Alamance Burlington School System 2014-2016 School Improvement Plan
I. School Vision and Mission
School Vision Aligned
Be a Bobcat. Broadview Middle School will offer an educational experience that inspires students to recognize and strengthen their individual talents. Through
collaboration with caring and responsive educators, activating the community, and invigorating innovations, Bobcats will make a positive contribution to the local and
global community.
School Mission
As a Bobcat educator my mission is to use innovative strategies and set high expectations to engage all learners to reach their fullest potential.
As a Bobcat student my mission is to know and understand my strengths and utilize them to reach my fullest potential.
As a Bobcat community member my mission is to support the students and educators of Broadview Middle School by being accessible, providing resources, and actively participating in the school community.
II. Schoolwide Needs Assessment
Summary of Data Sources:
Data Source Results Strengths Weaknesses Significant Areas of Focus
Data Team
Due to insufficent staff training there was only one successful data team. CFA’s were given and results were compared with the team.
Identifiying clear results of CFA’s.
Timing- created pre, CFA and post assessment. Discussed what worked, what did not and where to go next. Teaching at the same pace following a specific timeline was difficult because of the various needs of the students.
Planning time to allow for Common pacing of standards and writing CFAs. All content area teachers will attend CFA and data training. The Academic coach and administration will be a part of data meeting. RtI coordinator will assist teachers with regrouping and intervening when appropriate.
EOG/EOC Over all CCR composite 23.2.Reading 24.9Math 16.7
CCR Math I EOC 73.1
Well below grade level proficiencies in both reading and math.
Focus on the ABSS framework for math and ELA and coach teachers on how to deliver and differentiate instruction. As well as the use of data teams and CFA’s to appropriately
assess and intervene students. Teachers wil also be trained and coached focusing on content vocabulary.
Benchmark
Benchmark data shows the majority of students were in the average range for reading and math.
33 sixth grade students were above average in reading.
50 eighth students were below average in math.
As a school we need to focus on effective math instruction and appropriate interventions for strugling students.
ACT/Explore, Plan
EXPLORE results show students expressed a need for help in one or more area.
62 out of 160 8th grade students have post high school plans.
Of the 160 8th graders 101 identified math skills as an area of need and 108 students identified study skills as an area of need.
8th grade math is an area of great need. Teachers will use the EXPLORE data to group students and offer innterventions based on individual student need.
ACCESS Of the 82 students tested the majority of students were expanding or bridging, meaning they were comfortable with social English and were developing their grade level content
36% of the ELL population is using grade level appropriate academic language.
Only 5% of ELL population knows and uses the highest level social and academic language measured by the WIDA.
Increased SIOP training for teachers. Co-teaching for all supportive and comprehensive students. Vocabulary instruction is a school wide focus for the 2014-15 school year.
vocabulary.
Discipline
Based on discipline data we have a disproportional amount of African American males with office referrals compared to the other sub groups.
Discipline referrals occur primarily in the classroom.
Hispanic females have the lowest number of full day ISS or OSS for the 2013-14 school year.
Eighth grade students made up 50% office referrals resulting in full day ISS or OSS.
PBIS coach will train and support teachers on effective alternatives for positive classroom management. A school wide positive behavior plan was put into place at the beginning of the 2014- 15 school year. PBIS personnel working with SST and CFT team to identifiy specific behavioral needs.Focus on cultural norms.
PBIS
As a school we realized need a school wide behavior expectation plan.
Strong PBIS leadership and consistant meetings.
Overall teacher buy in and an effective school wide PBIS system.
Increase the number of students participating in the positive rewards program
Teacher Working Conditions
Decrease in technolgy access and speed since last TWC
Increase in communication with Admin and the instructional program.
Overall growth since previous TWC.
Feedback will shape and modify our instructional plan.
Other sources of perceptual data
Perception data Title I surveyThe perception of our school is we have low
Strong leadership core and teacher cameraderie.
Low parent and community involvement compared to
Data teams, CFA’s, positive behavior support,
performing students with behavior issues.
other middle schools in the county. Some teachers have not implemented certain strategies to meet the diverse educational and social needs of our students.
increased access to technology. Teachers also need training and coaching on effective interventions to meet the differentiated needs of students.
