School+Improvement+Plan

= **Revised Tennessee School and District Improvement Plan / Smith County Middle School**  = = **2011/2012**  = = =

IMPROVEMENT:
 * School: |||||| **Smith County Middle School** ||  ||
 * District: |||||| **Smith County School District** ||  ||
 * Analysis of last year’s final results: || Areas of Greatest Progress: |||| Areas of Greatest Challenge: ||  ||
 * ^  || Proficient/Advanced

RLA 5th grade: 8.4 gain RLA 6th grade: 1.8 gain RLA 7th grade: 2.3 gain RLA 8th grade: 3.0 gain

Math 6th grade: 10.2 gain Math 7th grade: 7.5 gain Math 8th grade: 10. gain

Science 5th grade: 5.3 gain Science 7th grade: 2.7 gain

Social Studies 5th grade: 15.1 gain Social Studies 7th grade: 6.4 gain

Social Studies 8th grade showed gains, but are significantly below the goals set by the state.

Economically Disadvantaged: 2% gain in proficient/advanced in Math

All students showed a 2% gain in proficient/advanced in Math.

All students showed a 1% gain in proficient/advanced in RLA.

Maintained all A’s in Academic Achievement |||| FTTT District Goals: 3rd Grade Reading 7th Grade Math

Proficient/Advanced SETBACKS:

Even though we showed a gain in scores, we still want to change our value-added C to an A in RLA.

