Latonya Burney 1

Evidence #6 School Improvement Action Plan (SIAP)

Gardner-Webb University Masters of Executive Leadership Studies

Latonya Burney

Latonya Burney 2

Abstract

Red Springs Middle School is a rural town middle school located in the town of Red Springs, NC, in the southwestern part of Robeson County. The Red Springs community is below the poverty level which has hindered recruitment for highly qualified and/or master teachers. Additionally, the teacher turnover rate is extremely high. Red Springs Middle had challenges from previous years which have led changes with potential beneficial outcomes. The school has developed new ways of accomplishing tasks and developing major changes for implementation of strategies. The framework for continual improvement at Red Springs Middle involved utilizing data from the School Data Image Project, School Data Disaggregation Project, and an analysis of the Teacher Working Condition Survey in developing the School Improvement Plan. The focus group that was selected from RSMS and stakeholders were provided information that creates processes and schedules that facilitate the collaborative team design, evaluation, and providing rigorous, relevant, and engaging instructional lessons that will ensure students enhancement of knowledge and growth. The team noticed a need to focus on the Students with Disabilities and Limited English Proficiency students due to having the lowest achievement growth with standardized assessments. Red Springs Middle Schools test scores have improved over the last three years with its strongest area in math and science, with 68.9% of students in math proficiency and 65.1% of students in science proficiency. All subgroups have shown growth up to 10% with reading, and up to 20% in math. Students with disabilities (SWD) and Limited English

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proficient (LEP) students have made steady growth in reading and science, however LEP students have shown a decrease with math in 2011 by 10%. RSMS weakness continues to be reading with only 51.9% of all students scoring proficient on the NC EOG Reading test. RSMS needs to target strategies for best practices in the classroom to provide high quality instruction for our students in literacy, focus on teacher quality, active engagement and mastery, reading skills for identified subgroups. The focus group from RSMS conducted an analysis of the findings from TWCS data providing recommendations and strategies to provide a safer and culturally diverse environment for teaching and learning. The focus of the project on the lowest percentages of the following key items: empowerment, time, teacher leadership, school leadership, facilities and resource. With targeting these areas within the SIAP needs resources including Title I funds, professional development opportunities, stakeholder involvement will be essential in the development and implementation of the School Improvement Plan.

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Part A: School Data Image Project. The candidate will lead a professional team of educators in an analysis of school data that will help the team formulate a clear image of the schools academic accomplishments and opportunities for growth. A list of areas to be considered include, but are not limited to, attendance, discipline, standardized test results, benchmark test results, and any other data that team members believe are pertinent to student achievement. The School Data Image will be the foundation of the School Improvement Action Plan (SIAP). The format of the candidates school data image is left to the candidates own innovation, creativity, and discretion. School Setting Red Springs Middle School is a rural town middle school located in the town of Red Springs, NC, in the southwestern part of Robeson County. The Red Springs community is below the poverty level which has hindered recruitment for highly qualified and/or master teachers. Additionally, the teacher turnover rate is extremely high. Throughout the past year, the school has been revamped by the change of administration, enhancing total teaching environment and learning structure, making AYP 2010-2011 due to the level of expectations and the alignment of teaching and learning strategies showed level of rigor required to show substantial academic growth. Data from feeder school indicate that students come to Red Springs Middle School lack the basic reading, writing, and math skills need to perform on grade level. There has been a history of a lack of adequate parental involvement and community support evident as shown by volunteer rosters from various school initiatives. Red Springs Middle School vision is committed to equipping students with the tools they need for academic, personal and social achievement. Red Springs Middle School enables every student to reach their highest potential by establishing a curriculum that meets or exceeds government standards for education; providing extracurricular programs that develop children's' mental, physical and social skills; and partnering with parents and the community to create an environment geared to the success of all students.

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Red Springs Middle serves 554 students yearly in grades 5 to 8 with 90% of the students identified as economically disadvantaged. The student population is 35.2 % American Indian, 27.6 % African American, 26% Hispanic, 5.8 % Multi-racial, and 5.4 % Caucasian. Outlined below is data CCD Public school data 2010-2011, 2011-2012 school years: Enrollment by Grade Enrollment by Grade Students 106 132 154 152 5th 6th 7th 8th

Figure 1: Enrollment by Grade at RSMS Enrollment by Race/Ethnicity Enrollment by American Race/Ethnicity Indian Students 190 Asian/Pacific African Islander 0 American 163 138 32 Hispanic White MultiRacial 21

Figure 2: Enrollment by Race/Ethnicity at RSMS Enrollment by Gender Enrollment by Gender Students 267 Male 277 Female

