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

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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. 6
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 How do you know? 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. 7
Page 1 and 2: 2010-2011 CMS SCHOOL IMPROVEMENT PL
Page 3 and 4: VISION To empower students with the
Page 5: John Taylor Williams Middle School
Page 9 and 10: We will use Extended Day funds (app
Page 11 and 12: student lexile levels; all teachers
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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