Clyde A Erwin Middle School Improvement Plan 2016-2018

Clyde A. Erwin Middle School

 School Improvement Plan

2016 – 2018

 

 

 

Buncombe County Schools

Table of Contents

Statement of Assurance. 3

School Improvement Team Members. 4

Purpose and Direction Statements. 6

Clyde A Erwin Middle School Profile Narrative. 7

School Improvement Plan Goals. 9

2016 – 2017 Mid-Year Progress Report 18

2016 – 2017 Year-End Progress Report 19

2017 – 2018 Mid-Year Progress Report 20

2017 – 2018 Year-End Progress Report 21

2016 – 2017 Staff Development 22

2017 – 2018 Staff Development 23

School Safety. 24

At Risk Students. 25

Teacher Time. 26

Healthy Students. 27

School Performance Data. 28

EVAAS Data. 29

Annual Measurable Objectives (AMO) Data. 30

Attendance Data. 32

Retention Data. 32

High School Credit Data. 32

Healthy Students Data. 33

School/Parent/Community Involvement Data. 34

Safe Schools / Discipline Data. 35

Dropout Data. 36

Timeline. 37


 

Statement of Assurance

The School Improvement Team, with input from faculty, staff, and community members, has developed the following plan.  This plan is based on an analysis of the data collected in the areas of academics, climate/culture, and demographics/school characteristics. Academic information is based largely on data from North Carolina Internal Ready Reports which includes data used to calculate School Performance Grades and AMO targets. Also included is EVAAS growth data. Further, the plan addresses the following priorities:

 

North Carolina State Board of Education Goals

  • Every student in the NC Public School System graduates from high school prepared for work, further education and citizenship.
  • Every student has a personalized education.
  • Every student, every day has excellent educators.
  • Every school district has up-to-date financial, business, and technology systems to serve its students, parents and educators.
  • Every student is healthy, safe, and responsible.

 

AdvancED Standards of Quality

  • Standard 1: Purpose and Direction
  • Standard 2: Governance and Leadership
  • Standard 3: Teaching and Assessing for Learning
  • Standard 4: Resources and Support Systems
  • Standard 5: Using Results for Continuous Improvement

 

Buncombe County Schools Strategic Priorities

  • All students will graduate as high achieving and globally competitive learners with 21st Century Skills
  • All learning environments will be safe, respectful, caring and produce healthy and responsible students
  • Quality teachers, administrators and staff will provide an innovative and effective educational program for all students
  • System will be in place to inform, educate and engage the community to build support for schools and ensure accountability

 

Signatures verify that the school improvement plan was approved by secret ballot vote of the staff.

 

School Improvement Team Members

2016 - 2017 SIT Members

The following were members of the School Improvement Team for the 2016 – 2017 school year. Signature indicates participation in the development of the plan, revisions, and/or progress reports completed during their time of service.

 

Please print your name and sign.

 

 

Principal:  Chris Thompson___________            
SIT Chairperson:  Mandy Carter__________________

Assistant Principal:  Andrea Britt_______            
Instructional Support:   Dr. Vicki Landolf__________

Teacher:  Karlee Hill________________            

Teacher:     James Holt_______________            
Parent:     Amy Davis____________

Teacher:      Dr. Mary Bonnett_________            
Parent:    Jill Hutson

Teacher:   Nicole Osborne  ___________             

Teacher:    Britton Taylor_____________            
Member:     Scherrie Vicks______________________

Teacher:   Elizabeth Harwell__________            

Teacher:      Cindy Dewitt___________             

 

2017 - 2018 SIT Members

The following were members of the School Improvement Team for the 2017 – 2018 school year. Signature indicates participation in the development of the plan, revisions, and/or progress reports completed during their time of service.

 

 

Purpose and Direction Statements

 

BCS Direction Statement

Buncombe County Schools’ students will reach their full potential and become successful, responsible citizens in a diverse, global society.

 

BCS Purpose Statement

To collaborate with stakeholders to provide a safe, caring, rigorous and engaging learning environment that prepares all students to be College and Career Ready.

 

Clyde A. Erwin Middle School Direction Statement

We commit to:

- building supportive relationships with students, families, and the community

- developing citizenship and character

-maintaining high expectations

-celebrating diversity as a strength

-creating meaningful opportunities and experiences

              to build a positive learning environment for all students.

 

Clyde A. Erwin Middle School Purpose Statement

Collaborate and communicate with all students, families, and community members to provide a welcoming, safe, rigorous, and engaging learning environment that empowers all students to grow and excel as lifelong learners.

 

Clyde A. Erwin Middle School Belief Statements

We believe that all students are individuals, all students can grow and learn, all members of our school community should be treated respectfully, and that hard work will move us all forward.

Clyde A Erwin Middle School Profile Narrative

Based on your school’s needs assessment, complete the following sections:

 

Demographics/School Characteristics

CAEMS is a diverse school that represents several distinct communities in one large district. Students come from a variety of backgrounds and represent distinct cultural sensibilities. Some live in a very rural, mountainous area of the county and belong to families engrained in local farming culture. Two large public housing developments are in our district, and students from these areas have a city zip code and an urban cultural identity. Our growing Latino student population accounts for approximately 21% of our student body, and we continue to see a rise in students from Eastern European immigrant families.  The Erwin community has maintained a stronghold in the areas of agriculture, construction, auto mechanics, and other service industry businesses.  Family owned farms, construction companies, small shops, and restaurants are present within the community. The average income in 2005 was $30,314 and in 2013 was $27,396, which is more than $16,000 below the state average. Currently, 29% of residents in the Erwin district make $30,000 or less, and 48% of Erwin households earn from $30,000 to $73,000 per year. In 2014 the average family income was $39,599.  In 2013 the unemployment rate for this community was 8.4%.  Current unemployment rates for this community is 3.6%.  Educationally speaking, 48% of residents have attained a high school diploma, 22 % have attained a bachelor’s degree, 8.1% have an associate’s degree, 5% have earned a master’s degree, and 14% have less than a high school diploma. 