Figure 3: Enrollment by Gender at RSMS Twelve percent of students receive services through the Exceptional Childrens program and 15% are enrolled in the English as a Second Language program. Eighty-eight percent of students participate in the Free and Reduced-priced Lunch program and identified as a Title I school. We receive students from 3 different elementary feeder schools: 5th graders received

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from Peterson Elementary, 6th grade received from Rex-Rennert elementary, and 7th grade received from Oxendine elementary. ATTENDANCE Percent of Students Who Attend School Daily School Year 2008-2009 2009-2010 2010-2011 2011-2012 RSMS 94 93 94 93 District 95 94 94 94 State 95 95 95 95

Figure 4: NC Report Card Student Attendance Report Figure 4 is Red Springs Middle School attendance results in comparison to both district and state averages. According to the figure above, it shows that RSMS has attendance average that is very close to both state and district. The table above illustrates the attendance record at Red Springs Middle School over the last four school years where each year the school is one percent less, or equal to both the state and district average for attendance. SCHOOL SAFETY/DISCIPLINE Number of Acts of Crime or Violence Per 100 Students School Year RSMS District State Total Number of Acts of Crime or Violence 3

2008-2009

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2009-2010 2010-2011 2011-2012

1 1.46 0.73

0 0.34 0.41

1 1.02 0.96

5 8 4

Figure 5: NC Report Card Acts of Crime or Violence Per 100 Students Figure 5 outlines the number of acts of crime or violence that occurred at Red Springs Middle School over the past four school years. The purpose of this figure is to show how the numbers from RSMS are very close to the district and state averages. Red Springs Middle wants to provide an environment that is conducive for learning. We take pride with providing a learning environment that is maintains safety and discipline for a successful school. According to the 2010 and 2012 TWCS, staff member rated RSMS in 2010 at 58.8% to 97.6 in 2012 as an environment that is safe and a place that is good to work in. There is an increase with staff working along with administration and each other by understanding expectations and becoming consistent with students, especially with discipline. Below is additional data on school safety and discipline at RSMS per year. School Year RSMS ShortTerm Suspensions 34 77 77.70 55.84 District ShortTerm Suspensions 74 65 51.70 43.29 RSMS LongTerm Suspensions 0 1 0.18 0.00 District Long-Term Suspensions 0 0 0.07 0.12

2008-2009 2009-2010 2010-2011 2011-2012

Figure 6: NC Report Card Discipline Data

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Above is the short term and long term suspension data in comparison to the district averages. The data shows that RSMS short term suspensions increase year after year with a slight decreased in 2011-2012 school year. The District long term suspensions and RSMS data are similar to one another. Student Achievement: Our students participate with the North Carolina End of Grade tests which provide data that assesses student academic progress. Red Springs uses this data to make comparative analysis to school within the district. The NC School Report Card uses the data to evaluate the school progress from year to year and for comparing Red Springs Middle with schools in the district and state. Red Springs Middle School has made AYP for the 2010-2011 school year. With the data presented below, Red Springs Middle received the designation of a priority school were 50%-60% of students at grade level, or less than 50% of students at grade level made Expected Growth. This was based on the schools performance on the states ABCs tests. Our school made Adequate Yearly Progress (AYP) meeting 29 out of 29 targets.

STATE TEST SCORES ANALYSIS RSMS Reading Proficiency Subgroup 2008-2009 % Proficient 2009-2010 % Proficient 2010-2011 % Proficient 2011-2012 % Proficient 2011-2012 Percent Proficient 2011-2012 Met AYP (AMO)

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All 31.5% 33.4% 48.5% 51.9% Students American 27% 30.4% 45.5% 53.3% 51.7% Indian Asian NA NA NA NA NA African 30.7%% 33.7% 47.1% 47% 46.1% American Hispanic 33.3% 28.7% 53.8% 53.2% 53.4% Two or 39.1% 41.7% 36.8% 46.7% * More Races White 60.7% 61.8% 60.0% 67.9% * ED 28.5% 31.1% 46.8% 51.1% 49.4% LEP 29.0% 21.3% 37.0% 28.6% 36.8% SWD 19.4% 31.0% 43.1% 50.0% 51.7% *N/a = not calculated, insufficient data (less that 40 students in the subgroup) Figure 7: NC Report Card EOG Results For Reading Proficiency by Subgroup

