance Management Achievement Leadership/Management 

Increasing the Graduation Rate Teaching/Learning through Technology Curriculum Learning Environment 

Environmental Stewardship Parent/Community Connections Learning/Teaching Parent and Community 

Strategies 

• Task 

• Task 

1. Implement Voyager to assist with reading 

comprehension instruction with inclusion 

language classes and Safe Harbor students. 

2. Redesign master schedule to focus on 

student growth, proficiency, and inclusive 

practices. 

• Assign inclusion courses to highly 

effective Reading teachers as 

designated by 2010 growth and 

CMS effectiveness data. 

3. Develop higher standard of monitoring & 

accountability to ensure all students receive 

high-quality instruction. 

• Implement revised lesson plan 

template to include components for 

higher level thinking, differentiation, 

and literacy strategies. 

• Implement frequent monitoring of 

student progress through tri-weekly 

progress reports and Panthers on 

the Move data system. 

• Analyze individual teacher, content, 

grade level, and department 

common assessment data every 

three to four weeks. (P.O.M.) 

Point Person 

(title/name) 

? Need a 

point 

person 

Susan 

Johnson, 

Assistant 

Principal 

Ron Dixon, 

Principal 

Susan 

Johnson, 

Assistant 

Principal 

Angela 

Grant, 

Assistant 

Principal 

Nekeyha 

Davis, 

Principal 

Evidence of Success 

Process Outcome 

• Teacher input 

• Discussion with 

principals of 

similar schools 

• Disaggregate 

student data 

• Analyze teacher 

effectiveness 

data 

• Conference 

with Zone 

Superintendent 

• Teacher input 

• Lesson plan 

template 

• Classroom 

walk-through 

visits 

• Classroom 

Walk-Through 

tracker 

• Formal & 

informal 

observations 

• Admin team 

meeting 

agendas 

• Student 

progress 

reports and 

• P.O.M. 

performance 

data 

• District 

Formative 

data 

• EOG 

Summative 

data 

• Classroom 

walk-through 

results 

• Teacher 

evaluation 

results 

• Formative 

assessment 

results 

• Summative 

assessment- 

EOG results 

Leadership 

Standard* 

• Responsibilities 

Prof. Dev. Focus 

• Participants 

• Funding 

Source 

Instructional • All Language 

Arts and EC 

Inclusion 

Teachers 

• Title I 

Parental 

Involvement 

• Activity 

• Funding 

n/a 

* 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. 

Timeline 

End Date 

• ck date 

• ck date 

October 

2010-June 

2011 

Instructional n/a July-August 


Strategic 

Instructional 

Managerial 

• Administrative 

Team 

n/a 

August 



17

• Monitor weekly professional 

learning community meetings. 

• Provide coaching and feedback to 

teachers based upon results from 

classroom walk-throughs, peer 

observations, formal observations, 

and student data. 

• Focus weekly administrative team 

meetings on the results of 

instructional walk-throughs, formal 

observations and professional 

development needs of staff 

• Develop school-wide expectations 

for instructional planning and 

delivery. 

4. Implement school-wide Professional 

Learning Communities (PLCs) to increase 

student achievement in all courses. 

• Participate in book studies on Star 

Teachers of Students in Poverty, 

It’s Being Done and Rigor, It’s Not a 

Four Letter Word throughout the 

year 

• Reinstate daily grade level/content 

area PLC meetings to plan 

collaboratively, use common 

assessments, align instruction to 

SCOS, analyze data, and act to 

increase student achievement. 

• Participate in quarterly planning 

meetings at CSZ for language arts 

and inclusion teachers 

• Plan targeted academic 

interventions for students who do 

not demonstrate mastery on 

specific objectives of the SCOS. 



Intern 

Loreanne 

Harris, 

Academic 

Facilitator 

Content Area 

Lead 

Teachers 

Core/EC 

teachers 

Ron Dixon, 

Principal 

Susan 

Johnson, 

Assistant 

Principal 

Angela Grant, 

Resident 

Principal 

Nekeyha 

Davis, 

Principal 

Intern 

Loreanne 

Harris, 

Academic 

Facilitator 

common 

assessment 

performance 

data 

• Solicit teachers 

to lead book 

discussions 

• Revise master 

schedule 

• Substitute 

teachers for 

zone planning 

dates 


participation in 

Zone planning 

sessions 

• Planning 

agendas and 

minutes 

• Common 

Formative 

Assessments 

• Copies of 

lesson plans 

and 

intervention 

packets 

• Student 

achievement 

Strategic 

Instructional 

Human 

Resources 

All instructional 

staff and 

Administrative 

Team 



Title I 

n/a 

August-May 


18

5. Implement school-wide content-area 

literacy strategies to improve student 

comprehension and ability to think critically 

about informational and argumentative text. 

• Train teachers on content area 

literacy strategies to increase 

student proficiency with 

informational text. 

• Monitor and support teachers 

implementing new strategies. 

• Include informational reading 

passages and higher level 

questions on all science, social 

studies, and elective common 

assessments. 

6. Implement Panthers on the Move (P.O.M.), 

a data driven instructional model, to target 

student academic weakness, provide 

additional support, and increase student 

mastery of standards. 

• Conduct training for all teachers 

on the key drivers of data driven 

instruction: culture, assessment, 

analysis, and action. 

• Administer teacher designed 

common interim assessments 

every three to four weeks. 

• Conduct in-depth analysis of 

student results at the question, 

standard, whole class, and 

individual student level to identify 

student weaknesses with special 

emphasis on EC and Safe Harbor 

students. 

• Develop instructional action plans 

to address whole-class, small 

group, individual student 

weaknesses and recovery 

• Re-assess student progress with 

essential standards. 



Angela 

Grant, 

Assistant 

Principal 

Angela 

Grant, 

Assistant 

Principal 

• Select content 

area reading 

strategies for 

school-wide use 

• Classroom walk 

through visits 

• Weekly 

planning 

sessions for 

teacher sharing 

of student work 

• Develop 

Panthers on the 

Move Manual 

• Train teachers 

on how to 

implement 

P.O.M. 

• Teachers 

design common 

formative 

assessments 

• Data analysis 

meetings with 

teachers 

• Development of 

instructional 

action plans to 

address student 

weaknesses 

• Solicit teacher 

input and 

feedback 

• Teacher 

rating on 

Standard 3A 

of N.C. 

