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Southwest

Middle School

Strategic Plan 2007-2010

Table of Contents

Building Leadership Team .................................................................................................................................2 Part 1: School Profile .........................................................................................................................................3 A: Executive Summary........................................................................................................................3 School Characteristics...............................................................................................................4 Student Achievement Data......................................................................................................5 B: Report of the Profile Data................................................................................................................6 Academic................................................................................................................................................8 Membership ...........................................................................................................................................9 Staff Information ...................................................................................................................................12 Promotion and Retention.....................................................................................................................13 Discipline................................................................................................................................................14 Stakeholder Perspectives on the Quality of Education ...................................................................16 Notable Characteristics ........................................................................................................................18 Part 2: Vision, Mission, and Core Beliefs and Values .................................................................................19 Strategic Planning Process...................................................................................................................21 Part 3: Strategic Action Plans ............................................................................................................................23 Part 4: Appendices ..............................................................................................................................................34 Appendix A: Glossary of Key Terms ................................................................................................34 Appendix B: Supporting Data............................................................................................................35 Appendix C: School Waivers .............................................................................................................63 Appendix D: AVID Site Plan..............................................................................................................66 Appendix E: Projected Budget ...........................................................................................................75

Building Leadership Team (B.L.T.)

Stephanie Peedin, Chair (Media Coordinator)

Pam Baldwin, Principal Luisa Neumann, Assistant Principal

Debbie Myers, Teacher (8th Grade Representative) Amy Morton, Teacher (7th Grade Representative)

Brenda Berti, Parent/Teacher (6th Grade Representative) Deborah Sinclair, Teacher (6th Grade Representative) Jennifer Bowden, Teacher (Encore Representative) William Snow, Teacher Assistant (Classified Staff)

Brandy Elbinger, EC Teacher Cindy Padgett, Parent Marsue Barker, Parent

Jill Waters, Parent Ricky Phoebus, Parent

Selena Coleman, Parent James Jordan, Parent

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Executive Summary Introduction In this section of our school improvement plan an overview of school characteristics, student and community demographic data, stakeholder perspectives on the quality of education, and student performance data is provided.

School and Community Demographic Data Jacksonville and Onslow County are located on the coast of North Carolina just fifteen miles from the beach. Onslow County has a population of 150,355. The racial composition of the county is predominantly white at 72.1%, with approximately 19% African American, 7.3% Hispanic, 0.7% Native American, 1.7% Asian, 0.2% Pacific Islander, and 3.6% from other races. Only 10.3% of the population 25 years and older has a bachelor’s degree or higher. The median family household income in Onslow County is $33,756. In addition, 16.7% of children in Onslow County live in poverty. In the Southwest area, 11.4% of the families are classified as living in poverty. The median household income in this area of Onslow County is $29,869. The dominating factor of Onslow County is Marine Corps Base Camp Lejeune. Camp Lejeune is the largest amphibious military base in the world. Many of the students in Onslow County are the children of current or retired military officers or enlisted personnel. This location contributes to a diverse and highly transient student population. Though once a community of small family owned farms, much of the farmland is now becoming residential. In the past 10 years, the community has experienced rapid growth in terms of housing, businesses, and schools.

The Southwest School district includes Blue Creek Elementary, Southwest Elementary, Southwest Middle, and Southwest High School.

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School Characteristics Southwest Middle School is a public, suburban school. The school was built in 1990 and has since added one additional classroom wing. Southwest Middle School has student population exceeding 500 students and approximately 60 staff and faculty. Southwest Middle School is one of thirty-five public schools in Onslow County and one of eight middle schools. There are 44 certified staff members on campus, including 40 teachers, 1 guidance counselor, 1 media specialist, 2 administrators, 7 para-professionals, 1 school secretary, 1 receptionist, 1 Student Information Management System (SIMS) operator, and 5 custodians. The curriculum at Southwest Middle School includes courses as outlined by the North Carolina Standard Course of Study. Our curriculum also includes Accelerated Math, Accelerated Reader, AVID (Advancement Via Individual Determination), academically gifted, curriculum assistance, and enrichment. We have a strong school-wide emphasis on reading with forty minutes dedicated to reading during the Enrichment period. During the 2004-2005 school year, we implemented AVID. While AVID targets students “in the middle” we have emerged three of the AVID principles school wide: Cornell notes, AVID binders, and WICR (Writing, Inquiry, Collaboration, and Reading). In addition, we have expanded the AVID program to all grade levels and are exploring the possibilities of having multiple AVID classes in each grade level. In 2006 we were named a Nationally Certified AVID school. Our staff has a wide variety of years-of-experience providing for a well-rounded staff. The school year is 180 days in length with core classes spanning the entire 180 days and “encore” or electives classes taking up two 90-day semesters. In addition to the curricular program, Southwest Middle School offers a variety of athletic teams, clubs, and academic extra-curricular activities such as Academic Derby, Battle of the Books, and Odyssey of the Mind.

Student Body. The student body is diverse. This includes 49% males and 51% females. In addition, 62% of the student body is Caucasian, 22% are African-American, 10% are multi-ethnic, 5.7% are Hispanic, 1.4% are Asian, and only .5% are American Indian. The economic status of our students ranges from lower to middle with 50.6% of our students being on free and reduced lunch. Of these students, 15% are Academically and Intellectual Gifted (AIG) and 12% are Exceptional children.

Faculty and Staff. The faculty and staff at Southwest Middle School are diverse as well. The staff is also diverse in terms of the years of experience. Forty-six percent of staff have 5 or fewer years of experience, 26% of staff have 6 to 10 years of experience and 23% of staff have between 10 and 20 years of experience. Only 5% of our staff has more than 20 years of experience. In terms of professional experience and education level, five teachers have earned a master’s degree and two teachers have earned AIG licensure. Two certified staff members have National Board Certification.

State Budgetary Allotments. Southwest Middle School’s state funding has decreased more than $10,000 from 2005-2006 to 2006-2007. This has occurred as new federal (NCLB) and state mandates for accountability have been implemented and rising operational costs have increased. In January of 2007 we received Disadvantage Student

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Supplemental Fund (DSSF) money that allowed us to implement new programs we would not otherwise have funds to run. We were also able to hire a Lead Teacher to help support the programs.

Student Performance Data National Measures. The national student performance data collected includes the Adequate Yearly Progress measures for the last two years. Although Southwest Middle School has consistently had a high percentage of students and student groups proficient on end-of-grade measures of student achievement, it has not attained its goals with students with exceptional needs in reading or mathematics for two years. In 2006 the state standards for mathematics changed which drastically impacted the proficiency level of all students. Southwest Middle barely met the goals for black, multi-ethnic, and economically disadvantaged students in reading; only making AYP in those areas through Safe Harbor in 2005-2006. In the 2006-2007 school year Southwest did not make AYP missing the mark in reading and mathematics for students with disabilities. Black students and economically disadvantaged students also did not meet the cut-off percentage.

State Measures. State assessments are conducted each spring in the following subjects: 6th-8th grade reading and math, 8th grade science, Algebra I and 7th grade writing. Other assessments include On-line Computer Skills Testing and VOCATS testing which occurs in the fall and spring semester. North Carolina’s ABC Accountability model uses a school’s assessment data to determine the school’s level of distinction.

The percentage of students achieving proficiency has slightly increased in reading since the 2005-2006 school year (87.3% to 88.2%) In addition, the achievement gap in reading between white and African-American students has narrowed from 9.4% to 5.1%. Proficiency in math has increased for black students and multi-ethnic students but has decreased in all other subgroups.

The most significant deficiency in student achievement occurs in 7th grade writing. The proficiency level has dropped from the previous year 16.4%.

