Goal 1 – North Carolina public schools will produce globally competitive students.
Goal 2 – North Carolina public schools will be led by 21st Century professionals.
Goal 3 – North Carolina Public School students will be healthy and responsible.
Goal 4 – Leadership will guide innovation in North Carolina public schools.
Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.
District Goals for Winston-Salem/Forsyth County Schools
District Goal 1: / By 2020, 90% of 3rd grade students will read on or above grade level.
Supports SBE Goal: / Select an SBE Goal
District Goal 2: / By 2018, our graduation rate will be 90%.
Supports SBE Goal: / Select an SBE Goal
District Goal 3: / By 2018, we will raise the performance bar and close the achievement gap by 10%.
Supports SBE Goal: / Select an SBE Goal
District Goal 4:
Supports SBE Goal: / Select an SBE Goal
District Goal 5:
Supports SBE Goal: / Select an SBE Goal
Recommended Data Sources for Analysis by School Improvement Teams
Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas.
Examine data from such areas as:
Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified. Number and percentage of teachers Non-HQT ( Click on High Quality Teachers tab)
End-of-Grade (EOG) Results disaggregated: ( Click on Greenbook, then State Testing Results)
End-of-Course (EOC) Results disaggregated: ( Click on Greenbook, then State Testing Results)
School Report Card results: (
North Carolina Teacher Working Conditions Survey results: ( )
North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving teacher working conditions, The New Teacher Center created a guide to support using the SIP process for understanding and improving working conditions at a school. The guide can be downloaded as a single document or in each of its three sections. Find this document at
Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments)
Career and Technical Education Local Plan
School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance) (
School Demographic Information related to drop-out information and graduation rate data (
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty ( and locally-maintained data)
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) (NC WISE and locally maintained data)
School Perception Information related to parent perceptions and parent needs including information about literacy and education levels (Locally maintained data)
Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency
Title III AMAO School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities
Ready Schools Inventory/Ready Schools Plan (
Special Education Continuous Improvement Plan
Title I AYP (
Healthy Active Children Initiative (
School Vision and Mission Statements for Clemmons Middle School
Vision:
Clemmons Middle School is committed to providing a safe and orderly educational environment in which all students will experience success in social, physical, and emotional development
Mission:
Goal Statements
A safe, caring, engaging and challenging environment that prepares students to face the demands of an uncertain future and encourages all students to reach their potential.
Strong foundation in technology integration and skills to prepare out students for a 21st Century World.
An experienced and diverse faculty sets high standards, uses a variety of instructional styles, and works closely with students, parents and the community.
Career awareness and community outreach activities engage learners in real-world problem-solving, using technology and character development inside and outside the school.
A variety of after-school programs and organizations that support and address academic, developmental and social needs.
LEA or Charter Name/Number: / Select your school district/charter school
School Name/Number:
School Address:
Plan Year(s):
Date prepared:
Principal Signature:
Local Board Approval Signature: / Date
Date
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 / Committee Position* / Name
Principal / Sandra Hunter
Assistant Principal Representative / Michael McCarthy
Chair / Nicole Smith
Co-Chair/Encore / Christine Kuhlenkamp
Secretary/Encore / Shannon Spencer
6th Grade / Kristen Harris
6th Grade / Melissa Anderson
7th Grade / Deborah Ananson
7th Grade / Maryjo Wharton
8th Grade / Jessica Hutchison
8th Grade / Marcy McKenzie
EC / Paige Beall
Media Coordinator / Rebecca Bobbitt
Curriculum Coordinator / Jennifer Brookshire
Guidance / Melinda Vest
Guidance / Kim Pardue
Parent Representative / Kim McCarthy
Parent Representative / Mike Browning
* Add to list as needed. Each group may have more than one representative.
School Data and Summary Analysis
Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying priority areas for improvement.
Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from walk-throughs/observations as well as data).
1. What does the analysis tell you about your schools strengths?
Based on the 2013-2014 data, Clemmons Middle School was one of two middle schools to receive the status of “exceeded growth”:
- Data from EVAAS indicates:
- Every subject and grade level met or exceeded growth except 6th grade math.
- In Reading, 7th grade showed growth across the board significantly. Level 1 students grow consistently.
- Math students with Levels 1 & 2 seem to show growth every year. 7th grade appears show more growth than other grades.
- 8th grade science scores have grown every year.
- Clemmons ranks 1stin growth in reading/science among other schools with the same demographics.
- Teacher Views & Teacher Demographics
- Turnover is low at CMS.