Teacher 

Evaluation 

Rubric 

• Student work 

samples 

• Common 

Formative 

Assessment 

performance 

• Reading EOG 

performance 

• Common 

formative 

assessment 

performance 


performance 

• Classroom 

data 

spreadsheets 

• Instructional 

action plans 

• School, Small 

School, and 

Classroom 

data walls 

Instructional 

Human 

Resources 

Strategic 

Instructional 


staff and Admin. 

Team 



Title I 


staff and Admin 

team 

n/a 

n/a 

November 

2010-May 


September 



19

7. Implement AVID strategies in all classes. 

• Develop a school-wide list of AVID 

strategies to implement in all 

classes. 

• Provide training for staff on specific 

AVID strategies. 



8. Continue implementation of “70-20-10” 

grading procedures plan that emphasizes 

students’ mastery of content. 



Thompson, 

AVID 

Coordinator 

Ron Dixon, 

Principal 

• Train 

teachers on 

AVID 

strategies 

• 

• Train 

teachers and 

students on 

the 70-20-10 

• Post 

reminders in 

all 

classrooms 

• Review 

Progress 

Reports and 

Report Cards 

• Formal and 

Informal 

• Observations 


samples 

• Progress 

Reports 

• Report Cards 

Instructional 

Instructional 


staff 


staff 



n/a October 

2010-March 


n/a August 



20



Outcome (2): Increase the proficiency of all students on the Math End of Grade Assessments by 10% and maintain a high 

growth status. 





Strategies 

• Task 

• Task 

1. Redesign master schedule to focus on 

student growth, proficiency, and inclusive 

practices. 

• Assign inclusion courses to highly 

effective math teachers as designated 

by 2010 growth and CMS effectiveness 

data. 

2. Develop higher standard of monitoring & 

accountability to ensure all students receive 

high-quality instruction. 

• Implement revised lesson plan template 

to include components for higher level 

thinking, differentiation, and literacy 

strategies. 

• Implement frequent monitoring of 

student progress through tri-weekly 

progress reports and Panthers on the 

Move data system. 

• Analyze individual teacher, content, 

grade level, and department common 

assessment data every three to four 

weeks. (P.O.M.) 

• Monitor weekly professional learning 

community meetings. 

• Provide coaching and feedback to 

Point Person 

(title/name) 

Susan 

Johnson, 

Assistant 

Principal 

Ron Dixon, 

Principal 

Susan 

Johnson, 

Assistant 

Principal 

Angela 

Grant, 

Assistant 

Principal 

Nekeyha 

Davis, 

Principal 

Intern 

Evidence of Success Leadership 

Standard* 


• Disaggregate 

student data 

• Analyze 

teacher 

effectiveness 

data 

• Conference 

with Zone 

Superintende 

nt 

• Teacher 

input 

• Lesson plan 

template 

• Classroom 

walk-through 

visits 

• Classroom 

Walk- 

Through 

tracker 

• Formal & 

informal 

observations 


meeting 

agendas 

• Student 

progress 

reports and 

common 

assessment 

• P.O.M. 

performance 

data 

• District 

Formative data 

• EOG 

Summative 

data 

• Classroom 

walk-through 

results 

• Teacher 

evaluation 

results 

• Formative 

assessment 

results 

• Summative 

assessment- 

EOG results 




• Funding 

Source 

Parental 

Involvement 

• Activity 

• Funding 



Timeline 

End Date 

• ck date 

• ck date 

Instructional n/a July-August 


Instructional • Administrative 

Team 

n/a 

August 



21

teachers based upon results from 

classroom walk-throughs, peer 

observations, formal observations, and 

student data. 

• Focus weekly administrative team 

meetings on the results of instructional 

walk-throughs, formal observations and 

professional development needs of staff 

• Develop school-wide expectations for 

instructional planning and delivery. 

3. Implement school-wide Professional 

Learning Communities (PLCs) to increase 

student achievement in all courses. 

• Participate in book studies on Star 

Teachers of Students in Poverty, It’s 

Being Done and Rigor, It’s Not a Four 

Letter Word. 

• Reinstate daily grade level/content area 

PLC meetings to plan collaboratively, 

use common assessments, align 

instruction to SCOS, analyze data, and 

act to increase student achievement. 

• Participate in quarterly planning 

meetings at CSZ for math and inclusion 

teachers 

• Plan targeted academic interventions 

for students who do not demonstrate 

mastery on specific objectives of the 

SCOS. 

4. Implement Panthers on the Move, a data 

driven instructional model, to target student 

academic weakness, provide additional 

support, and increase student mastery of 

standards. 

• Conduct training for all teachers on the 

key drivers of data driven instruction: 

culture, assessment, analysis, and 

action. 

• Administer teacher designed common 



Loreanne 

Harris, 

Academic 

Facilitator 

Content Area 

Lead teachers 

Ron Dixon, 

Principal 

Susan 

Johnson, 

Assistant 

Principal 

Angela Grant, 

Resident 

Principal 

Nekeyha 

Davis, 

Principal 

Intern 

Loreanne 

Harris, 

Academic 

Facilitator 

Angela 

Grant, 

Assistant 

Principal 

performance 

data 

• Solicit 

teachers to 

lead book 

discussions 

• Revise 

master 

schedule 

• Substitute 

teachers for 

zone 

planning 

dates 


participation 

in Zone 

planning 

sessions 

• Develop 

Panthers on 

the Move 

Manual 

• Train 

teachers on 

how to 

implement 

P.O.M. 

• Teachers 

design 

common 

• Planning 

agendas and 

minutes 

• Common 

Formative 

Assessments 

• Copies of 

lesson plans 

and 

intervention 

packets 

• Student 

achievement 

• Common 

formative 

assessment 

performance 


performance 

• Classroom data 

spreadsheets 

• Instructional 

action plans 

• School, Small 

School, and 

Strategic 

Instructional 

Managerial 

Strategic 

Instructional 

Human 

Resources 


staff and 


Team 



Title I 


staff and Admin 

team 

n/a 

n/a 

August 



September 



22

interim assessments every three to four 

weeks. 

• Conduct in-depth analysis of student 

results at the question, standard, whole 

class, and individual student level to 

identify student weaknesses with 

special emphasis on EC and Safe 

Harbor students. 

• Develop instructional action plans to 

address whole-class, small group, 

individual student weaknesses and 

recovery. 

