Bellingrath Middle School-Schoolwide-Federal Programs Approved Continuous Improvement Plan-11/26/2012
Assurances
The Instructional Leadership Team members that must be present include the principal, guidance counselor, district school improvement specialist (or other designee), appropriate content-area teachers, parent representatives, and student representatives (as appropriate). Depending on the data, additional members may include special population representatives (Technology Coordinator, Special Education, ELL, etc.), district federal programs coordinator, district chief school financial officer, community
stakeholders, or any other member as appropriate. Documentation will be maintained on site.
Upon submission of the Continuous Improvement Plan, the LEA assures that the plan has been properly reviewed and approved by the local Board of Education.
Documentation will be maintained on site.
Indicates LEA Principal Approval based on Assurances listed above.
Part I NEEDS ASSESSMENT- SUMMARY OF DATA
Provide a brief description of the planning process, including how teachers will be involved in decisions regarding the use of state academic assessments, and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and
how parents were involved with faculty and staff in developing, and implementing the CIP (Title I, Section 1116(b)(A)(viii):
In August, the principal met with the school leadership team and school staff to discuss the AYP status report and analyze the 2012-2013 standardized data. The school leadership team including parent members reconvened to disaggregate data including subgroups. Results were shared with school faculty, staff, students and parents. Faculty, staff, students and parents were asked for their input. In September, the students 'took the STAR reading and math assessments. The data were analyzed. The faculty compared the STAR and ARMT data to target students who are having difficulty in reading and math. Once the students were targeted, the school leadership team and the faculty met to suggest instructional strategies and professional development needed to improve student achievement. The leadership team and faculty also discussed the budget requirements for the CIP plan. When the draft is complete, the faculty and staff will review the CIP and make modifications. The CIP for the 2012-2013 school year will then be published and shared with the MPS district. Requested modifications will be examinedand decisions made by the school leadership teams and faculty/staff. The finalized CIP will be sent to the district school board for approval and signatures.
Instructional Leadership Team Names and Positions
- The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders, and/or students.
- Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members)
Sabrina Johnson, Principal
David Burkette, Assistant Principal
Milanda Dean, Instructional Specialist
Jennifer Griffith, Curriculum Instructional Assistant
Anita Leige, Counselor
Thomas Tullis, Counselor
Denise Whittle, Behavior Interventionist
Carolyn Elam, English Teacher
Tori Infinger, Math Teacher
Keisha Wesley, Science Teacher
Juanita Broughton, Special Education Facilitator
Debra Adams, Career Technology
Carolyn Berry, Media Specialist
Loretta Payne, History Teacher
Vernon Gordon, Parent Liaison
Derrick Webb, Student
Kevin Caffey, Student
Madison Piatkowski,Sstudent
Tynequa Edwards, Student
LaShonda McGhee,Parent
Candra Thomas,Parent
Sylvester Poole,Parent
Bertha Pruitt,Parent
Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA
SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA
I have reviewed the Annual Accountability Results Report
Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA
Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).
The Leadership Team met in August and September to review data applicable to the CIP. The principal discussed the AYP status report with the faculty. The team analyzed ARMT, STAR,and Alabama Science Assessment from 2012 school year.
Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how theirassignments most effectively address identified academic needs.
Teacher applicants are screened through the Montgomery Public Schools Department of Human Resources to determine if they are highly qualified. The approved applicants are interviewedand names submitted to the board for approval by school administration to meet the academic needs.
Number and percentage of teachers Non-HQT:0-0%
Number and percentage of Classes Taught by Non-HQT:0-0%
Alabama High School Graduation Exam (AHSGE):
Strengths: NA
Weaknesses: NA
Alabama Reading and Mathematics Test (ARMT):
Strengths:
Special education subgroup proficiency index in math moved in a positive direction from -18.17 in 2011 to -14.16 in 2012. These numbers moved upward.
Weaknesses:
Bellingrath Middle School did not make AYP in the areas of Reading (-25.71) and Math (-18.17).