                                                                                                                                                                 

We have a small, active PTO at Erwin Middle School, and we are actively trying to build membership. We have a dedicated group of parent volunteers who have been invaluable to the students and staff. Our advisory council meets throughout the year and is evolving into a body of reliable decision makers. One area that we are targeting is that of community and parent involvement. Teacher working conditions surveys point to struggling growth in the area of community involvement. In 2014, 68% of teachers agreed that parents are influential decision makers in the school. In 2016 that number dropped to 48%. We held several parent events during the past year. The Literacy Council of Buncombe County holds adult ESOL classes in the school building.  The YMCA Horizon after school program brings community members and organizations to our school for free special programming with participating students. Erwin Middle School is collaborating with the United Way and many local agencies in the development of the Community School Model.  In the 2016-2017 school year, we have a full-time resource coordinator in our school provided by the United Way Middle School success program. As the work with our United Way resources unfolds, we are very encouraged by the amount of involvement from our community so far (primarily our Latino, Russian, Moldovian, Ukranian and African American population).  These sub groups have traditionally been absent in the past. 

 

In October of 2016, our students were all given touch-screen laptop Thinkpad computers for use at school and at home as part of Buncombe County Schools 1:1 Initiative. This technology resource will increase learning opportunities and better prepare students for success in the 21st Century. Erwin Middle School has four student computer labs, including a Project Lead the Way lab. Our PLTW program provides daily meaningful instruction in science, technology and math in a pre-engineering format. Our website is a valuable source of information, and each year we self-rate our teacher websites for consistent improvement. Our PTO has established an independent Facebook site as a complement to our school site, and our PLTW teacher has begun implementing various forms of social media communication with families to increase awareness about school activities. Our 8th and 7th grade math classes use interactive calculators. Each core classroom is equipped with a Smartboard, data projector, lap top and document camera. All teachers have received district training on equipment use.

 

 

Climate/School Culture

A strong PBIS program continues to impact our school culture positively. We have seen a 50% reduction in suspensions since the program was implemented six years ago. In 2014, 2015 and 2016 we were recognized as an Exemplar PBIS school by the state while earning a SET score of 100% from outside evaluators. Erwin Middle has an MTSS team that uses a Response to Intervention model to identify and problem solve with our Tier 2 and Tier 3 students. Our monthly administrative Teaming on Kids meetings involve gathering counselors, administrators, district behavior specialists, EC department chairs and others to analyze data and problem solve issues with specific challenging students.

 

Teacher working conditions surveys show positive gains in the area of managing student conduct, but they also reveal the need to continue working on this aspect of school life. In 2014 70.7% of our teachers agreed that students understand conduct expectations, and 36.2% agreed that students follow rules of conduct. In 2016 73.1% of our teachers agreed that students understand expectations and 29.4% agreed that students follow rules consistently. However, in 2014 78.9% of teachers agreed that school administrators support teachers consistently and in 2016 that number was 76.9%. Similarly, in 2016 74% of teachers agreed that the school environment is safe. In 2014 81% of teachers agreed that the school environment is safe.

 

Parent surveys show that during the 2015-2016 school year 48% of parents felt that their student was safe, 24% were neutral, and 21% did not feel that their child was safe.  In responding to a feeling of a welcoming environment at our school, 65% of parents reported feeling welcome at CAEMS, 18% of parents responded as neutral, and 15% of parents said they did not feel welcome.  Most parents agreed that CAEMS holds high academic expectations, at 87%, 5% of parents responded as neutral, and 5% disagreed.  When asked if parents felt like their students were treated fairly, 55% of parents responded positively, 30% were neutral, and 13% did not think their child was treated fairly by staff. 

 

Our PLC process and Teaming on Kids times are important positive influences to our school culture. We have instituted a weekly imbedded PLC planning time in which the school schedule allows teachers to plan by subject and to meet with teams about student needs on alternating school days. PLC notes and 2015 end of year summaries show our PLCs are making progress in aligning instruction to Common Core goals, creating and analyzing meaningful formative assessments, and in creating benchmark tests. Our next steps are to plan for student intervention. The 2015-2016 school year schedule included an imbedded time for academic intervention. Academic intervention and enrichment time during the 2016 – 2017 school year occurs every day with the main focus being student centered, growth minded, literacy based small group intervention instruction.

 

 

Academic Achievement

CAEMS is growing as a school academically as evidenced by improving test score data.  During the 2015-2016 school year we were deemed a low performing school.  Data from the 2014-2015 school year show that 39.3% of our students were college and career ready, and 49.1 % were grade level proficient.  In 2014-2015, 45% of our students were proficient in reading while only 39% of the students were proficient in math. The overall growth for the 2014-2015 school year was 64.4. Our school performance grade was a 52 (D).   Data from the 2015-2016 school year show that 43.6% of our students were career and college ready, and 53.4% of our students were grade level proficient.  Our overall school growth was 83.5. Our 8th grade science department as well as our 8th grade Math 1 students score at the top within Buncombe County Schools, 69% proficient in Science and greater than 95% for Math I.  Our school performance score for 2015-2016 school year was 59 which moved CA Erwin Middle School to a C.  Moving forward, we are continuing to focus on standards based instruction that is driven by improving PLC’s schoolwide.    


 

School Improvement Plan Goals

Goal #1

SMART Goal

Following the same cohort, we will increase the percentage of proficient 7th and 8th grade students in math during the 2016-2017 school year from (6th grade cohort) 56.1 % to  58.1 %  and (7th grade cohort) 43.2% to 46.2%.

 

Strategies

  • Integrate daily the BCS Instructional Framework and learning targets into all math classroom lessons. Seventh and Eighth grade math teachers will work directly with instructional coaches, math coach, and district level math specialists (PLC Professional Development Consultant) to increase rigor, understanding and knowledge of the required math standards for grades 7 and 8.