With Growth 50.8%

Proficiency Goal Not Met Met w/SH NA Not Met Not Met Insuff. Data

Insuff.Data Not Met Met w/CI Met w/SH

Figure 4 is the RSMS Reading Proficiency by subgroups from the NC EOG tests. According to the data, it shows growth within each subgroup from school year 2008 to 2012. The two priority groups, American Indian and African American, showed constant growth from year to year with the American Indian subgroup meeting growth in 2011-2012. The Limited English proficient subgroup made constant growth with meeting proficiency in 2012 along with students with disabilities who made substantial growth from 2008 to 2012 with 32.3% increase with meeting proficiency in 2012. The data shows that through collaboration, strategies, intervention and remediation programs that were provided from year to year help the students achieve the level of growth need year by year. English language learners must be explicitly taught strategies for becoming aware of their own thinking and how to apply those strategies to other learning situations. Instructional materials for ESL teacher and general education teacher to implement strategies targeting phrases English language learner will receive based on their

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reading ability, and help them practice their phrases before they read them to other students. The strategy enables students to make sense of the text with the support of other students. This lesson allows English learners more time to process information and in so doing they make strong text-to-self connections. (Rea & Mercuir, 2006).

MATHEMATICS RSMS Mathematics Proficiency Subgroup 200820092010201120112011-2012 2009 2010 2011 2012 2012 Met AYP % % % % Percent (AMO) Proficient Proficient Proficient Proficient Proficient Proficiency With Goal Growth 52.3% 57.1% 67.2% 68.9% 67.0% Not Met Not Met NA Met w/SH Not Met Insuff. Data

All Students American 49.8% 51.2% 67.6% 69.3% 65.3% Indian Asian NA NA NA NA NA African 51.9% 59% 63.8% 67.1% 66.7% American Hispanic 54.5% 62.6% 70.2% 69.3% 69.7% Two or 56.5% 58.3% 52.6% 63.3% * More Races White 64.3% 64.7% 80.0% 78.6% * ED 50.3% 55.1% 66.0% 68.9% 66.3% LEP 51.5% 56.2% 62.7% 52.1% 52.2% SWD 41.4% 50.6% 73.6% 70.2% 52.9% N/a = not calculated, insufficient data (less that 40 students in the subgroup)

Insuff. Data Not Met Not Met Met w/CI

Figure 8: NC Report Card Results of Math Proficiency on EOG Tests by Subgroup

Figure 8 is Red Springs Middle School math proficiency results grades 5-8 on the NC EOG tests by subgroups. The data indicates some math scores are steadily showing growth from

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year to year. Some subgroups have shown a decline and has not regain growth. According to the data the Limited English proficient subgroup had steady growth up to 2010-2011 school year. The score decreased by at least 10% and has remained at a constant 52%. This subgroup needs additional strategies and remedial interventions to help improve scores. Students with disabilities met proficiency in 2012 with at least a 20% increase from 2008 to 2012. RSMS Science Proficiency Subgroup 2008200920102009 2010 2011 % % % Proficient Proficient Proficient 29.9% 43.9% 51.9% 20112012 % Proficient 65.1%

All Students Male 29.7% 45.7% 50.0% 63.8% Female 30.0% 42.1% 53.7% 66.7% White 61.5% 60.0% 66.7% 76.9% African 29.1% 46.2% 56.3% 66.1% American Hispanic 38.6% 40.5% 50.0% 68.4% American 20.7% 40.2% 45.9% 57.6% Indian Asian/ NA NA NA NA Pacific Islander 2 or 44.4% 58.1% NA 82.4% More Races ED 42.9% 47.0% 48.9% 64.4% NED 58.1% 64.5% 75.9% 75.0% LEP 31.3% 26.3% 42.1% 52.0% SWD 35.7% 19.1% 53.6% 37.5% Figure 9: NC Report Card Results for Science on the North Carolina End of Grade Tests by subgroups

Figure 9 shows how RSMS continues to show growth in science proficiency. According to the data all subgroups scores are increasing from year to year. However students with

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disabilities subgroup showed a huge decrease in 2011-2012. Each subgroup is above 60% and higher except American Indian, LEP, and SWD. In Figure 7 data shows the low percentages within reading proficiency. Students who struggle with reading will also have difficulty with science due to comprehending terminology. With remedial strategies and interventions along with collaboration with language arts and science teachers (with inclusion of SWD and LEP students) students are able to obtain the necessary skills in order to be proficient in science. All of the other subgroups have shown constant growth up to 10%, except two or more races subgroup which was up to 24%. COMPOSITE RSMS Performance Composite Expected Growth Yes High Growth No Performance Composite 44%