District Measures. District-wide assessments of student achievement are available to schools on an elective use basis. In addition, VOCATS testing occurs at all middle schools to evaluate mastery of vocational objectives in Business Computer Technology and Keyboarding. Although these assessments are mandated by the state, they have no impact on State Accountability measures. Instead, they are utilized by the district to evaluate progress. In conjunction with the state assessments the district provides assessments each spring for 6th and 8th grade writing.

School Measures. Southwest Middle School conducts a variety of assessments throughout the year. At the beginning of the school year, teachers will assess their students using the EduTest

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benchmarks. The teachers utilize this information to develop lesson plans with focused remediation and enrichment activities to ensure that all students are learning the essential content and skills. EduTest is also administered at each 9-week period to assess students’ academic growth and areas of deficiencies. In addition, our 8th grade AVID students are provided the opportunity to take the EXPLORE and ASSET tests. Seventh grade students at the 95th percentile will also be given the opportunity to take the PSAT through the Duke Tip Program.

Student Demographic Data Student/Community Data 2004-2005 2005-2006 2006-2007

Students – School Enrollment Total Number of Students (20th school day)

526 575 566

Students – Racial Composition

African-American 166 158 143

American-Indian 7 10 4

Asian 16 29 8

Caucasian (White) 281 312 331

Hispanic 46 61 28

Multi-Racial 10 5 52

Students – Ability Composition Learning Disabled (LD) 38 33 27

Behaviorally Mentally Disabled (BED)

5 6 5

Emotionally Mentally (EMD) 8 11 8

Other EC Students 16 23 24

Total EC Students 67 73 64

AIG Students 73 71 77

Student/Family Characteristics

Low Income (Free/Reduced) 257 289 290

Attendance Rate 96.3 96.1 95.7

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Assessment Measures 2004-2005 2005-2006 2006-2007

National

Reading All 88.6 87.3 88.2

Reading Black 85 81.5 84.5

Reading Multi-Racial 86.4 85.5 85.7

Reading White 90 90.9 89.6 Reading Economically Disadvantaged (Free/Reduced) 84.3 83.7 83.7

Reading Students with Disabilities 62 64.2 60.7

Math All 88.6 59.4 58.6

Math Black 81.6 43.2 46.5

Math Multi-Racial 86.4 56.4 59.2

Math White 92.3 67.5 62.5 Math Economically Disadvantaged (Free/Reduced) 80.4 51.3 50

Math Students with Disabilities 73.2 29.9 31.1

AYP GOALS Met 25 of 25 Met 22 of 25 Met 20 of 25

ADEQUATE YEARLY PROGRESS Y N N

State

6th Grade EOG Reading (% Prof) 82.2 81.5 79.9

6th Grade EOG Math (% Prof) 87.9 56.4 51.0

7th Grade EOG Reading (% Prof) 89.1 86.1 91.6


7th Grade Writing (% Prof) 47.2 47.3 38.1

8th Grade EOG Reading (% Prof) 87.7 92 90.6


8th Grade Computer Skills (% Prof) 83.0 69.2 79.3

Algebra I EOC (% Prof) >95 >95 84.8

Performance Composite 86.5 70.6 70.1

Career and Technical Education 40 44.3 50.7

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Southwest Middle School

AYP Goals by Subgroup Comparison 02-03, 03-04,04-05,05-06, 06-07Reading

84.20%

88.50%

81.5%

85.5%

90.9%

83.7%

64.2%

87.3% 88.50%88.70%

44.1%

87.70%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Reading All Black Hispanic Multi-Racial White ED/FRL SWD

Subgroup

% P

rofic

iient 2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

76.7

68.9

Southwest Middle SchoolAYP Goals by Subgroup Comparison 02-03, 03-04, 04-05, 05-06, 06-07

Math

29.9%

51.3%

67.5%

56.4%59.4%

43.2%

23.70%

61.20%58.50%56.70%

43.90%

61.50%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Math All Black Hispanic Multi-Racial White ED/FRL SWD

Subgroup

% P

rofic

ient 2002-2003

2003-2004

2004-2005

2005-2006

2006-2007

81.0

74.6

65.8

8

Career-Technical Education06-07

020406080

100

BusinessEducation

BCT

Keyboarding

Percent Proficient Number of StudentsTested 345

Total Student Membership

0

100

200

300

400

500

600

Num

ber o

f Stu

dent

s 575526 553

2004 2005

Year

2006

9

Student Membership by Grade Level (as of August 2007)

103 88 94

98 102 99

0

50

100

150

200

250

6th 7th 8th

Grade Level

Num

ber o

f Stu

dent

sMales Females

Student Membership by Ethnicity & Gender

(as of August 2007)

050

100150200250300

Num

ber o

f St

uden

ts

176

183

56

68

2112

2730

56

White Black Multi Hispanic OtherEthnicity

Males Females

10

Student Population by Ethnicity

(as of August 2007)

Membership by Identification (as of August 2007)

Multi10%

Black21%

Hispanic6%

Other2%

White61%

White Black Multi Hispanic Other

Academically Gifted14%

Exceptional Children

11%

Regular Education75%

Regular Education Academically GiftedExceptional Children

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Economically Disadvantaged Students (2005-2006)

51%

49%

0 0.2 0.4 0.6 0.8 1

Percentage

1st Qtr

Paym

ent o

f Mea

ls

Free/Reduced Full Pay

Staff by Ethnicity

(as of August 2007)

White75%

Hispanic4%

Black21%

WhiteBlackHispanic

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Teachers by Experience

(2007-2008)

0-5 Years46%

6-10 Years26%

10-20 Years23%

20+ Years5%

0-5 Years6-10 Years10-20 Years20+ Years

Grade Promotion and Retentions

Promotion Retention

91% 94% 98%

6% 2%9%

00.10.20.30.40.50.60.70.80.9

1

6th Grade 7th Grade 8th GradeGrade Level

Perc

enta

ges

13

Discipline Referral Data 2006-2007

Incident Code

117

1 1 2

154

51

9

124

13 14 9 11 2 10 2 0 6 6 8

46

5

77 91

0

50

100

150

200

250

300A

B

AB

S

AB

T

PC

SO

PD

SP

RV

RV

B

RV

BY

RV

C

RV

D

RV

F

RV

P

RV

PC

RV

I

RV

L

RV

OC

RV

T

TFS

TFT

TR UD

UD

A

UD

DS

UD

DT

Code

Inci

dent

s

Incident Code 660

Incident Code

AB Aggressive Behavior RVPC Rule Violation – Physical Contact

ABS Aggressive Behavior toward student RVI Rule Violation – Unauthorized item ABT Aggressive behavior toward teacher RVL Rule Violation – Lunch Room

PCSO Possession of controlled substance –

OTC/False Drug RVOC Rule Violation – Outside of classroom

PCSP Possession of controlled substance –

Prescription drugs RVT Rule Violation - Tobacco

RV Rule Violation TFS Theft of student

RVB Rule Violation TFT Theft of teacher

RVBY Rule Violation - Bullying

TR Truancy

RVC Rule Violation - Classroom

UD Undisciplined

RVD Rule Violation -Detention

UDA Undisciplined – Disrespect toward

administrator

RVF Rule Violation - Fighting

UDDS Undisciplined – Disrespect toward

student

RVP Rule Violation - Profanity

UDDT Undisciplined – Disrespect toward

teacher

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Discipline Referral by Ethnicity, Gender, and Grade Level

2006-2007

Code Ethnicity 1 American

Indian 2 Asian 3 Black 4 Hispanic 5 Multi-

racial 6 White

Discipline by Race

1 3

268

16

71

330

0

50

100

150

200

250

300

350

1 2 3 4 5 6

Race

Inci

dent

s

Discipline by Gender

405

284

0

50

100

150

200

250

300

350

400

450

2 1

Gender

Inci

dent

s

Code Gender 1 Female 2 Male

Discipline by Grade Level

206

260

223

0

50

100

150

200

250

300

Sixth Seventh Eighth

Grade

Inci

dent

s

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Stakeholders Perspectives on the Quality of Education

Southwest Middle School participated in the Onslow County schools administration of its climate survey in the spring of 2007. This survey gathered information about student, parent, and staff perspectives on the quality of school expectations and climate, discipline, instruction, and communication. A comparison of their agreement with the information in the survey is summarized in the charts that follow.

