james martin school improvement plan

School Improvement Plan

2013-2014 through 2014-2015 School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

2013-2014 James Martin Middle School Improvement Plan Report

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James Martin Middle School Contact Information

School: James Martin Middle School

Courier Number:

428

Address:

7800 IBM Drive Phone Number:

(980) 343-5382

Charlotte, NC 28262

Fax Number: (980) 343-5135

Learning Community

Northeast School Website:

http://schools.cms.k12.nc.us/jamesmartinMS/Pages/Default.aspx

Principal: Jeremy Batchelor

Learning Community Superintendent: Charity Bell

James Martin Middle School School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date

Elected Principal Jeremy Batchelor [email protected] 6/4/2013

Assistant Principal Representative Sandra Galmon [email protected] 6/4/2013

Teacher Representative Angela Gile [email protected] 6/4/2013

Inst. Support Representative Sharon Wilson [email protected] 6/4/2013

Teacher Representative Lakeishia Strong [email protected] 6/4/2013

Teacher Representative Bethany Berkey [email protected] 6/4/2013

Teacher Representative Karen Hasty [email protected] 6/4/2013

Teacher Representative Jennifer Thompson [email protected] 6/4/2013


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Teacher Representative Karen Thompson [email protected] 6/4/2013

Teacher Representative Edward Cluett [email protected] 6/4/2013

Teacher Representative Adora Reid [email protected] 10/9/2013

Teacher Representative Regina Davis [email protected] 6/4/2013

Parent Representative Shermell Smith [email protected] 6/4/2013

Teacher Representative April McGee [email protected] 6/4/2013

Teacher Representative Lindsay Hogan [email protected] 6/4/2013

Teacher Assistant Representative Corey Blanks [email protected] 9/2/2013

Student Council Representative Anisa Anderson 9/16/2013

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: Our mission is to become a Professional Learning Community that seeks to provide quality instruction, create a

nurturing environment, and inspire community involvement. These efforts will challenge students to achieve academic

excellence and enable them to contribute to the global society.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: By the end of the 2014-2015 school year, ≥85% of our students will be at or above grade level in both math and

reading. We will become this premier educational institution by delivering high quality instruction on a daily basis,

facilitating differentiated practice, and integrating character development so that our educational environment and its

stakeholders truly achieve “legendary” status.


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James Martin Middle School Shared Beliefs JMMS Collective Efficacy

● I believe everyone has the right to be treated with

dignity and respect. I pledge to treat all students, faculty

and parents in this manner.

● I believe in Collective Efficacy – all students can

learn and I have the ability to teach all students. As a

member of the James Martin Middle School staff, I

pledge to fulfill my role as a proponent of Collective

Efficacy on a daily basis.

● I believe the campus of James Martin Middle School

is a Professional Learning Community. Our Professional

Learning Community philosophy is based on two

questions: What is in the best interest of the student?

How does it affect student achievement? I pledge to use

these two questions when making a school related

decision.

● In our Professional Learning Community, we believe

instructional time should be protected. I pledge to

maintain the integrity of the school day. I pledge to do so

by adhering to all the rules, regulations, duty,

responsibilities and all other requirements that will protect

instructional time while helping to maintain a safe

environment for all students.

● I believe I am acting as a change agent in a

Professional Learning Community at James Martin

Middle School. As a change agent, I have the ability to

inspire positive change when dealing with students as

well as the staff. I pledge to be an effective change

agent.

James Martin Middle School SMART Goals

• SMART GOAL (1): Provide a duty-free lunch period for every teacher on a daily basis.


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• SMART GOAL (2): Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1,

with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the

safety and proper supervision of students may allow during regular student contact hours.

• SMART GOAL (3): Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning

environment free of bullying and harassing behaviors

• SMART GOAL (4): Increase the percentage of students in all sub groups meeting grade level goals in reading, math,

and science to meet proficiency goals of 75%, 80%, and 80% respectively as evidenced by the North Carolina

Accountability Model.