2009-2010

2010-2011 Yes No 55.5% 2011-2012 Yes No 60.1% Figure 10: The ABCs of Public Education Growth and Performance of NC Public Schools Reported Created August 2012

Red Springs Middle School uses comparison and trend data of student performance from comparable school in evaluating effectiveness. The school demonstrates growth in student performance as evidenced in the school report card. The school maintains a secure, accurate, and complete student record system in accordance with state and federal regulations. The performance composite of the year is addressed as follows: RSMS -3 Year Trend EOG Scores Reading 2008-2009 25.53%

Math 48.5%

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2009-2010 27.7% 2010-2011 42.8% Figure 11. 3 Year Trend

45.9% 60.3%

Performance of Students in Each Grade on the ABCs End-of-Grade Tests Grade 5

Grade 6
Reading Math

Grade 7
Reading Math

Grade 8
Reading Math

Overall
Reading Math

RSMS # of Tests taken District State

48.9% 88

62.5% 88

52.4% 147

59.2% 147

57.5% 153

78.4% 153

47.8% 72.2% 51.9% 68.9% 157 158 545 546

55.7% 72.3%

68.0% 82.1%

64.1% 75.2%

73.2% 80.5%

50.2% 68.2%

75.4% 81.1%

53.0% 79.5% 56.1% 74.0% 71.1% 85.2% 71.2% 82.8%

Figure 12 Performance of Students in Each Grade on the ABCs End-of-Grade Tests

Figure 13: Three Year Trend in Student Performance on ABC's End-of-Grade Reading Test

Figure 14: Three Year Trend in Student Performance on ABC's End-of-Grade Math Test

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Part B: School Data Disaggregation Project. Using the School Data Image as a foundation, the candidate will further disaggregate the data by subgroups utilizing EVASS or other data analysis tool that provides the School Improvement Team information to accurately reflect on the current status of academic progress and to set appropriate academic goals and expectations to assure each student, at a minimal, makes adequate yearly progress.

Obtained data from EVASS, https://ncdpi.sas.com, to look at current status of academic progress. Under the section of School Value added data at Red Springs Middle School it shows that it is consistent with the student test scores. According to RSMS reading and math school value added report, it did not note estimated school means and NCE GAIN for 2010-2011 with standard deviation scores. However for 2012, according to the reading report grade 5, 6, 8 meet expected growth and NCE gain is below the growth standard by at most 2 standards errors but less than 2 standard errors above it. The report shows that 7th grade exceeds expected growth, NCE gain is above growth standard by at least 2 standard errors. This can be reflected with the increase in reading scores in 2011-2012 school year. According to the math report grades 5, 7, 8 meets expected growth NCE gain is below the growth standard by at most 2 standards errors but less than 2 standard errors above it. However, grade 6 exceeds expected growth, NCE gain is above growth standard by at least 2 standard errors. Students at RSMS have shown some gains on their NC EOG test scores, however this does not demonstrate reaching expected growth, which is what is measured by value added data except for 7th grade reading and 6th grade math scores.

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Report: School: District : Year:

School Value Added Red Springs Middle School Robeson County Schools 2012

Test: End of Grade Subject: Reading

Estimated School Mean NCE Gain Grade Growth 0.0 Standard 2012 Mean -2.6 G NCE Gain Std Error 1.4 3-Yr-Avg NCE Gain Estimated School Mean NCE Scores Grade NCE Base 50.0 2011 Mean 2012 Mean B G R 35.3 5 6 7 8 5 6 0.0 7 0.0 0.0 8 Mean NCE Gain over Grades Relative to Growth Standard

-1.4 4.2 B -0.5 G -0.1 G G 1.0 1.1 1.1 0.6

50.0 50.0 50.0 37.7 38.1 34.8

34.4

34.3 41.7 37.6

Exceeds Expected Growth: Estimated mean NCE gain is above the growth standard by at least 2 standard errors. Meets Expected Growth: Estimated mean NCE gain is below the growth standard by at most 2 standard errors but less than 2 standard error above it. Does Not Meet Expected Growth: Estimated mean NCE gain is below the growth standard by more than 2 standard errors.