In reading, ALCOS Comprehend textual/information and functional materials in grade 6th (46%); Relate literary elements and devices to each other in grade 7(46%); Distinguish among subcategories of poetry based on their characteristics in grade 8th (46%).
In math, 41% of 6th grade students scored in levels III & IV. In math, 37% of 7th grade students scored in levels III & IV.
Alabama Science Assessment:
Strengths:
49% of 7th grade students scored proficient on the 2012 ASA.
In science, 58% of 7th grade students scored proficient on Standard 1; Describe characteristics common to living things, including growth and development, reproduction, cellular organization, use of energy, exchange of gases, and response to the environment.
Weaknesses:
In science,38% of 7th grade students scored proficient on Standard 3; Relate major tissues and organs of the skeletal, circulatory, reproductive, muscular, respiratory, nervous, and digestivesystems to their functions
Stanford 10:
Strengths:NA
Weaknesses:NA
Dynamic Indicators of Basic Early Literacy Skills (DIBELS):
Strengths:NA
Weaknesses:NA
Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA
Alabama Direct Assessment of Writing (ADAW):
Strengths:NA
Weaknesses:NA
ACCESS for English Language Learners (ELLs):
Strengths:
100% of our students participated in the ACCESS test for EL students.
Weaknesses:
1 EL student scored 2.6 proficiency level in reading.
EducateAL or other Professional Evaluation Profile Information:
Strengths:
2.1 Classroom management.
3.7 Identifies and integrates emerging technology.
Weaknesses:
1.3 Connects the curriculum to other content areas and real life settings.
3.3 Use age appropriate instructional strategies to improve learners’skills in fluency,vocabulary, and comprehension
Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA], School Technology Plan Data)
Strengths:
Students Enrolled in AAA testing: 6th grade (2), 7th grade (2), 8th grade (3)
6th grade students scored in Level III in reading and math.
7th grade students scored in Level III math.
2 out of 3 8th grade students scored in Level III in reading. 3 out of 3 scored level III in math.
Weaknesses:
Students Enrolled in AAA testing: 6th grade (2), 7th grade (2), 8th grade (3)
In reading,two 7th grade students scored in Level II.
In reading, one 8th grade student scored in Level II.
Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments, other RtI data):
Strengths:
STAR Reading (Fall 2012)
97% of all students were tested.
27% of students scored above the 40th percentile rank in 6th grade math
24% of students scored above the 40th percentile rank in 6th grade reading
19% of students scored above the 40th percentile rank in 7th grade math
16% of students scored above the 40th percentile rank in 7th grade reading
26% of students scored above the 40th percentile rank in 8th grade math
16% of students scored above the 40th percentile rank in 8th grade reading
Weaknesses:
33% of students scored above the 10th percentile rank in 6th grade math
35% of students scored below the 10th percentile rank in 6th grade reading
31% of students scored below the 10th percentile rank in 7th grade math
43% of students scored below the 10th percentile rank in 7th grade reading
26% of students scored below the 10th percentile rank in 8th grade math
42% of students scored below the 10th percentile rank in 8th grade reading
Career and Technical Education Program Data Reports:
Strengths: NA
Weaknesses: NA
Part I (cont.) NEEDS ASSESSMENT- SUMMARY OF DATA
School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative schoolplacements, School Incidence Report (SIR) data, or student attendance).
Strengths:
Faculty and staff have received additional professional development for PBIS to foster a climate that encourages that all students can succeed academically and behaviorally.
Weaknesses:
The Title IX report for the 2011 school year indicates that there was an increase in offenses from 254 first semester to 339 second semester. The Title IX report indicates total suspensionincreased from 203 first semester to 289 the second semester.
School Demographic Information related to drop-out information and graduation rate data.
Strengths: NA
Weaknesses: NA
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperiencedfaculty.
Strengths:
Stability of leadership.
Weaknesses:
English classes have over 30 students.
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers,and/or transiency including migratory moves (if applicable).
Strengths:
August 22- October 13, 2011
In grades 6-8 there have been 37 tardies.
6th grade-10
7th grade-13
8th grade-14
Weaknesses:
August 22-October 13, 2011
In grades 6-8 there have been 551 absences.