- CMS is below the state average for teachers categorized as “Developing” according to NCEES.
- Almost all teachers are proficient or accomplished.
- National Board Certified teachers have increased over the past two years.
- There is demographic diversity in teachers employed at CMS.
- School Processes & Instructional Practices:
- Teachers were satisfied with the logistics and productivity of PLT.
- End-of-Year evaluations were beneficial for facilitators and teachers to make progress for next year.
- Scheduling conflicts have been reduced.
- Teachers have increased the amount of instructional reading within the content area.
- Word walls, graphic organizers, small-group work, and handheld technology are routinely utilized in the majority of classrooms
- Students are increasingly engaged in meaningful discussions and student-focused lessons (not as much direct instruction from teacher).
- Student Demographics, Attendance, & Discipline
- 927 total students enrolled in 2014-2015 school year: 453 males, 474 girls.
- 45% White, 24% Hispanic, 23% African-American, >3% Asian. >1% American Indian/Alaskan, 5% two or more races/ethnicities.
- Average daily membership (students enrolled) is 917 out of 927 total enrolled
- Average daily attendance is 877 (95% daily attendance/40 absences daily)
- 2014-2015 total tardies is 4,190. Average of 26 tardies per day (2014 was 24) Averages have stayedrelatively the same.
- 663 out of 927 students have at least 1 tardy. Of the 663, the average tardy per person is 6 (same as 2014).
- 41 of 663 students with a tardy have 20+ tardies (39 in 2014).
- Parent involvement, community demographics, and perceptions of school
- Strong, active, and involved PTSA
- PTSA sponsored lunches for teachers creates unity between PTSA and teachers increasing morale.
- Teachers especially appreciated bag of “teacher-goodies” for teacher appreciation week. The survey done beforehand really helped teachers have a say in what they needed for classrooms.
- Open House readjustments for 6th grade were a success and appreciated by parents/students.
- CMS communicates well with parents via the school newsletter, The Chirp, Alert Now messages, E-mails, teacher websites, conferences, and Connect 5 phone calls.
- Parents think CMS is a “B” rated school (CMS is safe, academically challenging, has available/involved administration, and helps develop critical thinking, 21st century ready, and problem-solving skills.).
- Teachers are satisfied with their jobs, share a vision with the school, have good relationships with administrators and peers, and believe CMS is a clean, orderly school.
- Students think that teachers are respectful / caring. They are a part of school climate. The majority of students are well behaved, and teachers make work relevant.
- PTSA has createdcommunity involvement with the CMS dine-out program.
2. What does the analysis tell you about your schools gaps or opportunities for improvement?
- Data from EVAAS Indicates:
- 6th grade math does not consistently meet or exceed growth.
- Reading: in 6th and 8th grade, the higher level students did not show grow or decreased.
- Math: Higher level students (level 3, 4, 5) did not grow in all grade levels.
- Science: N/A
- Demographic Rankings: Math 1 falls 5th among other schools with the same demographics
- Overall, CMS needs to improve on meeting the needs of: LEP, Hispanic, Economically Disadvantaged, Disabled, and Multi-racial students.
- Main issue is proficiency: Would separating students by proficiency level when creating schedules help?
- There is an average 38.8% gap between Caucasian and African-American/Hispanic students throughout each grade level.
- Teacher Views and Teacher Demographics
- Not able to keep teachers with master’s degrees
- No “Distinguished” teachers at CMS based on EVAAS
- Not growing teachers from proficient to accomplished and from accomplished to distinguished
- Not focusing on math achievement
- Teachers express high need for student accountability
- School Processes and Instructional Practices[SNB1]
- Low number of teachers have PLT Facilitator training and do not know the basics of how an PLT is supposed to run effectively
- “Screening” assignments/units documents do not exist among all PLT and should be introduced
- Teachers are not fully aware of walk-through data throughout the year and in turn, do not change negative practices. Feedback from walk-throughs could be emailed to teachers monthly.
- Hall dismissals have been a growing issue in the 2014-2015 year with teachers not following/not being aware of which halls are being called in which order for dismissal.
- Student accountability with late work seems to be a growing issue and needs improvement before students enter high school.
- The following instructional practices need improvement according to walk-through data: formative assessments, writing in ALL content areas, student modeling/presentations, and opportunities for kinesthetic learning.
- Student demographics, Attendance, & Discipline
- Total number of tardies has increased from 3305 to 4190 since 2014.
- The number of students with 20+ tardies has increased by approximately 10 since 2014.