• Re-assess student progress with 

essential standards. 

5. Implement AVID strategies in all classes. 

• Develop a school-wide list of AVID 

strategies to implement in all classes. 

• Provide training for staff on specific 

AVID strategies. 



6. Continue implementation of “70-20-10” 

grading procedures plan that emphasizes 

students’ mastery of content. 



Thompson, 

AVID 

Coordinator 

Ron Dixon, 

Principal 

formative 

assessments 

• Data analysis 

meetings 

with teachers 

• Development 

of 

instructional 

action plans 

to address 

student 

weaknesses 

• Solicit 

teacher input 

and feedback 

• Train 

teachers 

on AVID 

strategies 

• 

• Train 

teachers and 

students on 

the 70-20-10 

• Post 

reminders in 

all 

classrooms 

• Review 

Progress 

Reports and 

Report Cards 

Classroom data 

walls 

• Formal and 

Informal 

• Observations 


samples 

• Progress 

Reports 

• Report Cards 

Instructional 

Instructional 


staff 


staff 



n/a October 

2010-March 


n/a August 



23



Outcome (3): Implement a variety of strategies to decrease out of school suspension by an additional 10% (in 2010 OSS rates 

dropped 30%) 





Strategies 

• Task 

• Task 

1. Provide professional development and 

increased support to assist students with 

demonstrating appropriate school behavior. 

• Train staff in effective discipline 

strategies and conflict management. 

• Establish a committee to revise the I 

Can Manage Myself discipline plan 

• Provide training for staff and students 

on the Second Step Conflict Resolution 

methods by the end of first semester. 

• Use BMT positions to help modify the 

behavior of students who chronically 

display uncooperative behaviors. 

• Implement Emerging Leaders 

Mentoring program to support students 

who struggle with demonstrating 

cooperative behavior. 

• Monitor monthly disciplinary data for 

trends and intervene when necessary. 

Point Person 

(title/name) 

• Ron Dixon, 

Principal 

• Susan 

Johnson, 

Assistant 

Principal 

• Angela 

Grant, 

Assistant 

Principal 

• Nekeyha 

Davis, 

Principal 

Intern 

• Loreanne 

Harris, 

Academic 

Facilitator 

• Rodney 

Thompson, 

AVID 

Coordinator 

Evidence of Success Leadership 

Standard* 


• Review N.C 

Teacher 

Working 

Conditions 

data with 

staff 

• Solicit 

volunteers 

to join 

Discipline 

Committee 

• Meet with 

students for 

Emerging 

Leaders 

• Assign staff 

mentors 

• Develop a 

list of 

working 

agreements 

for adult to 

student 

interactions 

• Decrease 

number of 

referrals and 

suspensions 

• Working 

agreements 

for adult to 

student 

interactions 


Cultural 

Managerial 



• Funding 

Source 

All faculty and staff 

Title I (Second 

Step Conflict 

Resolution 

Training) 

Parental 

Involvement 

• Activity 

• Funding 



n/a 

Timeline 

End Date 

• ck date 

• ck date 

August- 

June 2011 

24

2. Increase student leadership opportunities to 

promote connections and school pride. (i.e. 

Student Council, AVID, Small School 

Ambassadors, Peer Mediators, Purple 

Diamonds, Young Gents, Right Moves for 

Youth, etc.) 

3. Continue restructuring into three small 

schools. 

• Articulate specific small school themes. 

• Develop field trips, guest speakers, and 

curriculum projects aligned to small 

school themes. 




Principal 

• Susan 

Johnson, 

Assistant 

Principal 

• Angela 

Grant, 

Assistant 

Principal 

• Nekeyha 

Davis, 

Principal 

Intern 

• Loreanne 

Harris, 

Academic 

Facilitator 


Principal 

• Susan 

Johnson, 

Assistant 

Principal 

• Angela 

Grant, 

Assistant 

Principal 

• Nekeyha 

Davis, 

Principal 

Intern 

• Select/Solicit 

staff 

sponsors 

• Select/Elect 

students 

• Provide 

student 

training 

• Small school 

Faculty 

Meetings 

• Parent 

Meetings 

• Solicit teacher 

Input and 

leadership 

• Establish 

theme related 

community 

partnerships 

Meeting 

Agendas 

Student 

Activities 

• School Culture 

framework: 

theme 

statement, 

field trips, 

theme related 

projects, small 

school 

activities 

• List of 

community 

partnerships 

Cultural n/a n/a Ongoing 

Strategic 

Cultural 

External 

Parents and 

community 

stakeholders 



August 



25

A. Title I Parent Involvement Plan 

B. Title I Family/School Partnership Plan 

C. John Taylor Williams Parent Compact 

D. Title I Restructuring Plan (Year III) 

E. John Taylor Williams Title I Professional Development Plan 

F. John Taylor Williams Achievement Data 

G. John Taylor Williams Resources used in Title I Programs 

H. Anti- Bullying Plan 

I. Plan for “Persistently Dangerous” Status 

J. Teacher Recruitment and Retention 

K. Transition Strategies 

L. Waiver Request 

Appendix 

26

Appendix A 

JOHN TAYLOR WILLIAMS MIDDLE SCHOOL 

2010-2011 Title I Parent Involvement Plan 

The Title I school-wide program at John Taylor Williams Middle School encourages each parent to be involved in their child’s education. This 

policy outlines the parent involvement activities that will be conducted during this school year. 

• Parents will receive a copy of the Parent Involvement Policy – which describes the ongoing activities that are held to inform and involve 

parents in their child’s education. Parents will receive a newsletter from the principal and an event calendar each month. 

• Parents will receive a copy of the Parent-School Compact – this is an agreement between the home and school outlining everyone’s 

responsibility for supporting student learning. The compact was sent home the first day of school. 

• An open house (Back to School Night) will be held in September 2010. 

• A Title I annual parent meeting will be held in September 2010, before the open house. A second parent meeting will be held in February 

2011 as part of a parent workshop. 

• Newsletters will be sent home weekly that provide important school-based information and helpful tips for parents. Progress Reports will be 

sent home every three weeks to keep parents informed. 

• Parent-teacher conferences are scheduled for the end of first quarter and afterwards as designated by teachers and/or parents. Teachers will be 

available to review your child’s progress and answer any questions you may have. 