     

  • Learning Targets and agendas will be posted in all classrooms each day. Classroom walk-throughs will be conducted by administration, and feedback will be provided weekly.  Teachers/PLC teams will create and share PLC notes using a Google document.    Our PLC leadership team will provide intensified professional development, which will be evaluated through pre and post assessments based on relevant content standards.  All math teachers will focus on EVAAS data, and set specific goals for specific students that are underperforming.  PLCs will create intervention plans for specific students during daily W.I.N. intervention time. .Teachers will be entrenched with the PLC time and ensuring alignment to the standards as tightly as possible.  Teachers will work collaboratively with instructional coaches, math coach and district level specialists weekly and monthly.  The School Improvement Team will monitor the SIP to determine if revisions to the plan and timelines need to be made. The School Improvement Team will complete mid-year reflections by February 2017.  Central Office staff will conduct progress checks in December 2016 and April 2017, which will include analysis of data from benchmark testing administered to monitor and revise strategic plan as necessary.   
  • Provide more students with access to grade-level standards instruction with more rigor on a daily basis by moving to a full inclusion model.  Students will be scheduled in the regular educational classroom that will be co-taught by regular education and special education teachers.  Teachers will receive professional development training on the co-teaching model.  W.I.N. time will be used for small group interventions with those students that did not demonstrate proficiency on specific standards. PLC teams will meet and use various data sources to determine which students have gaps, lack specific skills, or need enrichment, as well as provide collaborative instruction that engages students.   Impact on student achievement will be measured through this reteach/retest method.  Collaboration with regular education and special education teachers will ensure that all students are gaining access to standards based instruction.  The School Improvement Team will monitor the SIP to determine if revisions to the plan and timelines need to be adjusted. The School Improvement Team will complete mid-year reflections by February 2017.  Central Office staff will conduct progress checks in December 2016 and April 2017, which will include analysis of data from benchmark testing to monitor and revise strategic plan as necessary.    
  • Create a comprehensive program that allows for daily remediation/enrichment that focuses on the math rigor, standards, and math learning targets.  Require all 7th and 8th grade math teachers to give a common assessment at the end of each unit. Math teachers will discuss the common assessment within three instructional days of giving and will develop a remediation plan appropriate to the needs of the students.  Remediation plans will be based around student assessment and data collected. Use W.I.N. (What I Need) time to focus on remediation, student enrichment and providing strategies to ensure that all students (in particular our low performing students based on subgroup data:  LEP students, SWD and Black students) are able to access, understand, and successfully master the standards and learning targets. Teachers will be trained in effectively implementing W.I.N. time collaboration with PLC teams, AIG specialist, EC teachers and ESL teacher. Teachers will continuously monitor and remediate low performing or struggling students (current grades, understanding of learning targets, student assessments, EOG testing data (2016) as well as EVAAS data), and utilize remediation and enrichment strategies daily to ensure that all students are able to master the standards and learning targets.  The School Improvement Team will monitor the SIP to determine if revisions to the plan and timelines need to be adjusted. The School Improvement Team will complete mid-year reflections by February 2017.  Central Office staff will conduct progress checks in December 2016 and April 2017, which will include analysis of data from benchmark testing administered to monitor and revise strategic plan as necessary.

     

    Resources Required

    Teachers, Curriculum Coaches, Administration

     

    Progress Monitoring

    PLC notes (Google documents), learning targets, and classroom agendas posted and discussed daily in all math classes. Learning walk data will be provided to teachers by administration.  Monitoring includes benchmark common assessments and remediation/enrichment plans based on common assessment and student data, professional development agendas, sign in sheets and artifacts, and teacher lesson plans.  The School Improvement Team will monitor the SIP to determine if revisions to the plan and timelines need to be made. The School Improvement Team will complete mid-year reflections by February 2017.  Central Office staff, Administration and SIT will conduct progress checks in December 2016 and April 2017, which will include analysis of data from benchmark testing administered to monitor and revise strategic plan as necessary.    

     

    Date: October 1, 2016                                              Revised:

     

     

    Addresses (mark all that apply)

    To mark a box, double click, then select checked under default value.

    NCSBE Goal

    BCS Strategic Priorities

    2012 AdvancED Standards

    Every student in the NC Public School System graduates from high school prepared for work, further education, and citizenship.

    Every student has a personalized education.

    Every student, every day has excellent educators.

    Every school district has up-to-date financial, business, and technology systems to serve its students, parents, and educators.

    Every student is healthy, safe, and responsible.

     All students will graduate as high-achieving and globally competitive learners with 21st Century Skills.

     All learning environments will be safe, respectful, caring and produce healthy and responsible students.

     Quality teachers, administrators and staff will provide an innovative and effective educational program for all students.

     Systems will be in place to inform, educate and engage the community to build support for schools and ensure accountability.

     Purpose and Direction

     Governance & Leadership           

     Teaching & Assessing for Learning

     Resources and Support Systems     

     Using Results for Continuous Improvement

     

     

     

    Goal #2

    SMART Goal

    Following the same cohort, we will increase the percentage of proficient 7th and 8th grade students in reading during the 2016-2017 school year from (6th grade cohort) 53.0 % to  56.0%   and (7th grade cohort) 56.5% to 59.5%.

     

     

    Strategies

     

  • Provide more students with access to rigorous grade-level standards instruction on a daily basis by moving to a full inclusion classroom model.