• SMART GOAL (5): Maintain a safe and orderly school environment by decreasing the total number of incidednts and

OSS by 25% by utilizing a school wide discipline plan and professional development that will be evidenced by

management of the performances portal, teacher surveys and discipline data.

• SMART GOAL (6): Increase parental and community involvement and satisfaction as measured by CMS teacher

surveys, meeting attendance, and special event attendance logs.

James Martin Middle Assessment Data Snapshot

Charlotte-Mecklenburg Schools: READY End of Year Testing Results 2012-13 James Martin Middle School

School Composite

# Assessments Administered

% Tested # Level I % Level I # Level II % Level

II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

2575 98.5 1176 45.7 837 32.5 482 18.7 80 3.1 562 21.8


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Grade 06 EOG Math



II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

333 99.1 214 64.3 66 19.8 45 13.5 8 2.4 53 15.9

Grade 06 EOG Reading



II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

333 99.1 100 30 164 49.2 62 18.6 7 2.1 69 20.7

Grade 07 EOG Math



II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

364 98.7 223 61.3 69 19 51 14 21 5.8 72 19.8




II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

360 97.6 86 23.9 159 44.2 103 28.6 12 3.3 115 31.9

Grade 08 EOG Math


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II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

359 97.9 228 63.5 97 27 33 9.2 1 0.3 34 9.5




II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

360 98.1 133 36.9 158 43.9 61 16.9 8 2.2 69 19.2

Grade 08 EOG Science



II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

363 98.9 150 41.3 90 24.8 102 28.1 21 5.8 123 33.9

School EOG Math Composite



II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

1056 98.5 665 63 232 22 129 12.2 30 2.8 159 15.1

School EOG Reading Composite


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II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

1053 98.2 319 30.3 481 45.7 226 21.5 27 2.6 253 24

School EOG Science Composite



II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

363 98.9 150 41.3 90 24.8 102 28.1 21 5.8 123 33.9

Grade 06 EOG Composite



II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

666 99.1 314 47.1 230 34.5 107 16.1 15 2.3 122 18.3




II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

724 98.1 309 42.7 228 31.5 154 21.3 33 4.6 187 25.8

0



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II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

1082 98.3 511 47.2 345 31.9 196 18.1 30 2.8 226 20.9

School EOG Composite



II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

2472 98.5 1134 45.9 803 32.5 457 18.5 78 3.2 535 21.6

Algebra I



II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

103 99 42 40.8 34 33 25 24.3 2 1.9 27 26.2

School EOC Composite



II # Level

III % Level

III # Level

IV % Level

IV # Level

III/IV % Level

III/IV

103 99 42 40.8 34 33 25 24.3 2 1.9 27 26.2


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Comparative School Incident Data

Future LC Structure

Learning Community: Central - Secondary

James Martin Middle School 2010 /

2011

2011 /

2012

2012 /

2013

Total Incidents 3516 3727 2475

Total Short Term Suspensions 1309 1187 979

Total Long Term Suspensions 2 0 0

Total Expulsions 0 0 0

James Martin Middle Profile

This narrative should include a description of student and staff demographics, recent achievement(s), and staff

qualifications.

Comprehensive Needs Assessment James Martin Middle School is a comprehensive middle school that sits in Northeast Charlotte and is a part of the Governors’ Village. This marks the first year that MAP testing has taken place at Martin, and soon MAP Reading and Math