• A survey will be given to parents during the spring of this school year (Spring 2011). The survey will give parents an opportunity to provide 

feedback on our Title I program. 

• An annual review meeting will be held Spring 2011 to review our Title I program. Parents will be invited to attend. The results from the 

parent survey, as well as teacher input, will be used when planning for the next school year. The results of the annual review meeting will be 

shared with parents at the annual parent meeting in the fall. 

• The school will hold quarterly parent workshops with topics geared towards helping students become more successful. Parents will be 

notified in advance of workshops and topics. 

• We invite you to contact your child’s teacher and/or counselor at any time during the year to ask any questions you may have or to schedule a 

conference. Please feel free to also contact the principal or the grade-level assistant principal. 

• The school will hold parent workshops with topics geared towards helping students become more successful. Parents will be notified in 

advance of workshops and topics. 

• We invite you to contact your child’s teacher and/or counselor at any time during the year to ask any questions you may have or to schedule a 

conference. Please feel free to also contact the principal or the grade-level assistant principal. 

27

Name of Activity (Include a brief summary 

along with any instructional materials that 

need to be purchased.) 

Quarterly Parent Workshops 

Multiple topics-literacy training, information 

on academic program, parents' rights and 

responsibilities, as well as, based on 

interests indicated by parents on Parent 

Feedback Survey issued Back-to School 

Meeting. 

Will use community leaders, volunteers, and 

partnerships to facilitate. 

Parent participation on SLT, PTA, school 

committees to participate in decision-making 

processes—SIP, PIP, school policies & 

procedures 

EC Parent Meetings /Workshops 

To inform and assist parents of EC students 

with instructional strategies, rights and 

responsibilities, program issues, and testing 

modifications. 

LEP Parent Meetings/Workshops 

To Inform and assist parents of LEP students 

with instructional strategies, rights and 

responsibilities, program issues, and testing 

modifications. 

Date/Time 

Quarterly 

8:00 

12:00 and 6:00 

(flexible times) 

Start date October 2010 

Summer 2010 – 

June 2011 

6:00 p.m. 

Start Date 

July 28, 2010 

Quarterly meetings 

during 

2010-2011 

8:00 

12:00 and 6:00 



Quarterly meetings 

during 

2010-2011 school year 

8:00 

12:00 and 6:00 


Appendix B 

Title I Family/School Partnership Plan 

Goal # (from 

SIP) 

1,2 and 3 

3 

1,2 and 3 

1,2 and 3 

Purchase a school AGENDA for each family. 


Agendas distributed to 

The agenda will serve as the primary 

each student first week 1,2 and 3 

communication tool among teachers, 

students and parents. 

of school 

Implement summer reading program for 

students/parents. 

Summer 2011 

*Translators/Translations for LEP parents will be arranged to encourage full participation. 

Funding 

Sources/Costs 

(Title I, 

contributions, 

partnerships, etc.) 

Title 1 

$500.00 

No cost 

Title I 

No cost 

Title I 

No cost 

$ 4,000.00 

-0- 

Which of Epstein’s six keys of building 

successful partnerships does this activity 

support?* 

Parenting 

X 

X 

Communication 

X 

Volunteering 

X 

Learning at 

Home 

X 

Decision- 

Making 

X 

Community 

Collaboration 

X X X X X 

Will 

refreshment 

s be 

served? 

Yes 

X X X X X x Yes 

X X X X Yes 

X X X X X X No 

X 

No 

28

Appendix C 


Parent-School Compact 

2010 – 2011 

A Parent-School Compact is an agreement based on acknowledging shared responsibilities that lead to successful outcomes 

Parent/Guardian Responsibilities 

We, the parents/guardians of John Taylor Williams Middle School (JTWMS) 

pledge our time, talent, and financial support to the JTWMS staff to support our 

children’s growth as exceptional learners and productive citizens. To fully 

support this pledge and the school I am committed to and agree to: 

� Make sure my child attends school every day on time 

� Ensure that my child will come to school dresses in school uniform 

� Make sure my child follows behavior guidelines outlined in the CMS 

Student Rights and Responsibilities Handbook and JTWMS schoolwide 

behavior plan 

� Make sure my child completes all homework assignments 

� Attend parent teacher conferences as scheduled by CMS or by my 

child’s school in order to maintain ongoing contact with the school 

� Complete and return my child’s progress reports 

� Participate in school events, PTA meetings and parent workshops 

� Volunteer in my child’s class/school when possible 

Student Responsibilities 

As a student of JTWMS, I pledge to focus on my learning and to follow the 

school rules so I can be an exceptional learner and productive citizen. To fully 


� Attend school regularly and on time 

� Come prepared for school with school supplies 

� Come to school dressed in school uniform 

� Follow the behavior guidelines outlined in the CMS Student Rights and 

Responsibilities Handbook and JTWMS school-wide behavior plan 

� Complete my homework assignments 

� Pay attention in class, focus on learning, follow teacher instructions 

and complete all class work assigned 

� Be responsible for turning in all parent-school communications and 

signed reports 

Staff Responsibilities 

Each staff member pledges to maintain high expectations for student 

achievement and to promote learning by providing a high quality and rigorous 

instructional program. To fully support this pledge and the school I am 

committed to and agree to: 

� Provide a safe, welcoming learning environment for students/families 

� Implement a high quality, rigorous instructional program 

� Provide effective instruction in math, science, social studies as 

outlined in the North Carolina Standard course of Study (NCSCOS) 

� Manage student behavior with firmness and dignity in a manner that 

ensures school and classroom success 

� Send parent progress reports and other communication that keeps 

them informed about their child’s learning, as well as meet with 

parents for conferences as scheduled 

� Continue to develop professionally to ensure best practices are used 

in classroom instruction 

Principal Responsibilities 

I, the Principal of JTWMS, pledge to set high standards and implement an 

effective instructional program for our school. My focus will be on promoting 

student achievement in a safe and orderly learning environment. To fully 


� Ensure all students receive high quality, rigorous instruction that leads 

to student achievement 

� Allocate resources so that all students’ instructional needs are met 

� Establish a school-wide positive discipline program that supports 

student learning and their safety 

� Provide high quality training to our staff to keep them updated in 

professional knowledge and skills 

� Provide a variety of opportunities for parent involvement in school 

� Hold the parents, students. and staff accountable for upholding the 

agreements made under the Parent-School Compact 

Parent Signature: ______________________ Student Signature: ______________________ Teacher Signature: ______________________ 

Date: _________________ Date: _________________ Date: _________________ 

Comments:______________________________________________________________________________________________________________________________________ 

___________________________________________________________________________________________ 

29

Apppendix D 

2010-2011 

Title I Restructuring Plan – Year 3 

1. Develop/implement a new family/school involvement compact that impacts student achievement. 

2. Provide social skills and conflict skills training to students as a means to reduce suspensions. 

3. Continue with the 3 small schools: Communication Arts -- Global Studies – Leadership. 

4. Continue to partner with the four feeder elementary schools and the feeder high school in PK-12 “Vertical 

Articulation” efforts. 