    Students who may have historically been placed in a resource classroom will be scheduled in the regular educational classroom that will be co-taught by regular education and special education teacher. Co –teaching training will be provided for all teachers (EC and Regular Education) who will be participating in inclusion.   W.I.N. time will be used for those students that need additional ELA support.  Collaboration with regular education and special education teacher, and  PLC inclusion for EC teachers with ELA teachers is expected.  Professional development will be offered for EC teachers that centers on PLC's and ELA standards and learning targets. Newsela reading program will be used as an assessment tool across the content area to collect and monitor current data on student progress.                                                                                                                                                                                                                                                 A group of language arts and social studies teachers from the school will attend a two day workshop learning best practices for content area critical reading and writing.  This training supports an increase in teachers' ability to support students in acquiring the skills they need to be literate in their content areas.  The School Improvement Team will monitor the SIP to determine if revisions to the plan and timelines need to be made. The School Improvement Team will complete mid-year reflections by February 2017.  Central Office staff will conduct progress checks in December 2016 and April 2017, which will include analysis of data from Newsela and benchmark testing to monitor and revise strategic plan as necessary. 

     

  • Integrate daily the BCS Instructional Framework and learning targets into classroom lessons. Seventh and Eighth grade ELA teachers will work directly with instructional coaches, ELA coach, and district level ELA specialists to increase rigor, understanding, and knowledge of the required ELA standards.

    We are in the 2nd year of a three year implementation of the Literacy Design Collaborative supported by the Southern Regional Education Board. This professional development teaches teachers how to begin from standards and plan deep rigorous reading activities that culminate in a multi-paragraph writing assignment. Participants are from multiple content areas, which will help improve student literacy by integrating more reading and writing instruction in all subject areas.  The district Literacy Coach will collaborate with participating teachers to integrate the LDC program into language arts and social studies classes. 

     

     

     

    Resources Required

    Teachers, PLC professional development, NEWSELA subscription, 1:1 devices and PD for staff and students

     

    Progress Monitoring

    Learning Targets and daily agenda will be posted in all classrooms each day. Administration will monitor pre and post assessment data, teacher walk feedback, PLC notes (Google docs), remediation plans based around student assessment data, PLC professional development training (provided by PLC Leadership team) for ELA teachers, collaborative work with instructional coaches, literacy coach and district level specialists weekly and monthly.

                                                                                                                                                                                     Focused Professional Learning Communities - With the support of the PLC leadership team, district literacy coach, and administration, teachers will plan standards-aligned content, deliver common assessments, and analyze student formative and summative data to inform enrichment and remediation.  Regular LDC surveys provide data from teachers and students regarding the effectiveness of this program in achieving curriculum goals. District level specialists, literacy coaches and administration will provide observation and feedback on LDM implementation.    The School Improvement Team will monitor the SIP to determine if revisions to the plan and timelines need to be made. The School Improvement Team will complete mid-year reflections by February 2017.  Central Office staff will conduct progress checks in December 2016 and April 2017. 

     

    Date: October 1, 2016                                              Revised:

     

    Addresses (check all that apply)

    NCSBE Goal

    BCS Strategic Priorities

    2012 AdvancED Standards

    Every student in the NC Public School System graduates from high school prepared for work, further education, and citizenship.

    Every student has a personalized education.

    Every student, every day has excellent educators.

    Every school district has up-to-date financial, business, and technology systems to serve its students, parents, and educators.

    Every student is healthy, safe, and responsible.

     All students will graduate as high-achieving and globally competitive learners with 21st Century Skills.

     All learning environments will be safe, respectful, caring and produce healthy and responsible students.

     Quality teachers, administrators and staff will provide an innovative and effective educational program for all students.

     Systems will be in place to inform, educate and engage the community to build support for schools and ensure accountability.

     Purpose and Direction

     Governance & Leadership           

     Teaching & Assessing for Learning

     Resources and Support Systems     

     Using Results for Continuous Improvement

     

    Goal #3

    SMART Goal

    During the 2016-2017 school year, we will increase student access to grade-level instruction by: maintaining a daily attendance rate of 95%, reducing the number of In-School Suspension (Now called ALT)/Out of School suspension days school wide by 20% from 664 days to 532 days, and allotting at least 50% of ALT time (previously In-School Suspension) to grade level academic work (the remaining ALT time will be used to support Compassionate Schools Model). 

     

    Strategies

     

    Continue application and revision of our PBIS program including student rewards, AAA Cards, wristbands for positive behavior, and code of conduct flowchart revisions.

     

    Introduce the Compassionate Schools Model program, conduct diversity training for staff, and access the EWRS (early warning and response system) via our United Way Community School Program. The EWRS is a dashboard that we will be using as a monitor to identify students at risk (attendance, academic, and discipline).  The introduction of the Community School Model at EMS will include community outreach to engage families in creating systems to increase attendance.  Administration will share monthly reports of data with staff. 

     

    Conduct monthly administrative, support staff, and teacher teaming on students meetings in which Educator Handbook system data, academic performance, attendance and discipline are used to identify, review and apply individual strategies for PBIS and MTSS for Tier 2 and 3 students.

     

    Identify WIN time groups that are counselor led to address social appropriate behaviors, stress management as well as provide resources to our students that are dealing with trauma (Tier 2 students).

     

    Implement training and restructuring of our ISS program (ALT) to address student academic, social, and emotional needs.  

     

    Monitor creative incentive programs throughout the year for increased student attendance.

    Maintain focus on academics during attendance make up sessions.

     

    Collaborate with district and community organizations and develop volunteer-led before, during and after school programs that will provide mentorship, tutoring opportunities, club involvement, and a positive culture of belonging for students.

     

     

    Resources Required

    Teachers, volunteers, EWRS dashboard, Educator’s Handbook, United Way Coordinator, School Social Worker, School Counselors, Administrators

     

    Progress Monitoring

    Progress is monitored by monthly PBIS team meetings that are student centered, PBIS classroom lessons that are taught a minimum of 1 per 9 week period, PBIS reward activities, reviews of Educator Handbook data, and Community Schools meetings with the United Way team.  The School Improvement Team will monitor the SIP to determine if revisions to the plan and timelines need to be made. These revisions will be based on current discipline data from Educator's Handbook, teaming on kids data (from teachers, administration and counselors), as well as School Improvement Team will complete mid-year reflections by February 2017.  Central Office staff will conduct progress checks in December 2016 and April 2017. 

