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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




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.




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.




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.




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




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


Resources Required/Budge

t


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.




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.




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.




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.


Resources Required/Budge

t


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.




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.




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.




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.




Identify and implement the

researched-based PD

By January 2014

Principal/CO Math

Support/AC, RtI, and Math

Teachers

PD allotment PD implementation


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.




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.




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.


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

instruction continues consistently until end of school year · web viewbroadview middle school...

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