Survey questions in which MIDDLE SCHOOL parents, staff, and students responded LEAST favorably:

Middle School Parents

Question: Percentage in Agreement

With: Students treat each other respectfully in the cafeteria/lunchroom.

40.40

Students treat each other respectfully when they are riding on the bus (or walking) to and from school.

40.40

Students treat each other respectfully in the courtyard/commons area(s).

39.39

Students treat each other respectfully in the locker room/gym.

35.35

I volunteer to help at this school or in my child’s classroom.

34.34

Middle School Staff Question:

Percentage in Agreement With:

There are enough materials and supplies at this school.

42.55

Students treat each other respectfully in the locker rooms/gym.

42.55

For most classes, teachers give students a course syllabus (i.e., a description of course objectives, assignments, and timelines).

42.55

Students treat each other respectfully when they are on the buses.

34.04

Inappropriate student dress. 27.66 Middle School Students


With: Students treat each other respectfully in the courtyard/commons area.

39.78

Students treat each other respectfully in the cafeteria/lunchroom.

39.10

Students treat each other respectfully in the locker rooms/gym.

38.20

Students at this school treat the adults in the school with respect.

35.51

Students treat each other respectfully in the hallways. 31.01

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Survey questions in which MIDDLE SCHOOL parents, staff, and students responded MOST favorably:

Middle School Parents


With: My child was taught the rules and expectations for behavior.

90.91

I was informed about the rules and expectations for student behavior.

90.91

Students are expected to do good work at this school. 90.91 The school is neat and clean. 89.90 The school is concerned about attendance. 88.89

Middle School Staff Question:


The school is neat and clean. 100.0 We work to ensure that students feel safe in the hallways.

97.87

The rules at this school promote safety and learning. 97.87 I believe this school has high expectations for students.

95.74

We work to ensure that students feel safe in their classrooms.

95.74

Middle School Students Question:


I have been taught the rules and expectations for behavior in my classrooms.

90.34

I feel safe in my classrooms. 87.37 I have been taught the rules and expectations for behavior in the hallways.

87.87

I have been taught the rules and expectations for behavior in the cafeteria/lunchroom.

86.74

The Media Center is helpful and treats students respectfully.

83.37

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Notable Characteristics of SWMS.

Advance Courses Advance Math Pre-Algebra Algebra I AIG AVID

Extra-Curricular Opportunities Academic Derby Math Counts Odyssey of the Mind Battle of the Books National Junior Honor

Society Athletic Program

New Teacher Support New Teacher Survival Guide Mentors for all Beginning

Teachers Grade level Buddies for new

teachers at SWMS

Remediation for At-Risk Students PLATO Accelerated Reader Accelerated Math Language! After School Tutoring

Parent School Communication Report Card Round-up Open House 6th Grade Orientation AVID Information Meetings AVID Parents’ Night Monthly Newsletter School Website PLATO Accelerated Reader

Staff & Student Recognition Staff Member of the Month Teacher of the Month Academic Awards

Ceremony AR Celebration EOG Celebration

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Vision:

Preparing for Tomorrow by Educating Today.

Mission:

To ensure all students acquire the knowledge, skills, and attitudes necessary to reach their potential and become responsible citizens in an ever changing world.

Values:

We should teach with the determination that all students can learn. We believe student learning should be our primary focus. Students learn best when they have appropriate opportunities for success. We should promote the success of all and empower students to make positive

decisions for their own lives. We should promote student self confidence, a high level of self-esteem, and the

idea of accepting responsibility of one’s actions. We believe we should enhance students’ civic awareness by giving them an

understanding of rights they have as students, by engaging them in community activity, and letting them observe community leaders. These activities will foster civic awareness, which will lead to strong productive leaders both locally and globally.

We should teach the students by utilizing multiple strategies, to accommodate a changing world technologically, socially, and academically.

Each student is a valued individual with unique physical, social, emotional, and intellectual needs.

Teachers, administrators, parents, and the community, share the responsibility for advancing the school’s mission.

It is our responsibility to make a commitment to the continuous improvement processes for empowerment of students to become confident, self-directed, life-long learners.

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Goals: 1. Southwest Middle School students will be globally competitive through the

mastery of a rigorous and relevant curriculum. 2. Southwest Middle School and students will be led by creative, passionate, and

technologically skilled professionals. 3. Southwest Middle School students will learn in a safe environment to be civil,

healthy, and productive citizens. 4. Leadership will foster innovation in the Onslow County School system with the

cooperation of families and community partners. 5. Southwest Middle School will be supported by effective and efficient systems.

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Strategic Planning Process

Southwest Middle School’s Strategic Plan is directly aligned with North

Carolina’s 21st Century goals and the district goals. During the spring semester of 2007, the district staff conducted several meetings throughout our community providing information about the 21st Century Goals and the process for developing our new strategic plans. In conjunction with the district level meetings, Southwest Middle School met as a staff on several occasions to discuss and assess our current vision, mission, and beliefs as well as make recommendations that would guide the development of our new strategic plan. The strategies for achieving each goal were developed by the Building Leadership Team. Results, leadership responsibilities, processes, measures and resources were, then, determined by each task force. In addition, the staff reflected on current trends, projects, programs, and needs of our school which led to a generated list of potential strategies that would be the foundation of our new strategic plan. During the summer of 2007, members of our leadership team attended a district-wide Strategic Planning Meeting. At this time we were able to begin developing our strategic plan by utilizing input from the staff and school data.

The entire staff had an opportunity to work on the vision and mission. The grade level chairs narrowed down the vision statements; they were refined by the Building Leadership Team, and then voted upon by the entire faculty. The vote was then presented to the Building Leadership Team who, through consensus, refined the vision statements that received the highest votes into one statement. The mission statement was adapted from the remaining vision statements.

The Building Leadership Team includes representatives from the core area departments, elective department areas, support staff, and parents. The staff and faculty members of the Building Leadership Team were elected by majority vote. The parent members of the Building Leadership team were selected by the leadership team. Following the creation of the plan, the Building Leadership Team will monitor the implementation of the plan and its progress through task force meetings for each goal. The process for developing and implementing the School Strategic Plan is on the following page.

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Vision, Mission,

Goals

Student/Stakeholders Requirements

Strategic Plan

(3-year strategies & 1-3 year processes)

Performance Indicators and Measurements

Communication • Faculty meetings • Building Leadership meetings • PTO meetings • Department meeting • Vertical Teaming meeting • Task Force meetings

Implementation • Building Leadership

Team review • Task Force Assessment

and Data Collection

Feedback

Policy & Legislative Controls

• DPI / ABC’s • Federal/NCLB • State

Board/General Statute, NC Board Policy

• Local Board Policy

Internal Assessment

• Student Performance

• Discipline Data • Climate Survey • Teacher Working

Conditions Survey

• Learning Needs • Staff

Development Survey

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Action Plans

23

NC Goal #1: NC public schools will produce globally competitive students. OCS Goal # 1: Onslow County students will be globally competitive through the mastery of a rigorous and relevant curriculum.