     

    Date: October 1, 2016                                              Revised:

     

    Addresses (check all that apply)

    NCSBE Goal

    BCS Strategic Priorities

    2012 AdvancED Standards

    Every student in the NC Public School System graduates from high school prepared for work, further education, and citizenship.

    Every student has a personalized education.

    Every student, every day has excellent educators.

    Every school district has up-to-date financial, business, and technology systems to serve its students, parents, and educators.

    Every student is healthy, safe, and responsible.

     All students will graduate as high-achieving and globally competitive learners with 21st Century Skills.

     All learning environments will be safe, respectful, caring and produce healthy and responsible students.

     Quality teachers, administrators and staff will provide an innovative and effective educational program for all students.

     Systems will be in place to inform, educate and engage the community to build support for schools and ensure accountability.

     Purpose and Direction

     Governance & Leadership           

     Teaching & Assessing for Learning

     Resources and Support Systems     

     Using Results for Continuous Improvement

     

     

    2016 – 2017 Mid-Year Progress Report

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    2016 – 2017 Year-End Progress Report

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    2017 – 2018 Year-End Progress Report

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    2016 – 2017 Staff Development

    Activity #1: Compassionate Schools Training

     

    Description: Counselors, Administration, PBIS Team, and Central Office staff will introduce the concept of the Compassionate Schools Model with teachers.  Highlights will be awareness of primary and secondary trauma, teacher self-care, and student training to recognize physical/emotional responses to stimuli and to self-monitor behaviors.

     

    SIP Goal Supported: Goal 3

     

    Target Audience: Teachers and Students

     

    Person Responsible: Ms. Worley, Mrs. Wilson, Mr. Capps

     

    Funding Source: none at this time

     

    Date(s)/Time: Ongoing through 2016-2017 school year

     

    Final Completion: June 2017

     

    Activity #2: Student 1:1 Initiative Implementation

     

    Description: Teachers will take part in district level and school level training opportunities to learn how to best adjust classroom teaching practices to improve student learning and engagement using student Lenovo Thinkpads.

     

    SIP Goal Supported: Goal 1, Goal 2

     

    Target Audience: Teachers

     

    Person Responsible: Hailey Stamey

     

    Funding Source: Buncombe County Central Office

     

    Date(s)/Time: Ongoing through 2016-2017 school year

     

    Final Completion: June 2017

     

     

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    School Safety

    Discipline

    Issues

    Discipline data from the 2015 – 2016 school year show a disproportionate number of discipline referrals for our minority students when compared to the percentage of the student body make up.  African American males have a much higher rate of office referrals when compared to other students in the building. During the 2015-2016 school year we had a total of 1344 office referrals that resulted in 570 assignments of ISS and 246 assignments of OSS.  During the 2015-2016 school year we had 63 African American students.  Those students accounted for

     

    Corrective Actions

    Collaborate with the United Way in creating the Community Schools Model at Erwin Middle.  The Community Schools Model will identify community resources and agencies that will help provide support to our students, families, staff, and community as a whole.  There is a resource team of school staff, United Way Resource Coordinator, school social worker, and community members from local businesses, churches and agencies that meets regularly.  Additionally, the introduction of the Compassionate School Model as well as diversity training for staff will help in building relationships, understanding cultural differences, and working with a high population of students who are dealing with trauma and living in poverty. We will continue to build stronger customer service skills and expectations will help in our communication and relationship-building with students, parents, and the Erwin community.

     

    PBIS

    A strong PBIS program continues to have a positive impact our school culture. We have seen a reduction in suspensions of over 50% since the program was implemented six years ago. In 2014, 2015, and 2016 we were recognized as an exemplar PBIS School by the state while earning a SET score of 100% from outside evaluators.  Teachers create and implement lessons to their students about our expectations through the 3 R’s (Ready, Respectful and Responsible).  Teachers/teams also have PBIS classroom plans that address positive behavior and correct inappropriate behavior. We utilize AAA cards and rewards for Academics, Attendance, and Attitude.  Students are able to participate in pep rallies, dances, special concerts, movies, ice cream/popsicle socials, and other special events.  Many students are rewarded with wristbands each day for positive behavior, which provides special seating privileges at lunch with their friends and opportunities for prizes.

     

    During the 2016 – 2017 school year Erwin Middle will introduce The Interconnected Systems Framework (ISF). The ISF aims to build upon the limitations of Positive Behavior Interventions and Supports (PBIS) and School Mental Health (SMH) to integrate both systems into one comprehensive model that can be implemented in a multi-tier framework.  Multi-Tiered Systems of Support align with a public health model of universal promotion and prevention, secondary early intervention, and tertiary treatment. Working collaboratively will increase collaboration, efficiency, and communication between the education and mental health systems.

     

     

    We have a Multi-tiered Systems of Support (MTSS) team that uses a response to intervention model to identify issues and problem solve with our Tier 2 and Tier 3 students. Our monthly administrative teaming on kids meetings involve gathering counselors, administrators, district behavior specialists, EC department chairs, and others to analyze data and problem solve issues with challenging students to increase success for all in the classroom.

     

    Safety Considerations

    Facility Related Safety

    C.A. Erwin Middle School has a full time SRO that works daily with administration to ensure staff safety. 

     

    Incident Response

    As per NC General Statue GS 115C-105.27(c1), specific information on incident response is not included in the school improvement plan. However, each Buncombe County School has a crisis response plan. The principal has communicated this plan to the faculty, staff, and students as appropriate. Further, this plan has been approved by the Buncombe County Board of Education and is on file in the Assistant Superintendent’s Office.  C.A. Erwin Middle School has a Safe School and Crisis Team. Staff are prepped on protocol for various crisis situations (fire, bomb threat, intruders, chemical leaks, fights at school, natural occurrences, and events that would lead to relocation of students and staff with a reunification point).   We work collaboratively as a school with local law enforcement, our fire department, and our Central Office staff.  Our team meets to discuss how to keep our school safe.