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data will be utilized to drive instruction and decision making. For the time being, data from state tests drive all other components of the School Improvement Plan. James Martin is a Title I school with approximately 78% of its students qualifying for free and reduced lunch. The current enrollment at Martin is 1,147 with 53% male and 47% female students. African American students make up 65% of the population followed by Hispanic students at 21%. White students make up 5.2%, American Indian students 0.6%, Asian students 3.8%, Multi-Racial 2.3%. 10.2% of the population qualifies for exceptional children’s services and 5.2% are Limited English Proficiency students. Martin also has 2.5% of students eligible for McKinney Vento and 3.4% under Section 504 Plans. The faculty of James Martin is largely inexperienced with approximately 60% of the staff having 3 years or less experience. Efforts were made to fill positions during the summer of 2013 with a balance of experienced teachers and novice teachers. Currently all school personnel positions are filled. School Reform Strategies Areas that have been identified as low-performing reading, math, and science across all grades levels based on the most recent achievement scores for James Martin Middle School. The school has engaged in professional development focused on high yield instructional strategies that are based in research. Student data is analyzed in teams with the assistance of the academic facilitators, administration, learning community support, and content leads to strategically identify struggling learners and to examine the overarching curriculum and instruction deficiencies. There is a focused professional development and work with partnering agencies to address the achievement gaps specifically for African American males and Hispanic males. Communities in Schools and UNCC partner groups are engaged in tutors and special programs to address the needs of these students in addition to differentiated classroom instruction. The Extended Day program has been redesigned based on data driven decisions to strategically place students in before or after school tutoring, Saturday Academy, or in school interventions. PLCs ranging from grade level, content level, and academic support level meet often and discuss individual student needs and techniques that will be employed to address those needs. Online and computer based curriculum support materials (i.e., Study Island and Achieve 3000) are integral components to the academic intervention and enrichment at Martin. Highly Qualified Staff


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Approximately 25% of the faculty at Martin possesses advanced degrees. There are several early career teachers who are actively pursuing advanced careers currently. Highly Quality and Ongoing Professional Development To ensure ongoing professional development, all teachers participate in yearlong differentiated Professional Development groups led by both in house facilitators and administrators. The differentiated Professional Development groups were determined collaboratively between the principal, administrators and facilitators after considering the needs of our staff, students, and future changes such as more technology in the classroom. Specifically, to ensure all staff are learning how to properly utilize and incorporate technology into instruction, mandatory technology meetings and workshops are set up for teachers to attend. Opportunities for outside professional development are constantly marketed to all staff members and staff are encouraged to seek out growth opportunities individually. In-house professional development are of no cost to James Martin, and some funding or substitute coverage is available to those wanting to attend out of house trainings that are aligned to their goals and student achievement. The impact of our in-house professional development will be evaluated by student achievement outcomes in both teacher and state created assessments. For accountability, all staff are required to sign-in at professional developments, and keep a binder of all of the materials and knowledge gained. Sign-in sheets are kept in our Title 1 box. Teacher Recruitment and Placement Each beginning career status teacher is matched at the beginning of the year with a mentor to help with anything that the beginning teacher might need. During each instructional day teachers receive a period off to plan and collaborate with their teams and content groups. Both administrators and facilitators complete walk-throughs of classrooms and offer feedback for teachers to grow from. The North Carolina process for evaluating teachers is completely followed. Parent Involvement (see Parental Involvement Plan) As a Title I school James Martin Middle School encourages each parent to be involved in their child’s education. Parents receive a copy of the Parent Involvement Policy and a Parent-School Compact. An Open House is held every August and a separate rising 6th grader Open House has also been added. Curriculum Night and the Title I Annual Parent Meeting are


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held in September. Report Card Nights and Parent Teacher Conferences are also a part of the routine at Martin. Additionally, an Annual Review Meeting is help in the spring of the year. Middle-High School Transition Each grade level at Martin is made up of four “teams”, and every child belongs to one team. Being on team ensures that smaller groups of students share the same core content teachers, are able to transition from class to class together, and learn how to navigate hallways, lockers, and multiple teachers in a safe and orderly way. As students’ progress in grades, they receive a little more autonomy as to prepare them for the independence of high school. Being located right next door to Vance High School, James Martin has established informal and formal processes to prepare rising high school students from James Martin. Vance High School students directly mentor and tutor James Martin students in a variety of during and after school programs. Our students in band, arts, and leadership interact for events and community service. Administrators from both schools constantly communicate with each other about community issues, events, and ways to further collaborate. Teacher Involvement in Assessment Use Through deliberate trainings, and streamlined communication to relay information coming from the state about assessment, teachers are consistently being made knowledgeable of assessment issues, requirements, how data is used, and how data drives instruction. All James Martin teachers are knowledgeable about NCDPI assessment updates such as releasing exam material, implementation timelines, and changes to old assessments. Teachers are also knowledgeable about how to log in the various sites that house student achievement data, analyze data, and use it to effectively plan and instruct students. For teacher-created assessments, teachers have the opportunity to use Discovery Education, Study Island, and other databases that provide North Carolina standards-based assessments.