Strategy: Teachers will provide learning opportunities that allow students to utilize academic skills aligned with 21st century goals. Desired Results:

• Lessons and classroom observations indicate a rigorous, challenging, and globalizing curriculum.

• 8th grade students will demonstrate proficiency on the NC computer skills test.

• AIG students will show growth in reading, math, and writing.

• EC students will achieve proficiency in reading and math.

• CTE students will demonstrate proficiency in each state-required assessment.

• Decrease the disparity among all subgroups in all academic areas.

Measures:

Teacher lesson plans/AVID methodologies

Staff development budget Professional development and

agendas Testing results/data NC Computer Skills

Assessment Multimedia night sign-in Family involvement

nights/forum participation Formal and informal

observations Agendas for articulation

meetings

Processes:

1. All teachers will utilize writing instruction using AVID methodologies 2. A Scope and Sequence will be developed for K-12 technology goals for 6th, 7th, and

8th grade 3. Students will utilize technology 4. Expand learning opportunities by identifying barriers and implementing a plan to

provide assistance and access to a rigorous curriculum for all students 5. Provide professional development opportunities aligned with differentiated

instruction and AVID methodologies 6. Utilize Instructional Technology Facilitator to incorporate technology in the

curriculum. 7. 6th & 8th grade students will have an opportunity to create and present a

multimedia project 8. Utilize inclusion/co-teaching model in math and reading classes 9. Family involvement nights/forum 10. Develop and utilize curriculum guides 11. Articulation with feeder schools to help address the transition needs of all

students 12. Investigate creating a schedule to allow Professional Learning Communities to

flourish 13. Maintain and support Arts Education 14. Address new graduation requirements as outlined by the NCSBE 15. Guide students in taking advantage of opportunities at the high school level for

obtaining college credit

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16. Provide professional development and course development in mathematics 17. Consider the incorporation of second language instruction in grades 6-8 18. Investigate opportunities for utilizing The Virtual Public School 19. Send a team to World View 20. Utilize the Instructional Intervention Process and Personalized Education Plans 21. Writing Next 22. Utilize United Streaming 23. Utilize Language! Program with struggling readers and EC population

Resources: • AVID library • Allocate resources for professional development opportunities (AVID,

World View, Differentiating Instruction) • Allocate resources for additional technology • Allocate resources for the development of professional learning

communities

End of year Annual Review, Results, Next Steps

Summarize your results. Show trends. Were improvements made?

What are the areas for improvement? What will you do differently the next time?

2007-2008

Next steps

25

NC Goal #2: NC public schools will be led by 21st Century professionals. OCS Goal # 2: Onslow County Schools and students will be led by creative, passionate, and technologically skilled professionals.

Strategy: Create and foster a workplace that attracts and retains high quality professionals; communicate and foster a climate of high expectations for employee performance. Desired Results:

• There will be an increase in the percentage of teachers that are utilizing technology in classroom instruction.

• There will be an increase in the number of teachers who participate in technology/differentiated instruction staff development.

• There will be an increase in the number of teachers who respond positively on the climate survey to the availability of resources.

• Orientation and mentoring opportunities are accessible.

• Increase activities that enhance family atmosphere.

• Employee retention rate maintained or increased.

Measures:

School Developed Survey Climate Survey Teacher Working

Conditions Survey Professional Development

Log Orientation/BT agendas Lesson plans School calendar Participation in Professional

Learning Community E.N.V.I.S.I.O.N.S.

participation Vertical teaming agendas

Processes:

1. Teacher orientation and mentoring 2. County and School Level workshops 3. Promote a positive and informed working environment for all employees. 4. Utilize school level/district experts to enhance the knowledge of staff 5. Employee buddy system and team building 6. Plan staff activities 7. Continue Individual Growth Plan for classified staff 8. Create and implement a plan for a duty free lunch for teachers

Resources:

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• Allocate resources for mentoring and orientation programs • Allocate resources for professional development • Allocate resources for release time for the implementation of programs

End of year Annual Review, Results, Next Steps

Summarize your results. Show trends. Were improvements made?


2007-2008

Next steps

27

NC Goal #3: NC public school students will be healthy and responsible. OCS Goal # 3: Onslow County students will learn in a safe environment to be civil, healthy, and productive citizens.

Strategy: Southwest Middle School will promote awareness to foster community and civic responsibility as well as ethical behavior. Southwest Middle School will promote respect and honor for diversity to embrace the world as an extended neighbor. Desired Results:

• There will be an increase of positive responses for areas on the climate survey related to safety and citizenship.

• Staff will incorporate the safe and civil initiative and CHAMPS.

• Staff will be trained utilizing the safe and civil initiatives.

• Staff will participate in a student and staff recognition program –RENAISSANCE.

• Staff will incorporate physical activity into lessons.

• Reduction of in-school and out-of-school suspensions.

• School service projects. • Students will treat all peers and staff with

respect.

Measures:

Climate survey Discipline data Safe and Civil Task force

agendas Faculty meeting agendas Lesson plans-formal and

informal observations Renaissance Celebration

schedule School service project

reports

Processes:

1. Renaissance 2. Safe and Civil Initiatives/lesson plans 3. CHAMPS training 4. Discipline procedure workshops 5. Organize school service projects 6. Staff will utilize Energizers and BrainGym 7. Guidance Counselor will conduct group and individual counseling sessions 8. Conduct a variety of safety drills 9. Go! Program in agendas

Resources: • Allocate resources for Renaissance • Onslow County Safe and Civil Projects • CHAMPS • Community partners • Jostens • School guidance counselor, SRO and law enforcement agencies

28

End of year Annual Review, Results, Next Steps Summarize your results. Show trends. Were improvements made?


2007-2008

Next steps

29

NC Goal #4: Leadership will guide innovation in NC public schools. OCS Goal # 4: Leadership will foster innovation in the Onslow County School system with the cooperation of families and community partners.

Strategy: Southwest Middle School will develop partnerships with parents and the community that will promote real-world learning opportunities and engagement of community resources. Desired Results:

• There will be an increase of parent/community involvement with the PTO.

• There will be an increase in the number of parent volunteers.

• There will be an increase in the number of professionals providing services/information to our students.

• Increase the number of informative meeting opportunities for parents.

• Increase family involvement through school activities.

Measures:

PTO membership PTO participation Volunteer Rosters/Log Parent Contact logs Conference documentation School activity calendar Newsletters Website hits Report Card Round-up

participation Open House Participation Climate Survey

Processes:

1. Revamp parent volunteer procedures 2. AlertNow Call system 3. Maintain updated website 4. Newsletter 5. PTO meetings 6. Schedule and plan informational and social opportunities for parents/families 7. Schedule and plan career day and guest speaker 8. Communicate with community leaders (i.e. church, business, etc.) 9. Family night 10. Discipline data in newsletters

Resources: • Allocate resources for community projects • Allocate resources for guest speakers

30



2007-2008

Next steps

31

OCS Goal # 5: Onslow County schools will be supported by effective and efficient systems.

Strategy: Southwest Middle School will provide operational/human resources to maximize learning and preparation for the 21st Century. Desired Results:

• Increase the number of classrooms with Active White Boards.

• Increase staff development opportunities utilizing the county technology facilitators.

• Increase the number of print resources available in the media center to supplement classroom learning.

• Implement after-school tutoring program.

• Investigate research-based curriculum for after-school tutoring.

• Collaborate with feeder schools.

Measures:

Number of White Boards purchased.