Specific strengths your data indicate (Detailed):
Data Source Strengths Implication
2013-14 EOC test results
Math I CCR proficency.73.1 percent of students assessed.
Spanish I- 75% of students pass final exam.
Math I rigorous instruction and the extra time teachers are available for students is providing results.
2013-14 EOG results2012-2013 EOG Results
Overall growth in Math and Reading EOG in 7th grade.
School wide growth is due to teachers learning and implementing effective teaching strategies. Teachers are also provided coaching feedback from the Academic Coach and are implementing vocabulary and literacy strategies in their classrooms.
TWCS Teachers feel trusted and comfortable with their administrative and academic team.
Teachers feel valued and therefore work hard to meet the diverse needs of students. They are open to feedback and opportunities to improve their craft.
Specific areas for improvement your data indicate (Detailed):
Data Source Weaknesses Implication
2013-14 EOG results Grades 6-8 reading and math core instruction.
Teachers need to become familiar with and implement the ABSS framework for math and literacy. Trainings are provided to explicitly teach the district expectations. Coaching sessions are provided to assist teachers with planning and activites
centered around the framework.
Data teams Training of staff and implementation of data team.
All content teachers will attend district data team and CFA training. Teachers will be active participants in grade level content data teams. Administration and the Academic coach will attend data team meetings to further coach and assist teachers.
2013-2014 EOG data Drilldown report.
African American males and Hispanic males were not proficient.
On a whole, females over-perform males from.01-5 percentage points in all assessments except for 8th grade Science and 8th Grade Math 1 EOCs.
All teachers recive training in Marzano’s Six Step Vocaulary instruction. This will ensure students are repeatedly exposed to content vocabulary and have a deeper undertanding of concepts.
Specific performance gaps your data indicate:
What are the identified performance gaps?
What inferences can you make about why the gap
exists?Implications of these gaps?
Achievement gaps in all target groups exist when compared to the district and state average.
BMS students have a 93% poverty rate.
BMS personel should ways to reach students of poverty.
Girls significantly outperform boys in all areas (biggest gap is in 8th grade math)
BMS students have a 93% poverty rate. Boys of poverty are more pessimistic about the their future and their identity.
Reach young men at all levels of growth and ensure they feel the success needed to build efficacy.
III. School Improvement/Data Team Focus
Based upon your needs analysis, identify 3-5 School Improvement Goals as your data team focus.**Title 1 schools must specifically identify at least one goal in reading and one in math
School Improvement Goals:
Focus Goal #1:To increase end of year reading CCR proficiency from 25% CCR to 32% CCR in the 14-15 school-year and from 32%- 40% in the 15-16 schoolyear. (Literacy Continuum).
Strategy: 1a Implement iRead across all E/LA classrooms with 100% consistent participation by E/LA teachers and their students
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Introduce/launch program
First three weeks of school
Macklin and E/LA teachers
Nook cart provided by Gear Up; Follett Quest that provides reading and lexile information
Macklin lesson plans and calendar; all students are introduced/ teachers trained
All students read the first 20
minutes of E/LA every day
All school year E/LA teachers Fall/ Winter book orders to insure DPI standards for books per student
Teachers are observed implementing the program by Literacy Coach, Administration
“Bookmark” /Destiny Quest
tracking of student reading
All School year Macklin Manilla folders/ card stock/ misc. office supplies;
Monthly reporting of student progress forwarded to administration; annotations reviewed and posted online by librarian
Reward System for Students and
teachers
2nd progress report and thereafter reports; 9 week Assemblies
Macklin and Owens
Funds for rewards; Connect Ed announcement of outstanding participating students
List of students; evaluative scores
Strategy: 1b Implement Monthly Open Media Evenings
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Set Dates/Notify Community
Sept and Oct of 2014
Macklin and other members of the Leadership team
Connect Ed, local media, fliers, Twitter, FB, web page
Notifications completed
Assign Library Cards to
attending parents with
understanding of rules/regulations/
charges