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Instructional Activities for Identified Students Extended day opportunities will begin in November and go throughout the remained of the school year. Students will be prioritized to be given an invitation to take part in Extended Day based on their assessment data; i.e. our lowest performing students will be targeted through extended day first. These will mostly be students in Level 3 of RtI. After those students are reached out to, the opportunity will be extended to Level 2 students. Extended Day activities will occur three days a week before school, and on at least one Saturday a month. All teachers had the opportunity to sign up to instruct Extended Day, however just English Language Arts and Math will be focused on. Starting in October every staff member will be trained on and receive a person HP Revolve tablet to begin using in their classroom. Also starting in late October/early November, each team of teachers will either have access to a class set of iPads or Chromebooks. With a class set of iPads or Chromebook available for use, a personal HP revolve, and other existing classroom technologies, more engaging and differentiated instruction will be possible to meet the needs of all students in the classroom. Coordination/Integration of Federal, State and Local Services/Programs James Martin has a number of established partnerships, and many that are being added in or re-evaluated on a continual basis. All partnerships are established on the basis that they will in some compactly impact student achievement in beneficial ways.

*TENTATIVE* Revised Strategic Plan Goals

Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate

career and college ready.

Focus Areas: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor,

Closing Achievement Gaps

Goal 2: Recruit, develop, and retain a premier workforce.

Focus Areas: Recruitment, Professional Development, Retention, New Career Pathways, Leadership Development


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Goal 3: Cultivate partnerships with families, businesses, and faith-based or community organizations to provide a

sustainable system of support and care for each child.

Focus Areas: Family Engagement, Communications, Partnership Development, Philanthropic Foundation

Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Focus Areas: Physical Safety, Social and Emotional Health, High Engagement, Customer Service,

Cultural Competency

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems.

Focus Areas: Effective & Efficient Processes and Systems, Strategic Management of District Resources, Data

Integrity and Utilization, School Performance Improvement, Disproportionality

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through the expansion of strategic school

design.

Focus Areas: Learning everywhere, all the time, Innovation and Entrepreneurship, Strategic School Design

SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: (Goal 2) Recruit, develop, and retain a premier workforce. (4) Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: (2)Recruitment, Professional Development, Retention, New Career Pathways, Leadership Development (4) Physical Safety, Social and Emotional Health, High Engagement, Customer Service,

Cultural Competency


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Navigator Pathway: � Enter Kindergarten ready � Advanced Reading in K-2 � At/Above Grade Level in

Reading/Writing Grade 3 X At/Above Grade Level in Reading/Writing Grade 7

� At/Above Grade Level in Math Grades 3-5

� Successful completion of Math I in grade 9

� Take and pass at least 1 AP/IB/Post-Secondary class & exam

� Score 1550 on SAT or 22 on ACT

Data Used: • Teacher Surveys • Safety Audits

Strategies (determined by what data) • Teacher Staggered Lunch

duty • SLT approved

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

• Interim Dates

1. The JMMS SLT has agreed that all teachers will cover lunches on a staggered basis to ensure the safe and orderly monitoring of lunches.

Jeremy Batchelor and Angela Gile

• Safety Audit improvements

• Teacher Survey improvements

NA All 2013-2014 school year

SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: (1) Maximize academic achievement in a personalized 21st century learning environment

for every child to graduate career and college ready.