5. Continue implementation of AVID (Advancement via Individual Determination). 

6. Continue use of common assessments for Language Arts, Math, Social Studies and Science. (ClassScapes) 

7. Continue to assess progress of EC (Exceptional Children) and LEP (Limited English Proficient) students and 

adjust instruction accordingly. 

8. Continue to use a “revised” version of the ICMM (I Can Manage Myself) school-wide student behavior plan. 

9. Continue implementation of a professional development plan based upon the restructuring plan and the 

needs of beginning teachers. 

30

TITLE I: HIGH QUALITY & ONGOING PROFESSIONAL DEVELOPMENT PLAN 

Plan includes alltraining, in-services, mentoring, & learning for all members of the school community. 

ALL Professional Development is grounded in scientifically-based best practices (SBR is on file in crate.) 

Ongoing Professional Development 

Conferences, workshops, in-service, 

mentoring, planning, courses 

Data Driven Instruction-Panthers on the 

Move 

• SLO presentation 

• Panthers on the Move 

Training 

• Andy Baxter Presentation 

Building a Culture for High 

Achievement 

• Introduction 

• Book Studies (STAR 

Teachers of Students in 

Poverty, Rigor, It’s Not a 

Four Letter Word, and It’s 

Being Done) 

For schools in improvement: PD mandatory 1 0% set aside for school = $ 27, 000. 00 

PARTICIPANTS 

All instructional staff 

Administrators 



Why needed? 

Tie to needs assessment & 

Goal/strategy from SIP pg. # & if 

applicable- 

How will this help remove from 

improvement? 

• SQR recommended the 

development of a system to track 

student mastery of objectives and 

provide interventions for struggling 

students. 

• Goal 1 & 2 of SIP (page ___). 

• Implementation of a data-driven 

instructional model will increase 

student proficiency on End of 

Grade assessments and assist 

JTWMS with making AYP based 

upon the Safe Harbor Provision. 

Strategic Plan 2014-Effective 

Teachers and Leadership 

SIP Goal 1 & 2 (page ___) 

Funding 

Sources 

State or local 

Prof. Dev. 

Money, Title I, 

grants… 

Cost 

Timeline 

When & 

Effectiveness 

Check-points 

Title I August 2010- 

June 20101 

Point Person 

Angela Grant, 

Assistant Principal 


Team 

Evaluation/Follow-up 

• Results from Data 

Driven Instruction 

Rubric 

• Student performance on 

common formative 

assessments and 

Reading and Math EOG. 

• 2011 AYP Results 

• Results-informal/formal 

observations 

• Lesson Plans 

• Reading and Math EOG 

• AYP Results 

• Student survey data 

• Parent survey data 

31

Strategies for Content Area Literacy 

School Culture 

• Dale Lamb presentations 

• Second Step Training 





Strategic Plan 2014-Effective 

Teachers and Leadership 

SIP Goal 1 (page ___) 

* Title I 2009-10 plan 

* SIP – High Academic 

Achievement/Effective Educators 

* Restructuring Plan 

* Leadership for Turn Around Middle 

Schools Plan 

Title I $3,500 October, 2010- 

June 2010 

Title I August 2010- 

June 2020 


Team 


Team 


observations 



• AYP Results 


observations 



• N.C. Teacher Working 

Conditions 

• CM S Teacher Survey 

• Student Survey 

• Parent Survey 

32

Subject/ 

Measure 

# In 

Membership 

# 

Tested 

Appendix F 

2009-2010 NC ABC's PRELIMINARY Summary Results 

J. T. Williams Middle School 

% 

Tested 

# In 

Performance 

Composite 

# 

Proficient 

% 

Proficient 

# In 

Growth 

Composite 

# 

Students 

Making 

Growth 

Growth 

Sum 

Average 

Growth 

Growth 

Status 

High 

Growth 

Ratio 

Grade 6-EOG Math 162 162 100 162 96 59.3 119 99 49.88651 0.41921 MET 4.95 MET 

Grade 6-EOG 

Reading 

High 

Growth 

Status 

162 162 100 162 62 38.3 115 66 8.15422 0.07091 MET 1.34694 NOT 

MET 

Grade 7-EOG Math 180 179 99.4 179 80 44.7 142 66 0.48385 0.00341 MET 0.86842 NOT 

MET 

Grade 7-EOG 

Reading 

180 179 99.4 179 47 26.3 139 68 -0.26937 

- 

0.00194 

NOT 

MET 

0.95775 NOT 

MET 

Grade 8-EOG Math 171 171 100 171 106 62 127 100 45.89223 0.36136 MET 3.7037 MET 

Grade 8-EOG 

Reading 

Grade 8-EOG 

Science 

School Total-EOG 

Math 


Reading 


Science 

School Total-EOC 

Algebra I 


Total 

School Total-EOC 

Total 

School Total-School 

Composite 

171 171 100 171 68 39.8 127 80 18.31495 0.14421 MET 1.70213 MET 

171 171 100 171 56 32.7 

513 512 99.8 512 282 55.1 388 265 96.26258 0.2481 MET 2.15447 MET 

513 512 99.8 512 177 34.6 381 214 26.19981 0.06877 MET 1.28144 NOT 

MET 

171 171 100 171 56 32.7 

12 12 100 12 12 100 11 4 -1.22433 -0.1113 NOT 

MET 

0.57143 NOT 

MET 

1197 1195 99.8 1195 515 43.1 769 479 122.46239 0.15925 MET 1.65172 MET 

12 12 100 12 12 100 11 4 -1.22433 -0.1113 NOT 

MET 

0.57143 NOT 

MET 

1209 1207 99.8 1207 527 43.7 780 483 121.23806 0.15543 MET 1.62626 MET 

33

Resources Used in Title I Programs: 