     

     

     

    At Risk Students

    The following instructional practices have been identified as effective in improving the academic performance of students identified as at risk of academic failure or at risk of dropping out of school:

     

  • Teaming on Kids (Administration, Counselors, Teachers)
  • Restructuring of our ISS program and renaming to ALT (Alternative Learning Time).
  • Hand scheduling each student for classes during the summer of 2016 so as to match at-risk students with teachers and teams that can better connect with them, build relationships, and provide instruction/leadership that meets their learning styles.
  • Providing a supportive inclusion model to serve our EC students.
  • School counselors and social worker providing daily services to our at risk students
  • Collaborating with RHA and having on site mental health services for students
  • Providing a leadership group led by former county office staff that meet with students on a bi-weekly basis to target particular sub-groups of students
  • Partnering with the YMCA of WNC in providing our students with the 21st Century after school program at C.A. Erwin Middle School
  • Collaboration with the United Way in developing and implementing a Community School Model at C.A. Erwin Middle School.
  • Introduction of the Compassionate School Model to help in reaching all students.

     

  • Teacher Time

    Duty Free Lunch

    Due to our large number of students, limited cafeteria size, and limited number of non-certified staff, core academic teachers will supervise their students during lunch daily during the 2016-2017 school year.  Teams may work out a rotational schedule that allows for a duty free lunch for one teacher per day as long as adequate supervision is provided for all students during lunch and during transitions to and from lunch.  During the 2016-2017 school year Unified Arts/Elective teachers will have a duty free lunch.

     

    Duty-Free Instructional Planning (to the extent possible)

    All teachers at CA Erwin Middle School have a daily planning period of at least 70 minutes.  Teachers have time during the week to team plan with their team teachers and are required to Team on Kids one day per week.  Additionally, teachers also have time to plan with their content area teachers. Teachers are required to participate in PLC meetings one time per week. We have moved our staff meetings to after school times for the 2016-2017 school year.  Previously we had House Meetings (7th, 8th and UA staff meetings during planning periods two to three times per month). 

    Efficient Reporting

    At C.A. Erwin Middle School we have eliminated many time consuming tasks by moving to electronic reporting systems and procedures.  We use Educator’s Handbook, which is an online discipline referral program.  Additionally, we use Google docs as a tool to help with getting forms to teachers and students.  BCS has implemented a 1:1 student device initiative that currently affects grades three to nine.  This will make learning and teaching more accessible to students and staff while at school and away. 

     

     

    Healthy Students

    Buncombe County Schools has established a strategic priority of Healthy Students in Safe, Orderly and Caring Schools. Schools have a goal of providing 150 minutes per week of moderate to vigorous physical activity for all K-8 students (minimum of 30 minutes per school day). Physical activity/exercise is not to be taken away or used as a punishment.

     

    Erwin Middle School students have certified and highly qualified PE/Health teachers.  We have an A day B day schedule.  Students have 70 minute classes for PE every other day during the week.  Additionally, we have a PE/Fitness group that meets daily for 30 minutes during our school-wide W.I.N. time (9:05 am to 9:35 pm).  We have after school clubs and a Warriors Workout fitness group that meets weekly after the school day. The Erwin district offers a school nurse-directed Bike Club to students that meets each week after school and provides field trip opportunities. Students receive at minimum 140 to 210 minutes of physical activity per week at CAEMS.  Physical activity is not taken away from students or used as a form of punishment.

     

     

     

     

    School Performance Data

    Summary

    Performance Standards

    2013 - 14

    2014 - 15

    2015 - 16

    2016 - 17

    2017 - 18

    Performance Composite CCR

    43.5

    39.3

    43.6

     

     

    Performance Composite GLP

    54.2

    49.1

    53.4

     

     

    Growth Status

     

    NOT MET

    MET

     

     

    Growth Index

     

     

    1.4

     

     

    Overall Achievement

    54

    53

    49

     

     

    Overall Growth

    57.6

    64.4

    83.5

     

     

    Overall Performance

    55

    52

    59

     

     

    Overall Grade

    C

    D

    C

     

     

     

    Source: Ready Report, RDYSTAT Overview,  SPGSTAT- School Performance Grade

    Need previous years

    Performance (GLP)

    Area/Level

    2013 – 14

    2014 - 15

    2015 - 16

    2016 - 17

    2017 - 18

    EOG All

    54.2

    49.1

    53.4

     

     

    EOG 6

    NA

    NA

    NA

     

     

    EOG 7

    47.5

    43.1

    49.9

     

     

    EOG 8

    55.1

    49.9

    53.4

     

     

    Reading All

    54.2

    44..9

    51.4

     

     

    Reading 6

    NA

    NA

    NA

     

     

    Reading 7

    55.3

    48.0

    56.5

     

     

    Reading 8

    53.0

    41.9

    46.4

     

     

    Math All

    38.8

    38.6

    44.1

     

     

    Math 6

    NA

    NA

    NA

     

     

    Math 7

    39.7

    38.2

    43.2

     

     

    Math 8

    37.9

    38.9

    44.9

     

     

    Science 8

    74.5

    69.0

    68.8

     

     

    Math I

    79.8

    92.9

    <95

     

     

     

    Source: Ready Report, RDYLEV – Performance Composite by Level

    Need previous years

     

     

    EVAAS Data

    (Levels: B- Exceeded, G- Met, or R- Did not meet)

    Test/Subjects

    2013 – 14

    2014 – 15

    2015 – 16

    2016 – 17

    2017 – 18

     

    Measure

    Level

    Measure

    Level

    Measure

    Level

    Measure

    Level

    Measure

    Level

    Grade 6 Reading

     