Strategic Plan Focus Area: (1) College and Career Readiness, Academic Growth/High Academic Achievement,

Access to Rigor, Closing Achievement Gaps


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Data Used: • Master Schedule • Teacher Survey Results • PLC and Team Planning Schedule

Strategies (determined by what data) • Grade Level Planning • Schedule of Planning

Day Activities and Professional Development




Personnel Involved


• Interim Dates

1.Grade Level Planning Sharon Wilson, Academic Facilitator

• Collaborative lesson planning

• Common assessments Professional development records

• Student intervention team records.

NA All Instructional staff

Quarterly Review

2.Schedule of Planning Day Activities and Professional Development

Sharon Wilson, Academic Facilitator; Lindsay Hogan, Facilitator; April McGee, Master Teacher

• Professional development record of activities

• Walkthrough evidence of practices initiated during planning.

NA All Instructional Staff

Quarterly Review


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SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health, High Engagement, Customer Service,

Cultural Competency




X Successful completion of Math I in grade 9



Data Used: School disciplinary data, surveys, P.R.I.D.E Pass evaluation

Strategies (determined by what data) • Stomp Out Bullying Day • Red Ribbon Week • Classroom Guidance • BMT Processing • Master Schedule • In School Suspension

Character Education Modules

• School wide Cougar P.R.I.D.E




Personnel Involved


• Interim Dates


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1. Bully Liaison / Bully-prevention

Charlene Wolford

A decrease in the report of bullying reports and dispositions. Improved school pride and culture

NA All Staff Quarterly Review

2. Character Education

Counseling Department

A decrease in incidents related to character education topics.


3. Healthy Active Child 30 min.

Rickie Clark Participation in healthy

activities by all students NA All Staff Quarterly

Review

4. School Health Team Tori Taylor Clear processes and procedures are established to deal with school health issues and record of activities.


5. P.R.I.D.E Pass Grade Level Assistant Principals

Improved school climate Provides positive incentives for students to do or attend extracurricular activities

NA All staff Quarterly Review

6. Student Council Student Leadership Committee; Bethany Berkey, Head of Student Leadership Committee

Increase the number of students that can be involved with student council

NA Student Leadership Committee; Bethany Berkey, Head of Student Leadership Committee

Quarterly Review


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SMART Goal (4): Increase the percentage of students in all sub groups meeting grade level goals in reading, math, and science to meet proficiency goals of 75%, 80%, and 80% respectively as evidenced by the North Carolina Accountability Model.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment

for every child to graduate career and college ready

Strategic Plan Focus Area: College and Career Readiness, Academic Growth/High Academic Achievement, Access to

Rigor, Closing Achievement Gaps

Navigator Pathway: � Enter Kindergarten ready � Advanced Reading in K-2

� At/Above Grade Level in Reading/Writing Grade 3

X At/Above Grade Level in Reading/Writing Grade 7





Data Used: EOG Assessment Results EOC Assessment Results MAP Assessment Results EVAAS Data Common Assessments

Strategies (determined by what data) Point Person (title/name)



Personnel Involved


• Interim Dates

1. Master Schedule Change/School Redesign

Public Impact/ERS Partnership and Committee of Jeremy Batchelor,

A success school re-design Funding for partnership with Public Impact and ERS provided for

All faculty Next 3 years, until the end of the 2016-2017 school year


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Principal; Sandra Galmon, 8th Grade Assistant Principal; Lauren Kiff, Teacher Representative; Willie Brooks, Teacher Representative

us; no additional funding

2. Facilitator Co-Teaching Lindsay Hogan, Facilitator

Gains in student achievement in those classes

NA Teachers identified that would benefit from co-teaching

August 2013-June 2014

3. EC and ESL Co-Teaching (Reading and Math)

Nicole Sprackland, EC Department Chair

Gains in student achievement in those classes

NA EC and ESL Teachers

August 2013-June 2014

4. Instructional Planning Leadership Professional Development for Principal

Jeremy Batchelor, Principal

80% Student mastery of all North Carolina Essential Standards and Common Core Standards across all content areas

NA Principal August 2013-June 2014


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5. Facilitator designation with STEM and Literacy Focus



NA All faculty August 2013-June 2014 (monthly meetings& check in)