6th grade-149
7th grade-172
8th grade-220
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.
Strengths:
Based on the 2011-2012 Parent Survey Data
-Parents feel we encourage them to their child'seducation.
-Parents feelour teachers are interested and cooperative when they discuss their child's academic progress and/or concerns.
Weaknesses:
Based on the 2011-2012 Parent Survey Data
Educating our parents about the District's Parental Involvement Policy
Advising our parents of the school’s referral program to community services outside of the school such as adult literacy programs, social services, health services, GED, adult career development opportunities, etc.
School Perception Information related to student PRIDE data.
Strengths: NA
Weaknesses:
-63% OF STUDENTS HAVE USED TOBACCO, ALCOHOL, AND MARIJUANA IN THE PAST SCHOOL YEAR.
-AT LEAST 58% OF THE STUDENT POPULATION HAD BEEN THREATENED AND DIDN’T FEEL SAFE IN THE SCHOOL PARKING LOT.
School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attainingproficiency in annual measurable academic objectives (AMAOs).
Strengths:
The data from the ACCESS is used to assist towards AMAO.
Weaknesses:
ACCESS
One student scored Level 3 in Writing
School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attainingproficiency in annual measurable academic objectives (AMAOs).
Strengths:
There is one EL teacher assigned to work with ELL students weekly.
Weaknesses:
None evident at this time.
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/orextended learning opportunities.
Strengths:
The MPS aligns the curriculum with the COS. Ongoing PD on instructional strategies will be provided by the Instructional Specialist and the Curriculum Instructional Assistant
Weaknesses:
Teachers revealed that the majority of instructional time is used re-teaching material that was not mastered.
Part II - GOAL TO ADDRESS ACADEMIC NEEDS
Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURECONSIDERATIONS, should be related to the weaknesses identified in the data summary. Use the SMART Goals format to address areas of need.
CONTINUOUS IMPROVEMENT GOALS (SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS):
- Increase Reading Scores
Description:
By the end of the 2012-2013 school year, we will increase the number of students scoring proficient in Reading for grades 6-8 on the Spring ARMT to: All students6th grade (80% to 89%), 7th grade (77% to 84), 8th grade (75% to 77%).
Data Results on which goal is based:
2011-2012 ARMT Results for Reading
Target Grade Level(s): 6-8
Target Content Area(s): Reading
ARMT: Reading
Additional Academic Indicators:
Bellingrath Middle had 96% attendance for the 2011-2012 school year.
Target Student Subgroup(s):
All Students, Black, Free and Reduced Meals
Courses of Study:
Grade 6: ACOS #2 Interpret literary elements and devices. ACOS Standard #3 Apply strategies to comprehend textual/information and functional information
Grade 7: ACOS Standard #2 Relate literary devices to each other. ACOS Standard #4 Apply strategies to comprehend textual/informational and functionalmaterials ACOS Standard #5 Recognize the use of text elements from various text formats. Grade 8: ACOS Standard #3 Distinguish among subcategories of poetry based on their characteristics. ACOS Standard #2 Evaluate the impact of setting, mood, and/or characterization on theme.
Strategies:
1.1 Data Analysis
Description:
School instructional staff will analyze a variety of data sources with the goal of highlighting useful information to support decision making to increase studentachievement.
Action Steps:
1.1.1Analyze ARMT+ Data
Description:
All teachers will identify students' proficiency levels on the ARMT+ by September 30, 2012.
Benchmarks:
100% of teachers will review and analyze students' proficiency levels.
1.1.2 Data Meetings
Description:
All teachers will identify strengths and weaknesses using the school summary report, and create an action plan for each child not scoring proficient onthe ARMT+
Benchmarks:
100% of teachers will review and analyze strengths and weaknesses on the ARMT+
1.1.2Grade Distribution Report
Description:
English Teachers will analyze the progress of low achieving students scoring lower than the 70th percentile every nine weeks.
Benchmarks:
100% of English teachers will review and analyze Grade Distribution Reports.