October, 2014 to the end of the school year
Macklin None Cards distributed to attending parents; attendance records
Plan instructional programs and provide for
browsing/open computer use
Before each program
Macklin with 2 teacher volunteers for each program
Comp time for Macklin and teacher volunteers
Calendar set; volunteers recruited
Implement program at end of October of
2014
October, November, January, February, March, April, May, 2015
Macklin with 2 teacher volunteers for each program
Comp time for Macklin and teacher volunteers
Attendance, evaluation instrument completed by all attending adults
Strategy: 1c Provide Vocabulary Instruction PD to all classroom teachers.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
PD planned and dates set for
inplementation of Marzano Six Step Process of
Vocabulary Instruction
September October. 2014
Academic Coach Office Supplies/ Planning time/ Book and Internet resouces
Training completed in appropriate timeframe
PD is Provided to Grade Level
PLC’s
See above timeline
See above person
Planning time is provided by administration
Training completed in appropriate timeframe
Teachers create lesson plans to
implement the 6 Step strategy in their classrooms
Completed by November, 2014
All Classroom teachers
Input by Academic Coach, Marzano resources, ABSS CC curriculum units
Teacher Lesson Plans are submitted to Academic Coach
Teachers discuss lesson
plans with Academic
Coach
Completed by December, 2014
Teachers/ Academic Coach
Teacher Planning Time/ Academic Coach Planning Time
Appointments set to meet with Academic Coach/ Lesson Plans are archieved
Teachers present lesson to students; class is videotaped for later discussion
Completed by January, 2015
Teachers/ Academic Coach
iPad Tripod for taping
All video submitted to administration/ coach
Feedback is provided to teachers by Academic
Coach
School year, 2014-2015
Teachers/ Coach Planning time Feedback Form
Instruction continues consistently until end of school year
School year, 2014-2015
Students in all subject areas/ teachers
Classroom instruction/ time in classroom
Vocabulary evaluative tool implemented in all classrooms/ at end of every CC unit.
Strategy: 1d Utilize in class and extended interventions to increase reading levels of most at-risk readers.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Identify and
diagnose struggling readers.
First 9 weeks RtI coordinator Access to Level Set, QRI, Normed fluency assessments, and word-study stage assessments.
Reading levels using same assessments tools 5/15
Develop individual plans for struggling readers.
By end of first semseter.
RtI Coordinator/ELA teachers/ Saturday academy coordinators/ afterschool coordinators.
Teen bizEffective literacy lessons.Grade level plansData teams.
Reading levels using same assessments tools 5/15
Strategy: 1e Increase the access to student technology to promote more personalized learning practices.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Identify needed technology and
purchase.Summer 2014
Butler, Paisley, Technology
Dept.
Technology Budget
Delivery of technology
Provide teachers with
professional development on
utilization of technolgy.
Schoolyear 2014-2015
Technology Dept., Paisley,
Admin, Teacher leaders.
Technology Budget
Completion of PD
Provide teachers with
professional development on personalization
through technology.
School-year2015-2016
Technology Dept., Paisley,
Admin, Teacher leaders.
2015-2016 Technology
Budget
Student Academic Growth
Strategy: 1f PBL implementation team-wide for AIG/math 1 students in the 8th grade
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Identify appropriate
studnets based on data
Summer 2014 Butler, AC, AIG teachers
Flexible Scheduling
Implement a schedule for a 3 (2 teachers
only 1content) teacher team that aloow
equitable time for all four contents.
2014-2015 Teachers
Add a teacher to 8th grade STEM
Title One alottment for
class size redcution.
SchedulingStudent
Achievment
Strategy: 1g Implement gender based classrooms
Action Step Timeline Person(s) Responsible
Resources Required/Budge
t
Indicator(s) of Progress
Identify students,
schedule, notify parents
Summer 2014 Butler Scheduling
Collect Data:CFA,
Screeners, Surveys,
Dispostions, Learning
experiences, teacher surveys.
2014-2015 Butler/Teachers/AC
Ttile One parent Involvement Data Analysis
School Improvement Goals (cont.)
Focus Goal 2:
Broadview will decrease the total number of incidents from 728 to less than 450 (35% decrease) from August 25th 2014 to June 9th 2015. All Broadview staff will create nurturing and trusting student relationship using PBIS strategies duing school hours and at all school wide events and activities.