6. Grade level and content planning



NA All faculty August 2013-June 2014 and for every school year to come (monthly meetings& check in)

7. Google Drive and Google Apps for Education

Jeremy Batchelor, Principal


NA All faculty

8. New instructional Technology (ipads and Chromebooks)

Karen Hasty, Technology Committee Head; Technology Committee


Grant money has provided the means for the purchases of iPad and Chromebook carts

All faculty August 2013-June 2014 and for every school year to come (monthly meetings& check in)


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9. HP Revolve Mobile Devices for Teachers

Lindsay Hogan, Facilitator


NA All faculty August 2013-June 2014 and for every school year to come (monthly meetings& check in)

10. Professional Development Facilitator



NA All faculty August 2013-June 2014 (monthly meetings& check in)

11. UNCC First Three Program



NA All new teachers with up to three years in the classroom

August 2013-June 2014 (monthly meetings& check in)

12. UNCC STARS Robotics Program



NA August 2013-June 2014 (monthly meetings& check in)

13. Differentiated professional

development

Tresa

Cummins, 6th

Grade

10% increase in proficiency

on EOC, EOG and

$0 Faculty

August

2013-June

2014


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Assistant

Principal

leading the

new teacher

Professional

Development

Group

Sandra

Galmon, 8th

Grade

Assistant

Principal and

Karen Hasty,

Technology

Committee

Chair for

technology

organization

and upkeep

Common Assessments (monthly

meetings&

check in)

14. Provide common planning

time to collaborate, develop,

implement and analyze best

Lindsay Hogan,

Sharon Wilson,

and April

80% Student mastery of all

North Carolina Essential

Standards and Common

$0 Faculty August

2013-June


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practices and common

assessments

McGee,

Academic

Facilitators;

Team Leads:

Geneva Bell,

Science;

Saxton, Math;

Nicole

Sprackland,

EC; Karen

Hasty,

Technology;

Cassandra

Alexander,

Social Studies

Core Standards across all

content areas

2014

MAP

Testing

Analysis

1/24/2014

15. Provide opportunities for extended learning for students performing below proficiency (castle learning, study island, discovery ed). Extended Day Programs (Morning Tutoring and Saturday P.R.I.D.E Academy)

Lindsay Hogan,

Sharon Wilson,

and April

McGee,

Academic

Facilitators in

charge of all

extended day

tutoring and

technology

10% increase in proficiency

on EOC, EOG and

Common Assessments

$45,120 Extended

day

teachers,

coordinator

and

facilitators

October

2013-June

2014

Before

school

extended

day tutoring

and 4

Saturday

Academy


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allocation das 1/7/14

– 5/8/14

with the

data

analyzed

thus far at

the end of

Quarter 3

SMART Goal (5): Maintain a safe and orderly school environment by decreasing the total number of incidents and OSS by 25% by utilizing a school wide discipline plan and professional development that will be evidenced by management of the performances portal, teacher surveys and discipline data.

Strategic Plan Goal: Goal (4): Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health, High Engagement, Customer Service, Cultural

Competency







Data Used: Comparative Incident Data Safety Audits Student Surveys Teacher Surveys Parent Surveys NCDPI Safe Schools Audit (Dr. Ken Kitch, Spring 2013)


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Strategies (determined by what data) • CSAs, BMTs, ISS, and AISA • Discipline Matrix/CMS Right

and Responsibilities Study and Review




Personnel Involved


• Interim Dates

1. Develop school wide discipline

plan via MyPD: ONL ADL SP14

Objective Student Discipline that

will focus on supporting our school

and administrative teams with the

creation and refinement of student

discipline systems which

maximize academic achievement

and organizational goals.