Staff development log Library Inventory through

Collection Analysis Student/Tutoring Rosters Budget Articulation meeting agendas

Processes: 1. Technology training 2. Staff development plan aligned with school data 3. After school tutoring program

Resources:

• Allocate resources to maintain, update, and increase technology • Allocate resources for professional development opportunities • Allocate resources for release time for articulation and planning

32



2007-2008

Next steps

33

Appendix A

GLOSSARY OF TERMS

AIG-Academically and Intellectually Gifted

ALERT Now-School safety procedures that allows rapid parental phone or email

communication in the event of an emergency

AVID-Advancement via Individual Determination. AVID is designed to restructure the teaching methods of an entire school and to open access to the

curricula that will ensure four-year college eligibility to almost all students

BCT-Business Computer Technology

Brain Gym-researched based program based on movement and brain research

BT-Beginning Teacher

CHAMPS-“Safe and Civil” transition practice that promotes conversation, help, activity, movement, and participation for classroom success

CTE-Career Technical Education

E.N.V.I.S.I.O.N.S.- Educational Network Venture Into Science/Math Instruction,

Outreach, and North Carolina Standards. The goal of this program is to increase math and science student achievement in grades 5-8, and increase content knowledge and pedagogy skills of math and science teachers in grades 5-8.

NCSBE-North Carolina State Board of Education

PEP-Personalized Education Plan

PLC-Professional Learning Community

PTO-Parent Teacher Organization

Renaissance-Academic reward program

SRO-School Resource Officer

WIC-R-Writing, Inquiry, Collaboration, and Reading: AVID instructional components

34

Appendix B

Supporting Data

35

Teacher Working Condition Survey Data 2006 Time:

A. Teachers have reasonable class sizes, affording them time to meet the educational needs of all students

B. Teachers have time available to collaborate with their colleagues.

C. Teachers are protected form duties that interfere with their essential role of educating students.

D. School leadership tries to minimize the amount of routine administrative paperwork required of teachers.

E. The non-instructional time provided for teachers is my school is sufficient.

0

20

40

60

80

100

A B C D E

AgreeDisagree

Average available time spent:

A. Individual planning B. Structured collaborative planning C. School related activities outside the regular school

day

0

10

20

30

40

50

60

A B C

None<3 hours3-5 hours6-10 hours>10 hours

36

Professional Development: A. Sufficient funds and resources are available to allow teachers

to take advantage of professional development activities. B. Teachers are provided opportunities to learn from one

another. C. Adequate time is provided for professional development. D. Teachers have sufficient training to fully utilize instructional

technology. E. Professional development provides teachers with the

knowledge and skills most needed to teach effectively.

0

20

40

60

80

100

A B C D E

AgreeDisagree

Facilities and Resources: A. Teachers have sufficient access to appropriate

instructional materials and resources. B. Teachers have sufficient access to instructional

technology, including computers, printers, software, and internet access.

C. Teachers have sufficient access to communications technology, including phones, faxes, email, and network drives.

D. Teachers have sufficient access to office equipment and supplies such as copy machines, paper, pens, etc.

E. The reliability and speed of Internet connections in this school are sufficient to support instructional practices.

F. Teachers have adequate professional space to work productively.

G. Teachers and staff work in a school environment that is clean and well maintained.

H. Teachers and staff work in a school environment that is safe.

0

20

40

60

80

100

A B C D E F G H

AgreeDisagree

37

Empowerment:

A. Teachers are centrally involved in decision making about educational issues.

B. Teachers are trusted to make sound professional decisions about instruction.

C. The faculty has an effective process for making group decisions and solving problems.

D. In this school we take steps to solve problems. E. Opportunities for advancement within the teaching

profession (other than administration) are available to me.

0

20

40

60

80

100

A B C D E

AgreeDisagree

Teacher role:

A. Selecting instructional materials and resources B. Devising teaching techniques C. Setting grading and student assessment practices D. Determining the content of in-service professional

development programs E. Hiring new teachers F. Establishing and implementing policies about

student discipline G. Deciding how the school budget will be spent H. School improvement planning

0

20

40

60

80

100

A B C D E F G H

No RoleSm. RoleMod. RoleLg. RolePrim. Role

38

Leadership:

A. There is an atmosphere of trust and mutual respect with the school.

B. The faculty is committed to helping every student learn. C. The school leadership communicates clear expectation

to students and parents. D. The school leadership shields teachers from disruptions,

allowing teachers to focus on education students. E. The school leadership consistently enforces rules for

student conduct. F. The school leadership support teacher’s efforts to

maintain discipline in the classroom. G. Opportunities are available for members of the

community to actively contribute to this school’s success.

H. The school leadership consistently supports

teachers. I. The school improvement team provides effective

leadership at this school. J. The faculty and staff have a shared vision. K. Teachers are held to high professional standards

for delivering instruction. L. Teacher performance evaluations are handled in

an appropriate manner. M. The procedures for teacher performance

evaluations are consistent. N. Teachers receive feedback that can help them

improve teaching.

0102030405060708090

100

A B C D E F G H I J K L M N

AgreeDisagree

39

The school leadership makes a sustained effort to address teacher concerns about:

A. Facilities and resources B. The use of time in my school C. Professional Development D. Empowering Teachers E. Leadership Issues F. New Teacher Support

0102030405060708090

A B C D E F

AgreeDisagree

Core Questions: A. Which aspect of your work environment most affects your

willingness to keep teaching at your school? B. Which aspect of working conditions is most important to you

in promoting student learning?

C. Overall, my school is a good place to teach and learn D. At this school, we utilize results from the Teacher Working

Conditions Survey as a tool for improvement

0

20

40

60

80

100

A B

Time during thework daySchoolfacilities/resourcesSchool leadership

TeacherempowermentProfessionaldevelopment

020406080

100

C D

AgreeDisagree

40

41

Mentoring My mentor was effective in providing support in the following areas:

A. Instructional strategies B. Curriculum and subject content I teach C. Classroom management/discipline strategies D. School and /or district policies and procedures

E. Completing products or documentation required of new teachers

F. Completing other school or district paperwork G. Social support and general encouragement H. Other

0102030405060708090

A B C D E F G H I

No HelpLittle HelpSome HelpLot of HelpCritical Help

42

Southwest Middle School School Climate Needs Assessment

A school climate survey was given to a random sample of parents, students, and staff at Southwest Middle School. A comparison of the group’s responses was completed in order to note areas of concern for the School’s Strategic Plan. After reviewing the comparison of responses between the students, staff, and parents, it is evident that there are several areas in which the school does an excellent job. Just as strengths were noted, there are also some areas of concern that the administration and staff need to be aware of. In order to assess the different responses, the questions are organized into several categories: Safety on the School Campus, How Students Treat Each Other Respectfully in Different Parts of the School Campus, How Faculty and Staff are Helpful and Treat Students Respectfully, Rules and Expectations that Have Been Taught, Instructional Issues, Student Safety, Parent Involvement and Communication.

Southwest Middle2006-2007

0

20

40

60

80

100

All Male Female

Gender

Perc

ent

Student

Staff

Parent

43

SWMEthnic Group

2006-2007

020406080

100

Ethnic Group

Perc

ent Student

Staff

Parent

Student 22.25 54.16 5.62 15.51 1.35

Staff 19.15 76.6 2.13 0 0

Parent 27.27 50.51 8.08 8.08 0

Black White Hispanic Multi-Racial Asian

For the overall grade in the district and the school, students gave similar responses. A majority of the teachers at Southwest Middle gave the school an “A”, where the parents at Southwest Middle gave the school the grade of “B”. Student and Parent Responses to the School Climate survey showed that less that 20 percent of the students have access to technology at home.

Overall School Grade 2006-2007

0

20

40

60

80

100

A B C D E

Letter Grade

Perc

ent Student

Staff

Parent

Overall District Grade 2006-2007

0

10

20

30

40

50

60

70

80

90

100

A B C D E

Letter Grade

Perc

ent

Student

Staff

Parent

44

Students have access to technology at home

0102030405060708090

100

Agree Disagree No Know ledge

Response

Perc

ent

Student

Parent

The percentage of responses was similar among parents and staff when asked if the school was concerned about early check outs and attendance. Responses were also similar among the parents and the staff when asked if they thought the rules at the school promoted safety and learning. Parents responded favorably about the school informing students and parents about the rules and expectations of the school.