• Promethean Smart Boards 

• BMT Support 

• Technology Associate Support 

• Professional Development 

• ICMM School-Wide Discipline Plan 

• Alternative Classroom Support 

• Premier Agenda Systems 

Appendix G 

• Guest Speakers and Field Trips to build content knowledge 

• Voyager Reading Program 

• Class Scapes (common assessments) 

• Supplemental Education Services (SES) 

• Extended Day Tutoring 

34

Appendix H 


2010-2011 Anti-Bullying Prevention Plan 

Member: Ronald S. Dixon –Principal Member: Shannon Monroe - School Point Person Member: Jamil Steele -Teacher 

Member: Susan Johnson – Asst. Principal Member: Teresa Oats- Counselor Member: Rodney Thompson - AVID Teacher 

Task Timeline Person(s) Responsible 

School staff training (ABC’s of School Bullying video) 

Oct. 2010 S. Monroe 

Complete 1 st 

draft of BP Plan Sept. 2010 Committee 

Review BP Policy w/students 

Administer “APS” MS Survey 

Disaggregate “APS” survey data 

Review BP Policy w/students / Begin BP classroom 

activities 

Implement school-wide Bullying-Prevention Activities 

Establish support groups 

Train Student Peer Mediators 

Train Staff in Use of Second Step Violence Prevention 

Curriculum AND conduct weekly lessons with students 

1 st 

1 st 

1 st 

Quarter 2010 



End of 1 st 


Assistant Principals 

th 

Ms. Oats – 6 Grade Counselor 

Ms. Oats and Committee 

Ms. Oats and Assistant Principals 

Ongoing 2010-2011 All Staff 

Ongoing 2010-2011 Ms. Oats 

September 2010 Student Services Staff 

October 29 - Staff 

Training 

Weekly Student Training 

Sessions 

R. Dixon – Principal 

Teachers 

35

Appendix I 

Steps to Address “Persistently Dangerous” Status 

1. August 25, 2010 - Inservice – Dale Lamb/Ryan Reiter 

2. September 1, 2010 – Inservice – Dale Lamb/Ryan Reiter 

3. September 8, 2010 – Met with Bus Drivers to discuss expectations, support and NEW ICMM Bus Rider Plan – required 

seating arrangement (boys on left side and girls on right side). 

4. Second Step Violence Prevention Training for each teacher – Staff Training on October 29, 2010 

2 nd 

quarter implementation for students 

5. Peer Mediation Training for designated students – Rob McCarter – Trainer – Assisted by Harris and Oats 

Students will be used to help solve student- to- student conflicts (as appropriate) 

6. ICMM Review Committee to meet 1 st quarter to develop proposed changes for 2 nd 

quarter…. 

36

Appendix J: 

Strategies to Attract High Quality Teachers to High Needs Schools 

Teacher survey results indicate that scheduling, double-blocking, content planning, professional learning teams, abundance of 

resources, smaller class sizes, Title I training, and classroom technology are key contributors to being on staff. 

JTWMS has 2 computer labs and 4 mobile laptop labs which makes the delivery of lessons utilizing technology easier and almost 

limitless. JTWMS has Promethean boards, LCD projectors, a color printer and a color copier. The abundance of resources, 

especially in technology, helps to attract and retain staff. Funding for professional development in best practices is a plus as 

teachers find resolutions to problems and methods for success. Professional Learning Communities fosters strong collaborative 

support for new teachers, decreases stress and aids retention. The revised school-wide behavior plan will be another key in 

attracting qualified teachers, because it is research based and designed to fit the needs of our population. This plan helps to reduce 

the disruptions in a classroom due to inappropriate behavior and allows more instructional time and time on task. 

Transition Strategies 

Appendix K: 

To successfully transition 5 th grade students into the 6 th grade a “Step-up Day” will be utilized. On this day students will have 

the opportunity to visit JTWMS and meet the teachers, visit the campus, and receive information that will focus on specific 

strategies to assist students and parents in making the smooth transition into middle school. Students in the JTWMS feeder 

zone will be invited to participate in an orientation program to help bring about success for the student in the sixth grade. Also, 

we will continue to host an open house & orientation prior to the first day of school. A school-based team (counselor, 

administrator, band and orchestra teachers) will visit each feeder elementary school in the Spring to share information about 

our school and the registration process. Staff from the feeder high school will also visit our school and present similar 

information. We will also hold an evening session for parents of incoming 6 th graders and outgoing 8 th 

graders. 

37

Appendix L. Waiver Request 

School-Based Management and Accountability Program 

Summary of School-Based Waiver Requests for 2010-2012 

LEA: Charlotte-Mecklenburg Schools LEA code: 600 

School Codes 

581 – John Taylor 

Williams Middle School 

Please enter codes of all schools 

requesting the waiver described 

on this form. 

Request for Waivers 

1. Maximum Teaching Load and Maximum Class Size (grades 4-12) 

2. 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size 

3. Class size will be adjusted to address student individual instructional needs through 

flexible grouping of students in the most effective utilization of teaching teams. 

Maximum teaching load will be used to allow teachers in specific areas of the curriculum 

to teach students designated for specific skill needs and to address the large number of 

students requesting elective classes. 

4. This waiver will allow more flexibility in grouping students to meet their abilities and 

needs and thus should enhance their achievement on the performance goals. 

38

Appendix M – FFA Summer Assessment 

John Taylor Williams Middle School – Ronald S. Dixon, Ed. D. – Principal DRAFT Submitted July 29, 2010 

RUBRIC DESCRIPTORS 

Developing Proficient Accomplished Distinguished 

The school: 

The school: 

The school: 

The school: 

• Is making initial steps, 

such as gathering 

information, analyzing 

data, and organizing 

resources to address 

this standard. 

• Is beginning to 

implement the standard 

on a limited basis. 

• Has made limited 

attempts to build 

capacity among staff to 

meet this standard. 

• Has been implementing 

this standard at least 60% 

of the time. 


this standard with great 

understanding and 

proficiency by a core 

group of experts within 

the school. 

• Sporadic attempts to 

build capacity among 

staff to meet this 

standard. 


this standard in-depth, 

with great understanding 

and proficiency at least 

80% of the time. 

• Is beginning to show 

linkage between 

implementation of this 

standard and improved 

student achievement. 