Jeremy

Batchelor,

Principal;

Sandra

Galmon, 8th

Grade

Assistant

Principal;

Samuel Blanks,

Assistant In-

School

Suspension;

Michael Lewis,

Behavior

Modification

Technique;

Lauren Kiff, 8th

Grade Math

Teacher/Repre

sentative for

Public Impact

Consulting;

25 % Decrease in

classroom disruptions or

referrals

$0 Faculty From MyPD ONL ADL SP14: 1/24/2014 Homework Due 2/7/2014 Homework Due 2/18/2014 Homework Due 3/3/2014 Homework Due 3/20/2014 Homework Due The final product (5-7 minute presentation) for the course is


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Angela Gile,

SLT Chair

due 3/20/14.

2. Implement school wide

program incentive program(s) for

students displaying positive

behaviors (P.R.I.D.E Pass)

Sandra

Galmon, 8th

Grade

Assistant

Principal

Increase of positive student

behaviors

$0 Faculty 2013 – 2014 SY

3. New Hallway Movement Plan

(based on planning)

Safety

Committee;

LaKeisha

Strong, Safety

Committee

Head

Hallway will be empty and

safe

Students will be in class on

time

Teachers will understand

what active supervision

looks like

$0 Faculty 2nd Semester Implementation

4. Cougar Time Safety

Committee;

LaKeisha

Strong, Safety

Committee

Head; Jennifer

Thompson,

Academic

Achievement

Improvement of students

grades due to the extra time

for remediation and

enrichment

Learned proper social

interaction from the

Counseling Department’s

Character Education

$0 Faculty 2nd Semester Implementation


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Committee

Head; Jeremy

Batchelor,

Principal

Programming

Reduction in school bullying

incidents

SMART Goal (6): Increase parental and community involvement and satisfaction as measured by CMS

teacher surveys, meeting attendance, and special event attendance logs.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and

cultural competence.

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health, High Engagement, Customer Service,

Cultural Competency Navigator Pathway: � Enter Kindergarten ready � Advanced Reading in K-2







Data Used: Parent Surveys Student Surveys Teacher Surveys Partnership Agreements

Strategies (determined by what data) • Partnerships • Newsletters • Automated Messaging • Surveys




Personnel Involved


• Interim Dates


30

1. Continue community

partnerships by formally placing

the relationship underneath the

newly designed Community

Partnerships Committee and

addressing one staff member on

that committee as the point of

contact.

Adora Reid,

Community

Partnership

Committee

Head;

Community

Partnership

Committee

This will be measured by

the number of collaborative

events that takes place

between UNCC/TIAA CREF

and James Martin: one per

Quarter.

$0 Ariel

Corbett,

UNC

Community

Coordinator

; Admin

staff

August

2013-May

2014

One check

point at the

end of

Quarter 3

Establish one or more new

partnerships with religious

organizations and/or local

corporations to increase student

involvement and consistent

involvement from members of

community

Adora Reid,

Community

Partnership

Committee

Head;

Community

Partnership

Committee

This will be measured by

the development of a

yearlong plan that outlines

what corporation will do to

directly impact students and

James Martin.

Build a calendar for the

2014-2015 school year with

events (shadowing,

community service) for the

semester

Create expectations and

goals for partnerships

August

2013-May

2014


31

2. Create and utilize parent a

information survey/questionnaire

to increase levels of involvement

(partnerships with employers,

donations, etc.)

Karen

Thompson,

Parent

Involvement

Committee

Head

Increased partnerships that

are more directly connected

to our parents

$0 Parents and

teachers

August

2013

August

2013-May

2014

Check point

at the end

of Quarter 3

to finalize

the survey

and

administer

Quarter 4

3. Enhance communication via

- newsletters (teacher and school)

- connect ed messages

- wikis/web pages updates

to inform parents, families, and

the community of upcoming:

- academic deadlines

- sporting events

- performing arts

- fundraisers

- community events/days

SLT/RTI Increased involvement and

awareness of school

happenings

$0 Faculty August

2013-May

2014


32

James Martin Middle School - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

• Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

• 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

• Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of

the curriculum to teach students designated for specific skill needs and to address the large number of students

requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals.

• This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.


