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

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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