• Builds capacity among 

staff to meet this 

standard. 

• Has been implementing this 

standard at a highly adept 

level on a routine basis 

throughout the school. 

• Uses data to monitor, 

modify, and improve 

decisions and actions that 

address this standard. 

• Consistently builds 

capacity among staff to 

meet this standard. 

DIMENSION A: Instructional Excellence and Alignment 

Framework Component 1: High Academic Standards 

All students are expected to meet high academic standards 

• Expectations are clear for students and parents. 

• Prior to students beginning an assignment, teachers supply students with exemplars. 

• Of high quality work that meet the performance standard or level. 

• Students know what high quality work should be like. 

• Students revise their work based on meaningful feedback until they meet or exceed the performance 

standard or level. 

RUBRIC 


School Status: PROFICIENT 

39

Teachers send progress reports home to parent every three weeks. We follow a school-wide Grading Procedures Plan 

(70-21-10). Seventy percent of each student’s grade is based on formal assessments. We use the Class Scape program to 

build common assessments for Reading and Math. Twenty percent is based on informal assessments such as quizzes and 

classwork. Ten percent is based on homework. Teachers have received inservice on creating rubrics and using student 

exemplar work. Most are using these at a beginning level. Students are given multiple opportunities to “retest” and to 

“recover” a failed course. 

We know that most assignments are not rigorous throughout the school. This has been documented by a recent School 

Quality Review and also from two learning community school audits. Our primary professional development focused on 

differentiation. Staff completed a school-based book study of Carol Ann Tomlinson’s book, “How to Differentiate in Mixed- 

Ability Classrooms.” Differentiation was added as a lesson plan component in fourth quarter and will be a focus for 2010- 

2011. 

Priority Component #1: 

nd 

We met Expected Growth status for Reading for the 2 year. However, the percentage of students on grade level did not 

show a significant increase this year. Only 34% of our students are on grade level in reading. Thus, Reading/Literacy will 

be our number one focus or priority for 2010-2011. Specific strategies will be incorporated in our School Improvement 

Plan to address this component. 


Framework Component 2: Alignment of curriculum, instruction, assessment and interventions with 

high standards 

Curriculum, instruction, assessment, and appropriate academic interventions are aligned with high standards. 

• Standards provide a coherent vision for what students should know and be able to do. 

• Students, teachers and families understand what students are learning and why. 

• In any class and at any time, students can explain the importance of what they are learning. 

• The curriculum is rigorous, non-repetitive, and moves forward substantially. 

• Work is demanding and steadily progresses. 

RUBRIC 



Teachers follow the Standard Course of Study and were provided with a full day of content team planning (i.e. 7 th grade 

Language Arts, 8 th Grade Science, etc…) each quarter (in addition to daily small school planning). This was needed as the 

move into the three small schools required daily planning as a small school. Note: Teachers will have daily planning as a 

grade level during the 2010-2011 school year! Most students can explain what they are learning and why it is important. 

Most student work is not rigorous, is repetitive and does not move forward substantially. However, there are growing 

pockets where rigor is the norm! We use common assessments (teacher-made and Class Scape) to assess students’ mastery 

40

of goals/objectives. Reteaching and retesting has become a part of the school culture. Most teachers are showing 

proficiency with monitoring students’ mastery of goals/objectives . We maintain ongoing data on students who need 

reteaching and retesting. 

Priority Component # 2 for 2010-2011: 

We will use POMM (Progress Objective Mastery Monitoring) to more strategically monitor students’ progress. POMM will 

require teachers to: 

1. list the goals/objectives that will be covered each quarter and to develop a system to monitor each student’s mastery of 

objectives based on the 3 rd week and the 6 th 

week common assessment 

2. hold students accountable for completing his/her own mastery chart 

3. post a class-based mastery of objectives chart in the classroom for each class 

4. post and use a word wall for academic “testing” vocabulary 

5. work with his/her team to develop an intervention (“qualifier”) that students must complete before being allowed to take a 

retest 

6. work with team members and administrators to develop an intervention/retesting schedule 

7. schedule students for “intervention (qualifier)” and/or “retesting” as appropriate 


Framework Component 3: Deep understanding of concepts and skills 

The curriculum emphasizes deep understanding of important concepts & the development of essential skills. 

• Teachers make connections across the disciplines to reinforce important concepts and assist students 

in applying what they have learned to solve real-world problems. 

• All teachers incorporate academic and informational literacy into their course work (i.e. reading, 

writing, note taking, researching, listening, and speaking). 

RUBRIC 



We focus on developing essential skills from the NCSCOS and the CMS pacing guide. Teachers work in grade level content 

teams to narrow the curriculum as appropriate. We focused on teaching literacy skills in each CORE and elective class. 

Most teachers make appropriate connections across disciplines. However, there is a need for more growth in this area. 

Teachers will continue to require students to complete a major project per quarter. We will focus on projects being 

connected across CORE and elective classes to avoid students being assigned a project per class. We will also move to 

infuse AVID strategies in ALL classes (note taking, seminars, etc…). 

41

Framework Component 4: Variety of related instructional strategies 

Instructional strategies include a variety of challenging and engaging activities that are clearly related to the 

grade-level standards, concepts, and skills being taught. 

• To reach students, all teachers draw from a common subset of instructional strategies and activities 

such as: 

o Direct instruction 

o Cooperative learning 

o Project-based learning 

o Simulations 

o Hands-on learning—integrated technology 

o Other 

RUBRIC 



Most instruction is teacher-directed and facilitated as evidenced through administrator walk-throughs and formal 

observations, through the recent School Quality Review (SQR) and through the learning community instructional audits. 

Some teachers use co-operative learning, simulations, project-based learning as well other effective instructional strategies. 

Students will be required to complete at least one “interdisciplinary” project per quarter. Teachers make good use of 

technology such as the Promethean/Smart Boards, computer games, LCD and Power Point, math manipulatives and real 

world applications such as in CTE classes. 

Professional Development will continue on the application level in regards to “differentiation” as well as implementing more 

rigorous assignments. 

42

DIMENSION B: Student Support 

Framework Component 5: Variety of methods to assess and monitor student progress 

Teachers use a variety of methods to assess and monitor the progress of student learning (e.g., tests, quizzes, 

assignments, exhibitions, projects, performance tasks, portfolios). 