     

     

     

     

     

     

     

     

     

    Grade 6 Math

     

     

     

     

     

     

     

     

     

     

    Grade 7 Reading

    -.8

    M

    1.9

    E

    .2

    M

     

     

     

     

    Grade 7 Math

    -4.8

    NM

    -3.5

    NM

    -1.9

    NM

     

     

     

     

    Grade 8 Reading

    -2.8

    NM

    -3.2

    NM

    -0.5

    M

     

     

     

     

    Grade 8 Math

    1.5

    M

    1.6

    M

    3.6

    E

     

     

     

     

    Grade 8 Science

    .7

    E

    -0.5

    M

    .2

    M

     

     

     

     

    Math 1

    -2.1

    NM

    -0.5

    M

    0.7

    M

     

     

     

     

     

    Index

    Level

    Index

    Level

    Index

    Level

    Index

    Level

    Index

    Level

    School Accountability

    Growth

    -5.42

    NM

    -3.2

    NM

    1.40

    M

     

     

     

     

    Teacher EffectivenessGrowth

     

     

    -2.52

    NM

    1.09

    M

     

     

     

     

     

    Source: EVAAS: School Value Added, School Accountability Growth, Educator Effectiveness

     

    Teacher Performance Composite

    Year

    # Exceeded

    % Exceeded

    # Met

    % Met

    # Not Met

    % Not Met

    2013 – 14

    2

    7.7

    15

    57.7

    9

    34.6

    2014 – 15

    5

    17.9

    15

    53.6

    8

    28.6

    2015 – 16

    7

    20%

    21

    60%

    7

    20%

    2016 – 17

     

     

     

     

     

     

    2017 – 18

     

     

     

     

     

     

     

    Source: EVAAS: Teacher Effectiveness Reports, School Teacher Summary, Evaluation Composite

     

     

    Annual Measurable Objectives (AMO) Data

    Overall

     

    2013 – 14

    2014-15

    2015-16

    2016-17

    2017-18

    Total AMO Targets

    57

    55

    29

     

     

    AMO Targets Met

    43

    34

    29

     

     

    Percentage of AMOs Met

    75.4

    61,8

    100

     

     

     

    Source: Ready Report, AMOSTAT – Target Overview

     

    2015 – 2016 Subgroup GLP

     

    All

    Fem

    Male

    Amin

    Asia

    Blck

    Hisp

    Mult

    Whte

    EDS

    LEP

    SWD

    AIG

    Num

     

     

     

     

     

     

     

     

     

     

     

     

     

    R6

     

     

     

     

     

     

     

     

     

     

     

     

     

    R7

    56.5

    60

    53.3

    *

     

    22.2

    43.9

    55.6

    64.3

    50.9

    14.3

    9.1

    >95

    R8

    46.4

    52.9

    41

    *

    *

    41.7

    44

    27.3

    48.8

    41.3

    5.0

    12.1

    >95

    M6

     

     

     

     

     

     

     

     

     

     

     

     

     

    M7

    43.2

    43.9

    42.6

    *

    *

    18.5

    30.5

    51.9

    49.4

    38.5

    9.5

    7.3

    >95

    M8

    44.9

    48.3

    42.3

    *

    *

    33.3

    46.7

    22.7

    46.9

    38.7

    15.1

    12.1

    90.7

    Sc 8

    68.6

    70.3

    67.6

    *

    *

    58.3

    73.3

    45.5

    71.0

    62.8

    20.0

    37.9

    >95

    Math1

    >95

    >95

    >95

    *

    *

    *

    *

    *

    >95

    >95

    *

    *

    >95

    Part Status

    Met

    Met

    Met

    -

    -

    Met

    Met

    Met

    Met

    Met

    Met

    Met

    Met

     

     

     

     

    2016 – 2017 Subgroup GLP

     

    All

    Fem

    Male

    Amin

    Asia

    Blck

    Hisp

    Mult

    Whte

    EDS

    LEP

    SWD

    AIG

    Num

     

     

     

     

     

     

     

     

     

     

     

     

     

    R6

     

     

     

     

     

     

     

     

     

     

     

     

     

    R7

     

     

     

     

     

     

     

     

     

     

     

     

     

    R8

     

     

     

     

     

     

     

     

     

     

     

     

     

    M6

     

     

     

     

     

     

     

     

     

     

     

     

     

    M7

     

     

     

     

     

     

     

     

     

     

     

     

     

    M8

     

     

     

     

     

     

     

     

     

     

     

     

     

    Sc 8

     

     

     

     

     

     

     

     

     

     

     

     

     

    Math1

     

     

     

     

     

     

     

     

     

     

     

     

     

    Part Status

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    2017 – 2018 Subgroup GLP

     

    All

    Fem

    Male

    Amin

    Asia

    Blck

    Hisp

    Mult

    Whte

    EDS

    LEP

    SWD

    AIG

    Num

     

     

     

     

     

     

     

     

     

     

     

     

     

    R6

     

     

     

     

     

     

     

     

     

     

     

     

     

    R7

     

     

     

     

     

     

     

     

     

     

     

     

     

    R8

     

     

     

     

     

     

     

     

     

     

     

     

     

    M6

     

     

     

     

     

     

     

     

     

     

     

     

     

    M7

     

     

     

     

     

     

     

     

     

     

     

     

     

    M8

     

     

     

     

     

     

     

     

     

     

     

     

     

    Sc 8

     

     

     

     

     

     

     

     

     

     

     

     

     

    Math1

     

     

     

     

     

     

     

     

     

     

     

     

     

    Part Status

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Source: Ready Report, RDYSUM – Ready Drilldown and AMOTARG – Target Detail

     

     

     

    Attendance Data

    (10th month year to data attendance percentage)

    School Year

    Attendance Rate

    2013 – 2014

    94.93

    2014 – 2015

    94.40

    2015 – 2016

    95.0

    2016 – 2017

     

    2017 – 2018

     

     

    Source: Data manager

     

    Retention Data

    Grade

    2013 – 2014

    2014 – 2015

    2015 – 2016

    2016 – 2017

    2017 - 2018

    6

    0

    0

    0

     

     

    7

     

    3

    1

     

     

    8

     

    0

    6

     

     

     

    Source: Data Manager

     

    High School Credit Data

    List the number of high school credits earned. Add courses as needed:

     

    Course

    2013 - 14

    2014 – 2015

    2016 – 2017

    2017 – 2018

    2018 - 2019

    Math 1

    135

    79

    56

     

     

    Spanish 1

    0

    0

    0

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    Source: Data Manager

     

    Healthy Students Data

     

    2015 – 2016

    2016 – 2017

    Strategy

    All Students?