Interventions:
Based on ongoing data analysis, students will be regrouped according to instructional needs utilizing flexible schedule. Provide job embedded professionaldevelopment, side by side coaching, and "focus" visits
Resources:
ARMT Data, STAR Data, Grade Distribution Data
1.2Strategic Teaching
Description:
The teachers will incorporate purposeful planning, connected strategies, and explicit instruction to maximize the understanding and retention of contentmaterial. Before, during, and after teaching and learning activities will be incorporated during the lesson.
Action Steps:
1.2.1 Un-Wrap Most Missed Standards
Description:
All English teachers will un-wrap the most missed math standards for their grade level in September and adjust pacing guides to incorporate revisitingthese standards throughout the year.
Benchmarks:
100% of English teachers will unwrap most missed standards and adjust pacing guides.
1.2.2 Instructional Strategies
Description:
All English teachers will provide instruction based on students' response to instruction intervention level throughout the school year.
Benchmarks:
100% of English teachers will include instructional strategies in weekly lesson plans.
1.2.3 Interdisciplinary Instruction
Description:
All History teachers will incorporate reading bell ringers during daily instruction.
Benchmarks:
100% of social studies teachers will incorporate reading skills in weekly lesson plans.
1.2.4 Project Based Learning
Description:
English and History teachers will incorporate project based learning activities beginning 2nd nine weeks.
Benchmarks:
100% of English and history teachers will incorporate project activities. Weekly lesson plans will identify project activities.
Interventions:
Professional Development will be provided, Model lesson, side by side coaching, focus visits
Resources: Instructional Strategies Booklet, Instructional Specialists, Curriculum Instructional Assistant, Grade Level Chairs, PD360
2. Increase Math Scores
Description:
By the end of the 2012-2013 school year, we will increase the number of students scoring proficient in Reading for grades 6-8 on the Spring ARMT to 6th grade70% to 74%, 7th 69% to 74%, 8th grade 80% to 82%
Data Results on which goal is based:
2011-2012 ARMT Results for Math
Target Grade Level(s): 6th-8th
Target Content Area(s): Math
ARMT: Math
Additional Academic Indicators:
Bellingrath Middle had 95% attendance for the 2010-2011 school year.
Target Student Subgroup(s):
All Students, Black, Free and Reduced Meals
Courses of Study:
COS Standards: Grade 6 (Math) ACOS Standard # 2-Solve problems involving decimals, percents, fractions, and proportions. ACOS Standard # 7-Solveproblems involving perimeter and area of parallelograms and rectangles. ACOS Standard # 8-Determine the distance between two points on a scale drawing or amap using proportional reasoning. ACOS Standard #9- Convert units length, weight, or capacity within the same system (customary or metric) ACOS Standard #10-Interpret information from bar graphs, line graphs, and circle graphs. ACOS Standard # 11- Find the probability of a simple event Grade 7 (Math) ACOSStandard # 3-Solve problems requiring the use of operation on rational numbers. ACOS Standard # 4-Express a pattern shown in a table, graph, or chart as an
algebraic equation. ACOS Standard # 10- Find the perimeter of polygons and the area of triangles and trapezoids ACOS Standard #12-Determine measures ofcentral tendency. ACOS Standard # 13-Determine the probability of a compound event. Grade 8 (Math) ACOS Standard # 1-Use various strategies andoperations to solve problems involving real numbers ACOS Standard # 4-Graph linear relations by plotting points or by using the slope and y-intercept. ACOSStandard # 7-Solve problems using the Pythagorean Theorem. ACOS Standard # 13-Interpret data from populations
Strategies:
1.1S1: Data Analysis
Description:
School instructional staff will analyze a variety of data sources with the goal of highlighting useful information to support decision making to increase studentachievement.
Action Steps:
2.1.1 Analyze ARMT+ Data
Description:
All teachers will identify students' proficiency levels on the ARMT+ by September 30, 2012.
Benchmarks:
100% of teachers will review and analyze students' proficiency levels.
2.1.2 Data Meetings
Description:
All teachers will identify strengths and weaknesses using the school summary report, and create an action plan for each child not scoring proficient onthe ARMT+