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

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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 How do you know? 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 10
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
Page 1 and 2: 2010-2011 CMS SCHOOL IMPROVEMENT PL
Page 3 and 4: VISION To empower students with the
Page 5 and 6: John Taylor Williams Middle School
Page 7 and 8: 1. How effective is your school in
Page 9: We will use Extended Day funds (app
Page 13 and 14: Technology, small class size and co
Page 15 and 16: communication from the school to pa
Page 17 and 18: CMS School Improvement Plan 2010-12
Page 19 and 20: 5. Implement school-wide content-ar
Page 21 and 22: CMS School Improvement Plan 2010-12
Page 23 and 24: interim assessments every three to
Page 25 and 26: 2. Increase student leadership oppo
Page 27 and 28: Appendix A JOHN TAYLOR WILLIAMS MID
Page 29 and 30: Appendix C John Taylor Williams Mid
Page 31 and 32: TITLE I: HIGH QUALITY & ONGOING PRO
Page 33 and 34: Subject/ Measure # In Membership #
Page 35 and 36: Appendix H John Taylor Williams Mid
Page 37 and 38: Appendix J: Strategies to Attract H
Page 39 and 40: Appendix M - FFA Summer Assessment
Page 41 and 42: of goals/objectives. Reteaching and
Page 43 and 44: DIMENSION B: Student Support Framew
Page 45 and 46: • Before-and after-school tutorin
Page 47: Sub Plan Statement: The SLO (Studen

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

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