    (Y/N)

    Time

    All Students?

    (Y/N)

    Time

    Provide physical education taught by a highly qualified physical education teacher for every student. List minutes per week all students receive.

    Y

    190 min

     

     

    Provide physical activity and/or recess for every student. List minutes per week all students receive.

    Y

    190 min

     

     

     

    Source: School

     

     

     

    School/Parent/Community Involvement Data

    Volunteers

    Year

    Total Volunteer Hours

    2013 – 2014

    555

    2014 – 2015

    419

    2015 – 2016

    387

    2016 – 2017

     

    2017 – 2018

     

     

    Mentors

    Year

    Total # of Staff

    Staff as Mentors

    Students Served

    Volunteer Mentors

    Students Served

    2013 – 2014

    77

    10

    400

    6

    250

    2014 – 2015

    75

    10

    350

     

     

    2015 – 2016

    71

    10

    350

     

     

    2016 – 2017

     

     

     

     

     

    2017 – 2018

     

     

     

     

     

     

    Source for all volunteer/mentor data: School

    Parent Survey Data 2016

    Number of responses:

    Percent of respondents who:

    Statement

    Strongly Agree

    Agree

    Neutral

    Disagree

    Strongly Disagree

    My child is treated fairly by teachers.

    11

    44.4

    30.5

    5.5

    8.33

    I feel welcome at my child’s school.

    27.3

    37.84

    18.9

    13.5

    2.7

    I am kept informed of my child’s progress.

    10.8

    43

    19

    16

    10

    I am encouraged to participate in my child’s school.

    8

    43

    32

    8

    8

    The school provides a safe, orderly, and healthy environment.

    8

    49

    24

    5

    13.5

    The school is successful in preparing children for the future.

    5

    46

    27

    8

    13.5

     

    Source: Communications Department, Stacia Harris (handout)

     

     

     

    Safe Schools / Discipline Data

    Offenses (can be multiple)

     

    2013 – 2014

    2014 – 2015

    2015 – 2016

    2016 – 2017

    2017 – 2018

    Disruptive Behavior

     

     

    397

     

     

    Insubordination

     

     

    88

     

     

    Cutting Class

     

     

    7

     

     

    Disrespect of Faculty/Staff

     

     

    193

     

     

    Aggressive Behavior

     

     

    126

     

     

    Inappropriate Language/disrespect

     

     

    34

     

     

    Excessive Tardiness

     

     

    25

     

     

    Cell phone use

     

     

    9

     

     

    Bus misbehavior

     

     

    94

     

     

    Fighting

     

     

    42

     

     

    Assault (44 + 45 + 72)

     

     

    8

     

     

    Bullying (52 + 94)

     

     

    27

     

     

    Tobacco (70 + 41)

     

     

    2

     

     

    Legally Reportable Acts (Total)

     

     

    3

     

     

    Possession Alcohol (PA)

     

     

    1

     

     

    Possession Drugs (PS)

     

     

    2

     

     

    Possession Weapons (PW)

     

     

    2

     

     

     

    Discipline Actions (number NOT days)

     

    2013 – 2014

    2014 – 2015

    2015 – 2016

    2016 – 2017

    2017 – 2018

    Total

     

     

     

     

     

    OSS > 10

     

     

    0

     

     

    OSS <= 10

     

     

    27.37

     

     

    ISS full day

     

     

    570

     

     

    ISS partial day

     

     

    28

     

     

    After school detention

     

     

    0

     

     

    Lunch detention

     

     

    422

     

     

    Admin Conf w/ student

     

     

    342

     

     

    Admin Conf w/ parent

     

     

    67

     

     

    Bus Suspension

     

     

    33

     

     

     

     

    Locations

     

    2013 – 2014

    2014 - 2015

    2015 – 2016

    2016 - 2017

    2017 – 2018

    Classroom

     

     

    645

     

     

    Hallway

     

     

    206

     

     

    Cafeteria

     

     

    53

     

     

    Gym

     

     

    48

     

     

    Restroom

     

     

    52

     

     

    School Grounds

     

     

    30

     

     

    Parking Lot

     

     

    8

     

     

    School Bus

     

     

    122

     

     

     

    Source: PowerSchool, System Reports, Custom Reports, Incident Management Reports, Count by Code. Legally Reportable Acts (bottom 4 offenses) PowerSchool, System Reports, State Reports, (review) Discipline Reports, Reportable Crimes Summary View (handout).

     

    Dropout Data

    School Year

    # of Students

    % Based on ADM

    2013 – 2014

    NA

     

    2014 – 2015

    NA

     

    2015 – 2016

    NA

     

    2016 – 2017

     

     

    2017 – 2018

     

     

     

    Source: Graduation Initiative

     

     

    Timeline

  • School Improvement Plan Due...................... October 14, 2016
  • Mid-Year Progress Report............................. February 17, 2017
  • Year-End Progress Report............................. September 29, 2017
  • Revisions for 2017-2018............................... November 17, 2017
    • Includes updates of all data
  • Mid-Year Progress Report............................. February 16, 2018
  • Year-End Progress Report............................. September 15, 2018