This school is concerned about attendance

0102030405060708090

100

Agree Disagree No Knowledge

Response

Perc

ent Student

Staff

Parent

This school is concerned about early checkouts

0102030405060708090

100


Response

Perc

ent Student

Staff

Parent

45

Students/parents/families are informed about rules and expectations

for student behavior

0

10

20

30

40

50

60

70

80

90

100

Agree Disagree NoKnowledge

Response

Perc

ent Student

Staff

Parent

Staff and Parents responded favorably that the school does a good job of informing the parents of Rules and Expectations and other school information. Approximately fifty-seven (57.98%) percent of students reported favorably when asked if students reported illegal activities. Ninety percent of the staff members who were surveyed said that the illegal activities are reported.

Students Report illegal activities to a staff member

0102030405060708090

100

Agree Disagree NoKnow ledge

Response

Perc

ent

Student

Staff

46

Safety on the School Campus

When it comes to safety on the school campus, responses show that students feel that problem

areas are the hallways, locker rooms, courtyard/common areas, and the restrooms (see

the following graphs). Seventy-three percent of the students surveyed reported that they felt safe in the hallways, while staff reported that over 90% of the students felt safe in the hallways. The parent response was 40% feel that students are safe in the hallways. An area that students and staff agree is a safe area is the classroom.

Safety in the HallwaysI feel safe in the hallways

0

10

20

30

40

50

60

70

80

90

100


Response

Perc

ent Student

Staff

Parent

Safety in the restroomsI feel safe in the restrooms

0102030405060708090

100


Response

Perc

ent

Student

Staff

Safety in the ClassroomI feel safe in the classroom

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Safety in the Courtyard/Common AreasI feel safe in the courtyard/common

areas

0102030405060708090

100


Response

Perc

ent Student

Staff

Parent

Safety in the Locker room/gymI feel safe in the locker room/gym

0102030405060708090

100


Response

Perc

ent Student

Staff

Parent

47

Parents responded unfavorably that one area outside of the school building that could be a potential safety hazard is the Parking Lot. Approximately fifty percent of the parents responded that the Parking Lot is safe.

Safety in the Parking LotI feel safe in the Parking Lot

0102030405060708090

100


Response

Perc

ent Student

Staff

Parent

Parents, staff, and students all responded similarly to the question about students feeling safe when taking the bus or walking to/from school.

Safety when taking the bus or walking to/from school

I feel safe when taking the bus or walking to/from school

0102030405060708090

100


Response

Perc

ent Student

Staff

Parent

Students Treat Each Other Respectfully

Student and parent responses differ from the staff responses about students exhibiting respectful behavior in different areas of the school. The hallway area seems to be a place to watch. Respectful behavior in the hallways shows that 30% of the students feel they are treated respectfully in the hallways. The staff reports that 53.19% of the students treat each other with respect in the hallways. Parents report that only 40% of the students are treated respectfully by other students in the hallways.

Students Treat Each other Respectfully in the Hallways

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

48

The student, staff, and parent responses show that the locker room is a place to watch. All three groups responded that only about 40% of the students feel that they are treated respectfully in the locker room.

Students Treat Each other Respectfully in the Locker room

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Students and staff both report around 50% of those surveyed feel that students are treated respectfully in the parking lot.

Students Treat Each other Respectfully in the Parking Lot

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

All three groups respond similarly when asked if students treat each other respectfully when they are riding on the bus or walking to/from school.

Students Treat Each other Respectfully When They are

Riding on the Bus or Walking to/from School

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

49

Staff responded more favorable than parents and students in all areas concerning respect.

Students Treat Each other Respectfully in the Bus loading /Unloading Areas

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Students Treat Each other Respectfully in the Classroom

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Students Treat Each other Respectfully in the Cafeteria

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

The least favorable responses related to respect from students are in the cafeteria and common areas.

Students Treat Each other Respectfully in the Courtyard/commons area(s)

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

50

Faculty and Staff Treat Students Respectfully The students and parents both responded similarly on the question of administration listening to students and being helpful (see graphs). The staff responded with a 90% rating that the administration listens to students and treats students respectfully.

The Administration Listens to Students

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

The Administration is Helpful and Treats Students Respectfully

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

51

The following graphs show the responses from the three sample groups on the question about how faculty and staff treated them respectfully.

The Bus Drivers are Helpful and Treat Students Respectfully

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

The Media Center Staff is Helpful and Treats Students Respectfully

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

The Counselors Are Helpful and Treat Students Respectfully

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Cafeteria Staff Are Helpful and Treat Students Respectfully

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

The Custodial Staff is Helpful and Treats Students Respectfully

0102030405060708090

100


Response

Perc

ent Student

Staff

Parent

52

The staff responded favorably in the following three graphs. Student and parent responses were less favorable.

The Office Staff is Helpful and Treats Students Respectfully

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

The Teacher Assistants Are Helpful and Treat Students

Respectfully

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

The Teachers Are Helpful and Treats Students Respectfully

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Parents and staff both feel that students would rather stay at Southwest Middle than transfer to

another school. Students responded less favorably.

I prefer staying at this school rather than transferring to another school

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

53

Staff Feedback to the Students In all of the following questions, the staff responses were more favorable than the student and parent responses.

The school has high expectations for the students

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Staff Members Encourage Students to Do their Best

0102030405060708090

100


ResponsePe

rcen

t Student

Staff

Parent

Staff Members Let Students Know

When They Do Things Right

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

If Students Have a Problem They Can't Solve on their Own, They Know They Can Go To A Staff

Member

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

54

Rules and Expectations Have Been Taught Responses about expectations and rules for behavior in the bathroom are similar, yet teachers seem to feel that there may be a need for review on rules/expectations for behavior in the restrooms.

Students Have Been Taught the Rules and Expectations for Behavior when riding the bus

(or walking) to and from school

0102030405060708090

100


Response

Perc

ent

Student

Staff

Students Have Been Taught the Rules and Expectations for Behavior in the bus

loading/unloading areas

0102030405060708090

100


Response

Perc

ent

Student

Staff

Students Have Been Taught the Rules and

Expectations for Behavior in the Cafeteria/Lunchroom

0102030405060708090

100


Response

Perc

ent

Student

Staff

Students Have Been Taught the Rules and Expectations for Behavior in the classroom

0102030405060708090

100


Response

Perc

ent

Student

Staff

Students Have Been Taught the Rules and Expectations for Behavior in the

Courtyard/common Areas

0102030405060708090

100


Response

Perc

ent Student

Staff

Students Have Been Taught the Rules and Expectations for Behavior in the Hallways

0102030405060708090

100


Response

Perc

ent

Student

Staff

55

Students Have Been Taught the Rules and Expectations for Behavior in the Restrooms

0102030405060708090

100


Response

Perc

ent

Student

Staff

Instructional Expectations Staff responded favorably when asked about using a variety of instructional techniques and activities to promote physical well-being.

Teachers use a variety of instructional techniques to meet the needs of each individual student.

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Students have opportunities to participate in activities during the school day that promote physical wellness.

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

56

There is a discrepancy between the student and staff responses when asked about time being spent in class using technology.

In my classes, time is spent using computers and other technology

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Classrooms and the media center have computers available for

student use

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Technology resources were noted to be present in the school

There are plenty of activities (interest groups, computer, and science, etc.) at this school

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

57

The staff response differs from the student and parent response about students working diligently to make good grades at this school. Teachers also feel that they are doing a good job when it comes to giving challenging class work. The students give a much lower response.