Strategy: 2a Schoolwide PBIS Implementation with fidelity.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Positive Paws: Students have a
daily opportunity to earn stamps for
following school wide
expectations
8-25-14 to 6-9-15
All BMS staff Stamps and planners
The number of students attending incentives.
Students can participate in monthly and nine week incentive activities
9/26, 10/31, 11/25, 12/19, 1/30, 2/27, 3/26, 5/1
All BMS staff PBIS budget The high number of students attending, and the low number of students who cannot.
PBIS Coach and Committee
8/1/14 to 9/6/15 Mr. Gerringer and Committee members
PBIS budget Increased number of positive student behaviors and lower suspension rates
Strategy: 2bCFT meeting:The CFT team will meet the social and emotional needs of specific students.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Redefine roles for CFT to include RtI and PBIS coach using a PSM model.
9/30/14 Holmgren, Butler, Sylvestre, Alexander, King, Reagan, Gerringer, Marinis
Model Flow-chart, meetings
PSM meeting minutes.
Utilize PSM model to problem solve and action plan for individual students.
Year-long CFT team Behavior Plans, Interventions, Parent support, external agencies.
Indiviudal student progress.
Bullying Committee: Educating students on
8/25/14 to 6/9/15
Mr. Randall, Mrs. Sylvester, Mrs. Holmgren, and Mr.
Professional Development
A decrease in bullying referrals.
bully prevention and
interventions
Gerringer
Strategy: 2c Create more opportunities for student leadership.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Teen Leadership Classes.
Students provide peer mediation opportunites, along with leadership
responsibilities
14/15 school-year
Mrs. Boggan and Leadership classes.
N/A More students taking leadership roles in school, and lower suspension rates.
Implement AYLA
14/15 school-year
Mrs. Holgram Meeting time, communications, transportation to events.
More students taking leadership roles in school, and lower suspension rates.
Focus Goal #3:
Broadview Middle School Staff and PTA will increase the positive presence in and communication with the community of Alamance County by increasing the overall number of PTA members from less than 100 to more than 200 by 2016. Increasing the number of community business donors from 1 to 5, and positive public relations news announcements through shout-outs, newsletters, social media, Connect-eds, and traditional media stories to at least one item weekly.
Strategy: 3a Highlight the strengths of BMS publically.
Action Step Timeline Person(s) Responsible
Resources Required/Budge
t
Indicator(s) of Progress
Increase news to the community through shout-
outs and traditional
media
Ongoing, weekly updates to be sent to Central office to be distributed
Grade level chairs and facilitators, possible reporting to 1-2 central people?
TimeContact info
Increase in number of shout-outs, news articles, social media sites
Parent Education
meetings some with the PTA
At least one meeting every nine weeks
Teachers, Administration and PTA Board
FoodChildcarePresentersMaterials (copies)SpaceTranslators
Reflection surveys from parentsCommentsSign-up sheets
Schoolwide Newsletter
9 weeks to go home with report cards
2-3 teachers to coordinate
Printing paperTimeTrnaslator
Feedback from parents and teachers?
Focus Goal #4:Broadview Middle School will increase the overall CCR Math composite from 16.7% to 26% by the end of the 2014-2015 school-year and 35% by the end of the 2015-2016 school-year.
Strategy: 4a Implement Data Teams with fidelity for all math clasrroms.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
All math teachers trained in Data
teams.
Completed by October 2014
Math Teacher,CO Trainers, AC, Admin
DATA Teams and CFA trainings.
Staff CEUs
Structured planning time provided and Math Data Team
Meetings facilitated by
principal bi-weekly
2014-2015 school year.
Math Teachers, AC, Principal
Planning time, Schedule
Meeting Minutes
Planning time before each
semester to Pace standards and create CFAs
Summer 2014 and November 2014
Math TeachersAdmin
StipendsSubstitutes
Curriculum Maps and CFAs shared digitally.
Strategy: 4b Utilize mastery connect to aggregate data from CFAs to make informed decisions about individual student needs.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Mastery Connect registration/training
September-October 2014
Marinis and Math Teachers Cost of MC
Use of MC as seen through the Admin dashboard
Mastery Connect Implementation for
data collection
Math CFA 3November-December
2014
Marinis, Butler, Math
teachers
Document cameras and MC
Data from CFAs
Data Conversations, Charting and
Problem Solving for individual
students.