• All teachers use common, frequent assessments to benchmark key concepts and the achievement of 

their students. 

• Students learn how to assess their own and others’ work against the performance standards, 

expectations, or levels. 

RUBRIC 



Teachers use common assessments (teacher-made and Class Scape) to assess students’ mastery of goals/objectives. 

Reteaching and retesting has become a part of the school culture. Most teachers are showing proficiency with monitoring 

students’ mastery of goals/objectives. We maintain ongoing data on students who need reteaching and retesting. 

Priority Component # 2 for 2010-2011: 

We will use POMM (Progress Objective Mastery Monitoring) to more strategically monitor students’ progress. POMM will 

require teachers to: 

1. list the goals/objectives that will be covered each quarter and to develop a system to monitor each student’s mastery of 

objectives based on the 3 rd week and the 6 th 

week common assessment 

2. hold students accountable for completing his/her own mastery chart 

3. post a class-based mastery of objectives chart in the classroom for each class 

4. post and use a word wall for academic “testing” vocabulary 

5. work with his/her team to develop an intervention (“qualifier”) that students must complete before being allowed to take a 

retest 

6. work with team members and administrators to develop an intervention/retesting schedule 

7. schedule students for “intervention (qualifier)” and/or “retesting” as appropriate 

43


Framework Component 6: Schedules that provide time to meet rigorous standards 

The faculty and master schedule provide students time to meet rigorous academic standards. 

• Students are provided more time to learn the content, concepts or skills if needed. 

• Flexible scheduling enables students to engage in academic interventions, extended. 

• Projects, hands-on experiences, and inquiry-based learning. 

RUBRIC 


School Status: ACCOMPLISHED 

There is now a culture of staff working together as a professional learning community to prevent student failure! The 

master schedule included assigning each student into one of three small schools (School of Communication Arts, School of 

Global Studies or School of Leadership). Teachers taught three classes/blocks and then had a block of planning. Students 

received ongoing reteaching/remediation in CORE and elective classes. Additional tutoring was provided to EC students. 

Teachers completed ongoing recovery for students who failed during each quarter. The school also provided a 3-day 

Recovery Class at end of school year for students who failed one CORE subject. Teachers also ran a before-school daily 

Homework Help Center. Approximately 100 students were enrolled in tutoring through Title I SES (Supplemental 

Education Services). 

Priority Component #3 for 2010-2011: 

The master schedule will be overhauled to ensure: 

• EC Inclusion students are placed in higher level math and LA classes 

• gateway SEM/Safe Harbor students are placed in like classes and taught by the most effective teachers 

• level I students are distributed and not grouped in the same classes 

• teachers plan daily as a grade team 

• re-teaching and retesting can occur outside of Language Arts and Math classes 


Framework Component 7: Student support to meet rigorous standards 

Students are provided the support they need to meet rigorous academic standards. 

• Teachers know what each student has learned and still needs to learn. 

• Students have multiple opportunities to succeed and receive extra help as needed, such as: 

• Co-teaching or collaborative resource model 

• Support and intervention classes 

44

• Before-and after-school tutoring 

• Homework centers 

• Other 

RUBRIC 


School Status: ACCOMPLISHED 

Teachers planned together to plan/implement common units and assessments. Teachers used ongoing data to reteach and 

retest students to ensure that each student was held accountable to a rigorous standard. The 70-20-10 Grading Procedures 

was used to ensure school-wide grading consistency. Professional development centered primarily on learning (and 

beginning implementation) of effective “differentiation” instructional strategies. EC teachers and regular-ed “inclusion” 

teaching teams met quarterly with administrators to discuss the progress of each EC student. Teachers ran a daily before 

school Homework HELP center. Additional reading and/or math tutoring was provided to EC “safe harbor” students. 

Teachers provided ongoing quarterly “recovery” opportunities for students who were in danger of failing. The school ran a 

3-day “final” Recovery Class for students who had failed one CORE subject. Approximately 100 students were also 

enrolled in the after school SES tutoring offered through Title I. 

DIMENSION C: Professional Synergy 

Framework Component 8: Professional learning community for school faculty 

The adults in the school are provided time and frequent opportunities to enhance student achievement by 

working with colleagues to deepen their knowledge and to improve their standards-based practice. 

• They collaborate in analyzing student achievement data and making decisions about rigorous 

curriculum, standards-based assessment practice, effective instructional methods, and evaluation of 

student work. 

• The professional learning community employs coaching, mentoring, and peer observation as a means 

of continuous instructional improvement. 

RUBRIC 



Teachers plan together as a small school along with the Academic Facilitator three times per week. They use the 

backwards design model to plan common assessments, daily and unit instructional plans and end of unit projects. They use 

student progress data to plan reteaching and retesting. Teachers planned together in grade-level content teams once per 

quarter for a full day. This change was made in response to teachers’ needing to also plan together with their other grade 

level and content team members who were housed in other small schools. Teachers studied “differentiation” as a schoolbased 

professional learning community and began implementation during 3 rd and 4 th 

quarters. 

New teachers were involved in a New Teacher Support Program that met monthly. They were provided a mentor and 

45

eceived the “required” peer observation. However, there was limited in-classroom coaching for new teachers. This will be 

addressed for the 2010-2011 school year. 

Priority Component #1: Literacy/Reading 

nd 

We met Expected Growth status for Reading for the 2 year. However, the percentage of students on grade level did not show a significant increase 

this year. Only 34% of our students are on grade level in reading. Thus, Reading/Literacy will be our number one focus or priority for 2010-2011. 

Specific strategies will incorporated in our School Improvement Plan to address this component. 

Priority Component # 2: POMM 

We will use POMM (Progress Objective Mastery Monitoring) to more strategically monitor students’ progress. 

The master schedule will be overhauled to ensure: 

Priority Component #3: Master Schedule Overhaul 

• EC Inclusion students are placed in higher level math and LA classes 

• gateway SEM/Safe Harbor students are placed in like classes and taught by the most effective teachers 

• level I students are distributed and not grouped in the same classes 

• teachers plan daily as a grade team 

• re-teaching and retesting can occur outside of Language Arts and Math classes 

46

Sub Plan Statement: 

The SLO (Student Learning 

Objective) for each teacher will 

also serve as each teacher’s sub 

plan. The sub plans are on file at 

the school. 

47

SIP JT Williams MS 2010-11 - Charlotte-Mecklenburg Schools

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