Students work dilligently to make good grades at this school.

0102030405060708090

100


Response

Perc

ent Student

Staff

Parent

Students are provided challenging class work

0102030405060708090

100


ResponsePe

rcen

t

Student

Staff

Parent

All three groups express the concern for not having enough materials and supplies at this school.

There are enough materials and supplies at this school.

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

58

Around sixty percent of the students feel that school work is graded fairly whereas almost 90% of the teachers feel that the work is graded fairly. Parent responses fall in the middle with 75 %.

School work is graded fairly

0102030405060708090

100


Response

Percen

tStudent

Staff

Parent

Homework and tests measuring what they are supposed to receive favorably responses from all three groups.

Homework assignments consist of things that teachers cover in class w ith students.

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Test measure what teachers have taught in their class

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

59

In the Middle School, teachers are concerned about providing guidance about course selection and graduation requirements.

Graduation requirements have been distributed and explained to

students, parents, and staff members

0

20

40

60

80

100


Response

Perc

ent

StaffParent

Students are provided guidance and information about course selections

and graduation requirements

0102030405060708090

100


ResponsePe

rcen

t

Student

Staff

Parent

When asked if teachers worked hard at the school, sixty percent of the students responded favorably. Staff gave almost 100 percent favorably responding to that statement. The staff and parents also noted that the school was neat and clean.

Teachers work hard at this school

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

The School is Neat and Clean

0

10

20

30

40

50

60

70

80

90

100


Response

Perc

ent

Student

Staff

Parent

60

The staff is strongly in favor of Arts Education and Foreign Language being taught in the Middle School.

Foreign Language (Spanish- should be one fo the subjects

taught in grades k-12

0102030405060708090

100


Response

Perc

ent

Staff

Parent

Arts Education(Ex. Music, Drama, Art. Etc.) is an important part of

the curriculum

0102030405060708090

100


ResponsePe

rcen

t Student

Staff

Parent

Student Safety Several questions were asked about safety issues. In most of the questions, parents and staff shared the same viewpoints.

The student had some things taken or damaged by another

student(or students) and reported it to an adult at school.

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Students know a student (or students) who had a weapon at

school and reported it to an adult at school

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

61

Students know a student (or students) who used

drugs/alcohol/tobacco at school and reported it to an adult at

school

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Theft or damage of school property by students

010

2030

405060

7080

90100


Response

Perc

ent

Student

Staff

Parent

Student was physically hurt by

another student

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Threatened or teased by another student

0102030405060708090

100


Response

Perc

ent

Student

Staff

Parent

Inappropriate Student Dress

0

10

20

30

40

50

60

70

80

90

100


Response

Perc

ent

Staff

Parent

Inappropriate student language

0

10

20

30

40

50

60

70

80

90

100


Response

Perc

ent

Student

Staff

Parent

62

Parents as Stakeholders in the School

Parent and Staff Relations

0 20 40 60 80 100 120

Parents are Welcomed

Staff Provides Help to families that need it

Staff communicates with parents

Parents feel comfortable discussingconcerns with the staff

Parents Like to Visit the School

Parents Volunteer to help at the school

Que

stio

ns

Responses

ParentStaff

Homework

Students are provided assistance with homework

StaffParent Staff

Parent

63

Appendix C

Type of Waiver and Explanation 1. Academically or Intellectually Gifted Students (state waiver) - Allow schools to assign additional

students to academically gifted classes when space is available and all eligible students are being served. Policy Code 3430 (G.S. 115C-105.25)

2. Explain what aspect of this law, regulation or policy inhibits the school’s ability to improve student

performance. Academically high achievers may be denied access to a challenging and enriching class without exemption of this waiver.

3. How will the waiver be used?

To increase service to students who are high achievers, but do not meet all of the academically gifted program requirements. Non-identified high achievers could be scheduled in academically gifted classes provided space is available and parental approval has been granted.

4. How will the waiver permit the school to improve student performance?

It will help:

• Promote higher-order thinking skills which would correlate to higher achievement • Enhance student self-esteem • Improve SAT scores • Prepare students for advanced curricula in middle school and high school • Promote stronger growth in students already scoring proficiently on state end-of-course tests

Type of Waiver and Explanation 1. Textbooks (state waiver) - Transfers to Classroom Materials/Instructional Supplies/Equipment are

allowed. Policy Code 3430 (G.S. 115C-105.25) 2. Explain what aspect of this law, regulation or policy inhibits the school’s ability to improve student

performance. Students may be denied adequate classroom materials and equipment needed for instruction.

3. How will the waiver be used? To purchase classroom materials and equipment needed for instructing students.

64


It will help:

• Provide appropriate materials and equipment that meet diverse student needs

• Assist in efforts to close performance gaps among students • Enhance remediation and acceleration efforts • Provide students a challenging curriculum

Type of Waiver and Explanation 1. Class Size (state waiver) - Class size and daily teacher load limitations in grades 4-12. (G.S. 115C-301) 2. Explain what aspect of this law, regulation or policy inhibits the school’s ability to improve student

performance. Without this waiver, students would be denied the opportunity of being assigned to classes that meet their needs. At the secondary level, students may be denied access to a singleton course if too few students for two classes are registered without the exemption of this waiver.

3. How will the waiver be used? • Allow flexibility to assign students to classrooms based upon their individual needs. • Allow for more course options for students. • Assign students to classes based upon individual interests.


It will help:

• Provide more focused interventions to at-risk students • Meet the needs of individual students • Reduce performance gaps among targeted student populations

Type of Waiver and Explanation

1. Funds for Instructional Support Personnel (state waiver) - Funds for instructional support personnel can be transferred for any purpose. They can be used for teachers in any grade without a transfer. Funds are based on the statewide average salary for instructional support, including fringe benefits. Policy Code 3430 (G.S. 115C-105.27)

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2. Explain what aspect of this law, regulation or policy inhibits the school’s ability to improve student performance.

Students may be denied focused interventions, reduced class size and assistance in certain areas. 3. How will the waiver be used?

To hire additional teachers to provide focused instruction based upon diverse student needs.

4. How will the waiver permit the school to improve student performance? It will help:

• Provide additional teachers for focused interventions • Meet the needs of students • Assist in efforts to close performance gaps among students • Enhance remediation efforts • Provide students a challenging curriculum

Type of Waiver and Explanation

1. Staff Development Funds (state waiver) - Funds for staff development can be transferred for any purpose. LEAs must allot 75% (if state funds) to schools. Policy Code 3430 (G.S. 115C-105.27)

2. Explain what aspect of this law, regulation or policy inhibits the school’s ability to improve student performance.

Students may be denied focused interventions and assistance in certain areas. 3. How will the waiver be used?

To hire additional personnel to provide focused instruction based upon diverse student needs and/or additional materials and equipment needed for instructing students.

4. How will the waiver permit the school to improve student performance? It will help:

• Provide additional personnel for focused interventions • Provide appropriate materials and equipment that meet diverse student needs • Assist in efforts to close performance gaps among students • Enhance remediation and acceleration efforts • Provide students a challenging curriculum

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Appendix D

Site Plan

http://www.avidonline.org/�

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P lace cursor in a gray f ie ld and enter in format ion—fie ld expands as you type.

State NC School Year 07-08 County/Region Onslow

District Site Southwest Middle

Principal Pam Baldwin Date July 2007

AVID Summer Institute Site Team Planning Strand Exit Form

School Southwest Middle School

Address 3000 Furia Dr.