- Some students have accumulated a large number of tardies with no ‘real’ consequences and continue to have a high number of tardies from year to year. There is a need for student accountability for tardies/absences, and this is the school’s decision (not regulated by the state).
- No routine consequences are in place for negative hallway behaviors and hallway behavior has, in turn, progressively gotten worse
- 138 total ISS occurrences split between 60 people. This indicates there is a smaller group of repeat-offenders.
- High number of D1’s are written among a small group of teachers. A behavior-management course for these teachers could help decrease number of D1’s written and increase desirable behaviors in the classroom.
- ISS is reported as ‘fun’ by some students and could be contributing to high numbers of students in ISS.
- Work isn’t sent to ISS, and sometimes, work sent isn’t completed.
- Parent Involvement, Community Demographics, & Perceptions of School
- Students perceive CMS as a school where bullying and fights are prevalent.
- CMS teachers perceive CMS as a school where: bullying is a problem, morale is just average, don’t trust administration, tardies/absences are a problem, little input regarding school budget, and computers need to be more reliable and have better maintenance.
- CMS is not available on all social media (Twitter/ Facebook/Instagram)
3. What is data is missing, and how will you go about collecting this information for future use?
- Behavior data
- How many students are referred to the office daily for bad behavior? Of these students, how many result in D1’s?
- Who are the “repeat-offenders” in ISS/OSS and how many students are classified as ‘repeat-offenders’
- Survey on student/teacher perceptions of ISS
- We will collect this information by creating a new sign-in system in the office and collect the number of students sent to the office for disciplinary reasons and the number of students who received D1’s. A spreadsheet will be created to keep track of each student sent for behavior and their demographics (N. Smith will keep track of this).
- Updated data on master-certified teachers and National Board Certifications
- Organized/Categorized Walk-through data
- Feedback from walk-through data (positives/negatives) to allow teachers to continue good instructional practices and correct negative practices.
- Parent and Student Survey Data
- CMS will create and distribute a survey for parents and students electronically available through multiple sources.
4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school?
Cite relevant evidence from your analysis to support these priorities.
1.Our school needs to focus more on improving proficiency in math scores.
- Based on the 2014-2015 EOG data, most of the subgroups did not meet proficiency in math. CMS also needs to prioritize the struggling subgroups and find ways to close the achievement gap.
- Based on the 2014-2015 EOG data, many subgroups did not meet proficiency. CMS needs to prioritize the struggling subgroups and find ways to close the achievement gap.
- Tardies/absences have increased in the past year and have developed a rising trend over the past 3 years.
Priority Goal 1 and Associated Strategies
Plan/Do
Area for improvement and supporting data:
Based on 2014-2015 EOG data, the following subgroups overall did not meet proficiency in EOG Reading: Hispanic, African American, Multi-Racial, EDS, LEP, SWD
School Goal 1: / Decrease the achievement gap in reading among African-American/Hispanic and White populations by 10%.
Supports this district goal: / Closing the achievement gap.
Target: / Hispanic, African American, Multi
Indicator: / Improved 2016 EOG scores
Milestone date: / June 2016
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy 1: / Strategy: All teachers will increase vocabulary education in each subject for each grade (core and encore) for the 2015-2016 year.
Action steps:
1. Select vocabulary from each subject’s unit of study/essential standards/LA resource book as a department. / 5. Find ways to reward students for using vocabulary correctly and authentically
2. Determine types of activities that can be used to increase vocabulary education in PLT/department meetings. / 6.
3. Determine how often/when to implement within each unit. / 7.
4. Communicate unit vocabulary via e-mail (during PLT’s) with ESL teachers in advance to allow the teacher to pre-teach the words to ESL students. / 8.
Strategy 2: / Strategy: All teachers will utilize formative assessments to continually measure comprehension of current objectives for the 2015-2016 school year.
Action steps:
1.Initiate conversations about effective formative assessments and essential questions during PLT/Department meetings/Early Release / 5. Monitor student growth through writing, tickets-out-the-door, performance-based skills, etc.
2. Educate teachers in staff meetings on differences between pre, formative, and summative assessments using “Classroom Assessments for a Differentiated, Responsive Classroom” document / 6. Use data collected from formative assessments to regroup, remediate, and enrich student growth
3. Schedule professional development about formative assessments at the end of September / 7. Compare data with other teachers in PLT/department meetings
4. Develop “I Can…” statements in PLT/department meetings / 8. Monitor formative assessments and “I Can…” statements through weekly lesson plans