Math 5th: -5.6%

Science 6th: -0.4% 8th : -3.3%

Social Studies 6th: -3.6% 8th: -3.1%

Showed a 50% loss in proficient and advanced in Special Education. ||  || 2. SCMS will try to increase 5th, 7th, and 8th grade RLA scores to mirror goals set forth by the state, which is 66%. ||  || 2. SCMS will increase the percentage of proficient by 10% in Economically Disadvantaged Math and RLA scores. This would 49% and 48% respectively. ||  || 2. We will continue to use our RTI program and pull out program to include extra tutoring and /or enrichment opportunities during the school day. 3. Literacy leader will monitor progress of Special Education and Economically 4. Disadvantage students and adjust students schedules weekly, as to not allow these students progress to slow or decrease as compared to the whole group. 5. We will adjust Special Education student schedules to reflect maximum instruction time. ||  || 2. All grade level teachers need to meet weekly to cooperatively prepare lesson plans and selct/find materials. Teachers collectively share lesson plans and adapt them to their subject matter and grade level. 3. Quarterly data training/review 4. Select formative assessments that align with the common core; train the staff of the administration and use of the data produced; administer monthly formative assessments for all students at SCMS and use the data to determine RTI pullouts, tutoring, and other needs. 5. Establish Professional Learning Communities among teachers and paraprofessionals at SCMS and throughout the school system. We will implement flexible scheduling to reflect maximum instructional time for all students. 6. Select Healthy School Team Leader and attend Healthy School Leader Training (PD), complete the SHI, and School Health Improvement Plan. Healthy School Team to meet a minimum of quarterly. || 1. Regular meeting throughout the school year between administration, teachers, and staff. 2. Weekly meetings throughout the school year. 3. Initial in-service: August: Math; September: Reading; October: Science; November: Social Studies; December: Value-Added; January: Projections; February: Reports; March: Reassessment of Data August: Select formative assessments September: PD for staff on how to implement assessments and utilize the data produce to make educational decisions for individual student needs. 4. Monthly administer formative assessments to monitor progress of all students. Ongoing through the entire school year 5. For School Health Oct 2011: Initial in-service, Jan: SHI completed, Feb: SHIP Completed, May: Report Accomplishments ||  || include component="comments" page="School Improvement Plan" limit="10"
 * ^  || Source of Progress: |||| Source of Challenge: ||   ||
 * ^  || # 1. Students in grades five through eight at Smith County Middle School have made gains for the above mentioned grade levels and may be attributed to the following: 1) The implementation of programs such as Response to Intervention, Study Island, Write Score, Discovery Education testing, A+, and EXPLORE, Star Testing, and Benchmark Testing are used to monitor student progress and help make educational decisions for each individual student. 2) Common Core Standards training 3) Teacher collaboration 4) Students also attend an open computer lab time each morning before school 5) All teachers are required to conduct two teacher observations before the Christmas Break and one observation must be completed before Spring Break to help teachers in our school find new and more effective methods for teaching the standards.
 * 1) 2. We firmly believe in the use of data to drive instructional practices.
 * 2) 3. SCMS accredits their progress to a positive change in student expectations. Regular and Special Education teachers all attend district wide Professional Development throughout the school year.
 * 3) 4. All Individual Education Plans are written in conjunction to student’s performance on state mandated test. |||| # 1. Challenges at SCMS are greater as students move from 4th grade (feeder school) through 8th grade.
 * 4) 2. We believe that more professional development is pertinent for all teachers to positively enhance educational practices. The Professional Development should be geared toward each grade level’s specific subject matter.
 * 5) 3. Teachers are encouraged to deviate from a strong reliance on worksheets that encourage lower level thinking. In contrast, teachers are encouraged to incorporate a variety of technology into their daily teaching regiments to promote creativity, higher order thinking, present information in a student friendly manner, and to be able to obtain instant feedback on formative assessments.
 * 6) 4. The TELL Tennessee 2011 survey indicates that teachers feel they do not have an appropriate level of decision making in the school.
 * 7) 5. As a school, SCMS’s achievement for students with disabilities is regressing. Instruction must be highly explicit for SWD students to ensure progress. More emphasis must be placed on assuring that all students have ample materials and technology to allow them to improve achievement. Our faculty must refine lesson plans and activities to assure that all of our students have the opportunity to learn.
 * 8) 6. As we review our district’s goals and benchmarks for Race to the Top, we are behind. The district goal for 5th-8th grade Math is 40% proficient or advanced. Our school did not meet this goal (5th-38%, 6th-33%, 7th-29%, and 8th-35%). The district’s goal for RLA was 49%. Our school met all goals except for 8th grade who demonstrated 30% proficient or advanced.
 * 9) 7. Programs currently in place to help positively impact progress are as follows: 5th grade Wednesday morning tutoring (attendance based on benchmark testing), mandatory math labs for 5th grade, open afternoon tutoring on Thursday evenings provided by the Beta Club, afternoon SPED pullouts in the computer lab, and Individual Education Plans are written in conjunction with various state mandated tests. ||   ||
 * Goals for this school year: |||||| Overall Achievement Goals: (Aligned to First to the Top Goals) ||  ||
 * ^  |||||| 1. SCMS will try to increase 5th, 6th, and 7th grade math scores to mirror goals set forth by the state, which is 60%.
 * ^  |||||| Subgroup Goals: (List each subgroup individually) ||   ||
 * ^  |||||| 1. SCMS will increase the percentage of proficient by 10% in the Special Education Math and RLA. This would move math to 18% and RLA to 26%.
 * ^  |||||| Other Required Goal Areas: ||   ||
 * ^  |||||| # 1. SCMS will continue meet or exceed the attendance rate of 93%.
 * 1) 2. Give teachers more influential power on the decision making process at SCMS.
 * 2) 3. We will continue to give teachers ample amounts of time for instructional planning opportunities.
 * 3) 4. Maintain Healthy School Team, Coordinated School Health initiatives, and School Health Improvement Plan to reduce non-academic barriers to learning. ||   ||
 * Plan for this school year: |||||| Key strategies to achieve goals: ||  ||
 * ^  |||||| # 1. Weekly common grade level meeting to review, relearn, and learn content with appropriate pedagogy for grade level standards in Math and RLA.
 * 1) 2. Administration will suggest subject related professional developments to teachers for summer in-services.
 * 2) 3. Teachers will have data PD to ensure that they can use assessment data to determine specific content needs and to use the TVAAS and Pearson websites to obtain that data for all students.
 * 3) 4. We will use Title I funds to purchase iPads, document cameras, and other technological devices to enhance teacher productivity and assessment. Title I and IIA funds will be used to purchase professional development with the purpose of effectively training teachers on the implementation of new technology in the classroom. ||   ||
 * ^  |||||| Key strategies to achieve progress for students with the greatest need: ||   ||
 * ^  |||||| 1. Rearrange the 5th grade schedule to allow for an extra ''Math" lab and on-line exploratory exercises.
 * ^  |||||| Projected costs and funding sources for key strategies: ||   ||
 * ^  |||||| # 1. Technology purchases will be dependent upon the amount of Title i funds allocated to SCMS.
 * 1) 2. All other strategies will not require any funding. ||   ||
 * Benchmarks for Progress |||| Benchmark: || Timeline: ||  ||
 * ^  |||| 1. All teachers grades 5-8 will review/learn/relearn all content required for common core standards (done by grade level); Upper level administrations will hold all teachers accountable to understand the content and pedagogy appropriate to content and grade level.