33


34


35

Quarter 3 Review

Committee Position Name Signature Date Principal Jeremy Batchelor

Assistant Principal Representative Sandra Galmon

Teacher Representative Angela Gile

Inst. Support Representative Sharon Wilson

Teacher Representative Lakeishia Strong

Teacher Representative Bethany Berkey

Teacher Representative Karen Hasty

Teacher Representative Jennifer Thompson

Teacher Representative Karen Thompson

Teacher Representative Edward Cluett

Teacher Representative Paul Bomley

Parent Representative Shermell Smith

Teacher Representative April McGee

Teacher Representative Lindsay Hogan

Teacher Assistant Representative Corey Blanks

Student Council Representative Anisa Anderson

Quarter 4 Review

Committee Position Name Signature Date Principal Jeremy Batchelor

Assistant Principal Representative Sandra Galmon


36

Teacher Representative Angela Gile

Inst. Support Representative Sharon Wilson

Teacher Representative Lakeishia Strong

Teacher Representative Bethany Berkey

Teacher Representative Karen Hasty

Teacher Representative Jennifer Thompson

Teacher Representative Karen Thompson

Teacher Representative Edward Cluett

Teacher Representative Paul Bomley

Parent Representative Shermell Smith

Teacher Representative April McGee

Teacher Representative Lindsay Hogan

Teacher Assistant Representative Corey Blanks

Student Council Representative Anisa Anderson


37

James Martin Middle School

School Improvement Plan

Annual Review Tentative Due Date June 2014

2013-2014


38

SMART Goal (1): Increase reading 6-8 EOG READY proficiency from 24.0 to 80% composite while meeting the EVAAS growth measure and increasing all subgroups to meet or exceed the ascending AMO proficiency goal for each respective subgroup.





Navigator Pathway: � Enter Kindergarten ready � Advanced Reading in K-2








Strategies (determined by what data) • Task

• Task

• Task

2012-2013 Result

2013-2014 Target

2013-2014 Current Reality

Use quantitative terminology to describe school’s progress towards outcome.

Describe the effectiveness of each strategy.

1. Strategic P.R.I.D.E. Academy tutoring for targeted students

n/a Growth goals met for the specific students involved in tutoring

Tutoring will begin, and thus monitoring of its effectiveness will begin January 6, 2014. Teachers volunteer to tutor, and we can monitor teacher effectiveness during this time as well. Facilitators will look at tutoring attendance, growth, and solicit feedback on a monthly basis until May.


39

program

2.

3.

4.

SMART Goal (2): Increase math 6-8 EOG READY proficiency from 15.9 %to 80% composite while meeting the EVAAS growth measure and increasing all subgroups to meet or exceed the ascending AMO proficiency goal for each respective subgroup.






Reading/Writing Grade 3 � At/Above Grade Level in

Reading/Writing Grade 7





Data Used: EOG Assessment Results EOC Assessment Results


40

MAP Assessment Results EVAAS Data Common Assessments


• Task

• Task

2012-2013 Result

2013-2014 Target





n/a Growth goals met for the specific students involved in tutoring program


2.

3.

4.


41

SMART Goal (3): Increase science 6-8 EOG READY proficiency from 33.9% to 80% composite while meeting the EVAAS growth measure and increasing all subgroups to meet or exceed the ascending AMO proficiency goal for each respective subgroup.













• Task

• Task

2012-2013 Result

2013-2014 Target








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2.

3.

4.

SMART Goal (4): Meet at least the AMO target for Exceptional Children growth across all content areas and grade levels.













43


• Task

• Task

2012-2013 Result

2013-2014 Target




1. Strategic tutoring (aside from the P.R.I.D.E. Academy) during selected EC student’s 2nd block elective classes, before school, and after school.



2. Strategic use of elective teachers and facilitators during certain blocks to push into certain classrooms with many of our identified EC children


Pushing in will begin, and thus monitoring of its effectiveness will begin January 6, 2014. Elective teachers will be assigned to push in, and we can monitor teacher effectiveness during this time as well. Facilitators will look at growth and solicit feedback on a monthly basis until May. The specific classes that are being pushed into will constantly be monitored as well

3.

4.

james martin school improvement plan

Documents