City Jacksonville State NC ZIP 28540

AVID Coord. Jennifer Nauss

Phone 910-455-1105 E-mail [email protected]

Pam Baldwin Administator or Designee

Phone 910-455-1105 E-mail [email protected]

Number of AVID Elective Sections 3 Date First Implemented 8/04

Site Plan Status

Complete and delivered to Regional/District Director OR Incomplete, will be delivered to Regional/District Director Support Needs

Our needs for immediate or ongoing support include Tutor Recruiting, Staff Training, & Funding AVID Site Team Members Presently Preparing Site Plan

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Name Title/Role

Pam Baldwin Principal - Budget. Debbie Myers 8th Grade AVID Elective Teacher - Staff Training Jennifer Baggett 7th Grade AVID Eleactive Teacher - Guest Speakers

Signature of Coordinator

Signature of Administrator/Designee

Signature of Regional/District Director

Deborah Sinclair 6th Grade AVID Elective Teacher - Service Projects

Kevin Taylor 8th Grade Rep. - Fundraisers Amy Jenkins 7th Grade Rep. - Parent Involvement & Field Trips Brenda Berti 6th Grade Rep. - Service Projects Jennifer Bowden Encore Rep. - Parent Involvement & Fundraisers Jennifer Nauss Counselor - AVID Coordinator/Tutors/Testing/Fundraisers Tammy Whitehead Encore Rep. - Field Trips Reid Owens 6th Grade Rep. Gabriel Grana 7th Grade Rep. Christina Lewis 8th Grade Rep. Essential # 8 Indicator # 3 & 5 [ For experienced sites, is this recommended in your CSS? YES NO ]

AVID Level of Use Not AVID (Level 0) Meets Certification (Level 1) Routine Use (Level 2) Institutionalization (Level 3)

Critical Question What is the site hiring and retention plan for tutors?

Objective We will be able to recruit and retain effective tutors to support the tutorial program in 6th, 7th, and 8th grade.

Outcome Action Timeline Evaluation

What do we want to achieve?

How will we make it happen? What expenditures are necessary? Who else needs to be involved (individuals/committees)?

Who will take responsibility to see that this is accomplished? What is the relationship to district plans?

What is the relationship to vertical alignment of ML and HS curriculum in our district?

When will we complete this? What will be the benchmark?

What evidence will we have to demonstrate our success?

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1. Acceptable ratio of AVID tutors to students (7:1) 2. AVID tutor contracts continue for spring semester

* Explore the use of High School students as AVID tutors * Utilize community organizations * Investigate using military as tutors * Collaborate with local Education Agencies and parents for AVID tutors * Collaborate with PTO for AVID tutors * Investigate using teachers as AVID tutors during their planning time * Utilize Alert Now to advertise for AVID Tutors * Create and print advertisements to share in the community

July 2008

COMPLETE THE FIRST THREE COLUMNS AS YOU PLAN. COMPLETE THE LAST COLUMN AS YOU GATHER EVIDENCE THROUGHOUT THE SCHOOL YEAR.

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Essential # 6, 10, & 11 Indicator # 2,3 & 3 & 6,7 [ For experienced sites, is this recommended in your CSS? YES NO ]

AVID Level of Use Not AVID (Level 0) Meets Certification (Level 1) Routine Use (Level 2) Institutionalization (Level 3)

Critical Question What training do I provide to other educators at my site to increase school wide use of key AVID methodology.

Objective To provide ample opportunities for collaboration and training for all active AVID participants. To increase the use of AVID methodology school wide as a teaching/learning strategy.








1. Teachers will use a variety of AVID methodology in their lessons. 2. Continue to involve parents in AVID activities 3. Articulation with feeder AVID schools

* Create meeting calendar * Create a task force to develop and provide training/workshops to staff on AVID methodology (focus area: Mathematics and Reading Comprehension) * AVID training for new teachers/staff * Use level II and III questions in Cornell Notes * Plan activities/events for parents/community to get involved with the AVID program * Plan quarterly articulation meetings with feeder High school and Elementary schools. * Create opportunities for teachers to observe AVID methodology in action * Visit AVID Demonstration Schools * Utilize AVID methodology for staff meetings/trainings

July 2008


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Essential # 3 & 4 Indicator # 2,3 & 1,2 [ For experienced sites, is this recommended in your CSS? YES NO ]

AVID Level of use Not AVID (Level 0) Meets Certification (Level 1) Routine Use (Level 2) Institutionalization (Level 3)

Critical Question Are the students college ready?

Objective Explore opportunities for students to gain knowledge of colleges and universities in North Carolina. Students will be provided a challenging and rigorous curriculum.








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1. Successful implementation of 6th Grade AVID Elective Class 2. Student access to college field trips 3. AVID students will be successful in challenging and rigorous courses 4. Develop a College and Career Information Center

* Expanding AVID Elective Class to 6th Grade * Develop a three year plan for students to attend a variety of colleges/universities during their 6th, 7th and 8th grade year * AVID Students will visit a minimum of 2 colleges/universities each year * Entire grade level field trip to a college/university * Scheduling AVID students for higher level Math courses * Students will maintain above a "C" average in all classes * Investigate opportunities for AVID students to take foreign language courses (VPS) * Gather information and documents from a variety of colleges/universities for students * Define “Rigor” for the staff on a frequent basis * Invite Career and Community speakers to visit school * Entire 8th grade will take the EXPLORE test * 8th grade AVID students will take the Asset Test

July 2008


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Objectives


VERTICAL TEAMING YEAR 2 FOCUS AREA

Curriculum Integration, Professional Development, & Acquiring Resources

8/09

RIGOROUS CURRICULUM YEAR 2 FOCUS AREA


8/09

COMMUNITY INVOLVEMENT YEAR 3 FOCUS AREA

Parents and students on site team, Active parent and community involvement

8/10



8/10



8/11

INQUIRY YEAR 4 FOCUS AREA


8/11


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Appendix E

2007 – 2008 Projected Budget

Southwest Middle School Strategic Plan

2007 – 2008 Budget

Goal 1: Mastery of a rigorous and relevant curriculum. Strategy: Teachers will provide learning opportunities that allow students to utilize academic skills aligned with 21st century goals.

Items for Purchase Budgeted Amount Source of Funding Purpose

AVID Professional Development $3000.00 069 AVID Institute

Substitute for Accelerated Math Professional

Development $1035.00 069 Support math curriculum

Accelerated Math and Reader Professional Development $2550.00 069 Support math and reading

initiative

Goal 2: Creative, passionate, and technologically skilled professionals.

Strategy: Create and foster a workplace that attracts and retains high quality professionals; communicate and foster a climate of high expectations for employee performance.

LCD Projectors $2900.00 069 Teacher use

BT retreats $1000.00 Local Funds Support mentor program

Goal 3: Safe environment to be civil, healthy, and productive citizens. Strategy: Southwest Middle School will promote awareness to foster community and civic responsibility as well as ethical behavior. Southwest Middle School will promote respect and honor for diversity to embrace the world as an extended neighbor.


Student Incentives $1500.00 Local school funds Renaissance recognition

Printing $900.00 061 Community/business communication

Support resources $1000.00 Safe Schools Renaissance program

Goal 4: Cooperation of families and community partners. A: Southwest Middle will develop partnerships with parents and the community that will promote real-world opportunities and engagement of community resources.


Printing $500.00 Local school funds Communication with stakeholders

Goal 5: Effective and efficient operations. A: Southwest Middle School will provide operations/human resources to maximize learning and preparation for the 21st century.


Virtual Whiteboards $6000.00 072 Teacher use-instructional presentation

Dell Jump Drives $2500.00 069 Teacher use-lesson

planning/data analysis/grade book

Computer Tables $9000.00 061 Wireless computer lab

Laptops and desktop computers $7900.00 061 Wireless lab/teacher use

After school tutoring $6000.00 072 To remediate/assess student

Needs

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