Ongoing 2014 school-year
Marinis, Butler, Math
Teachers
Structured planning time
Data from Data Teams
Strategy: 4c Identify individual student needs and align appropriate intervention.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Create a math data profile for high risk
students using screeners, evaas,
SMI, benchmarks, and CFAs
By January 2014
Marinis and Math Teachers Data sources Profile
Identify appropropriate
interventions and provide student access to Sat.
Acad, Afterschool, during school, or
in-class intervention.
14-15 School- Year
Marinis, Math Teachers,
Afterschool coordinator,
Saturday coordinator
Afterschool and Saturday Academy budgets.
Progress Monitoring
growth.
Strategy: 4d Provide Math specific PD focused on strategies.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Identify and implement the
researched-based PD
By January 2014
Principal/CO Math
Support/AC, RtI, and Math
Teachers
PD allotment PD implementation
School Improvement Goals (cont.)
Focus Goal #5:Broadview administrators and academic leadership team will effectively monitor the instructional program by using an ongoing and frequent walkthrough process.
Strategy: 5a Create and calibrate walk-through tool.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Utilizing ABSS learning
principles, critical thinking, and engagement
create tool.
Sept. 14 Butler Google drive Completion of tool.
Calibrate tool by practicing
together and then comparing
and problem/solving different data.
Sept. 14 Butler, Randall, Sellars, Cochran, Marinis, Gerringer
Google Drive, Collaborative time, technology.
Evidence of practice sessions.
Strategy: 5b Utilize tool to provide teachers data for growth.
Action Step Timeline Person(s) Responsible
Resources Required/Budget
Indicator(s) of Progress
Provide teachers a monthly
spreadsheet with their personal data collection and reflective questions from
the data.
Late October-School-year
Academic Leadership team
Technology and data spreadsheet. Teacher growth.
Provide like teachers data groups with reflective questions.
Late October-School-year
Academic Leadership team
Technology and data spreadsheet. Teacher growth.
School Improvement Goals (cont.)
IV. Specific alignment for Title I schools
Data Source Where we areWhere we should be
StrategiesBudget Amount
School wide reform strengths
CCR- 25.9 ReadingCCR- 16.7 Math
CCR- 35- ReadingCCR-22- Math
*Effective Interventions*Monitoring of Instructional program.*Implement Literacy Continuum*Increase access to technology for personalized learning.*Implement Data Teams
17,000
Instruction by highly qualified teachers
BMS staff members are HQ.
100% of teachers HQ.
Extensive hiring process.
Highly qualified and ongoing professional development
Teachers receive job-embedded and externally PD
Teachers implement PD learning reflectively.
Data TeamsRCAContent SpecificCO
31,000
Strategies to attract highly qualified teachers to high need schools
We still lose teachers to neighboring schools.
21st Century Learning Environment
Technology purchasing and professional development.
50,700
Including teachers in decisions regarding the use of assessments
Beginning the implementation of Data Teams and CFAs
Implement Data Teams, CFA’s and Mastery Connect with Fidelity
DT-PDCFA-PDMC-Subscription
Strategies to increase
Less than 100 families joined
At least 50% of all families
NewslettersPR
10,260
parental involvement including ways student progress is reported to parents
PTA actively participate.
CommunicationAccessibility to StaffConnect EdsEventsAfterhours Translator
Transition activities:
Activities designed specifically 6th graders
Increase activities designed for 8th graders
Collaborate with high school
Activities for children experiencing difficulty
CCR- 25.9 ReadingCCR- 16.7 Math
CCR- 35- ReadingCCR-22- Math
*Decrease S:T ratio.*Afterschool program*Saturday Academy*Effective interventions*Leadership opportunities*Access to higher level curriculum*Access to more technology*Literacy continuum
269,000
Coordination and integration of Federal, State, and local services
School budgetAS400
School budgetAS400Continual monitoring and adjustment
*Leadership team*Transparency in budget decisions
Align top 3 goals with strategic planning initiative:
Exemplary classroom teaching and instructional leadership Master plan for specialized programs 5-year facilities plan
Recruiting and retaining high quality staff Compensation for building level employees Classroom and school support