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Report:

School Value Added

Test:

School: Red Springs Middle School District: Robeson County Schools Year: 2012 Estimated School Mean NCE Gain Grade Growth 0.0 Standard 2012 Mean -0.6 G NCE Gain Std Error 1.3 3-Yr-Avg NCE Gain Estimated School Mean NCE Scores Grade NCE Base 50.0 2011 Mean 2012 Mean B G R 31.0 5 6 7 8 5 6 0.0 7 0.0 8 0.0 Mean NCE Gain over Grades Relative to Growth Standard

End of Grade Subject: Math

2.4 B 0.2 G 1.5 G 0.9 G

1.0

1.0

1.0

0.5

50.0 50.0 50.0 37.5 36.6 38.9

34.3

34.7 38.7 38.2

Exceeds Expected Growth: Estimated mean NCE gain is above the growth standard by at least 2 standard errors. Meets Expected Growth: Estimated mean NCE gain is below the growth standard by at most 2 standard errors but less than 2 standard error above it. Does Not Meet Expected Growth: Estimated mean NCE gain is below the growth standard by more than 2 standard errors.

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The science department at Red Springs Middle has shown growth within the three year average. According to the data from EVASS Valued added data report in 2010 5th and 8th grade did not meet expected growth with the school vs State average. In 2011-2012 5th grade met expected growth, which means progress is detectably different from the average school in state. In 2011 8th grade met expected growth and 2012 exceeded expected growth, which means progress is significantly above school in the state. RSMS science three year average met expected growth. Report: School: District: Year: School Value Added Red Springs Middle School Robeson County Schools 2012 Mean Mean Student Score Score %-ile Mean Pred Score Pred Effect Score School Std %-ile Effect Err School vs State Avg Does Not Meet Expected Growth Meets Expected Growth Meets Expected Growth Does Not Meet Expected Test: Subject: End of Grade Science

Subject Grade Year

2010

98

147.0

23

149.2

28

-2.1

0.5

2011 Science 5

98

150.7

29

150.1

27

0.5

0.5

2012

77

150.6

25

151.3

27

-0.6

0.6

3-Yr273 Avg

149.4

25

150.1

27

-0.7

0.3

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Growth Does Not Meet Expected Growth Meets Expected Growth Exceeds Expected Growth Meets Expected Growth

2010

140

145.1

21

146.7

26

-1.5

0.4

2011 8 2012

141

145.8

21

146.0

21

-0.2

0.4

129

150.0

30

148.3

24

1.6

0.4

3-Yr410 Avg

146.9

24

147.0

24

-0.0

0.2

Exceeds Expected Growth: Progress is significantly above the average school in the state. Meets Expected Growth: Progress is not detectably different from the average school in the state. Does Not Meet Expected Growth: Progress is significantly below the average school in the state.

ASSESSMENT DATA ANALYSIS Red Springs Middle School needs to take this data and utilize it as a means of increasing student performance with reading and math. Test scores have improved over the last three years with its strongest area in math and science, with 68.9% of students in math proficiency and 65.1% of students in science proficiency. All subgroups have shown growth up to 10% with reading, and up to 20% in math. Students with disabilities (SWD) and Limited English

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proficient (LEP) students have made steady growth in reading and science, however LEP students have shown a decrease with math in 2011 by 10%. RSMS weakness continues to be reading with only 51.9% of all students scoring proficient on the NC EOG Reading test. RSMS needs to target strategies for best practices in the classroom to provide high quality instruction for our students in literacy, focus on teacher quality, active engagement and mastery, reading skills for identified subgroups. I/E (Intervention/Enrichment) remediation program is incorporated within the master schedule where each grade level have 20 minutes a day for I/E. Grade levels will continue to complete data mining activities with school assessments to target low level readers in order to provide remedial activities for them to improve proficiency level. By improving reading proficiency, it will increase math due to helping student with comprehending math terminology and word problems in order to solve mathematical concepts and word problems. According to the overall Value Added Data score for 8th grade, students have Exceeded expected growth in 2012 which meets the average of middle school in the state. Our 5th grade students have Met expected growth however, did not met the three year growth overall. With this information we should note that there is a continued need to examine additional best practices that are would be utilized within the 5th grade science classrooms. RSMS 5th and 8th grade science teams need to collaborate strategies and intervention together and incorporate best practices within teaching experiences in order for students to improve proficiency in science scores

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Part C: Teacher Working Conditions Survey Analysis Project. The candidate will lead a team of professional educators in an analysis of the elements of the Teacher Working Conditions Survey (TWCS) and/or other data that are used by the School Improvement Team to draft, monitor, and revise the School Improvement Plan. The candidate will create a visual display that identifies data sources and clearly identifies findings from each source. The Teacher Working Conditions Survey Analysis Project will include the visual display outlined above, a reflection on the usefulness of the display related to student achievement and school goal attainment, and a class presentation complete with a note-taking guide. Red Springs Middle had challenges from previous years which have led changes with potential beneficial outcomes. The school has developed new ways of accomplishing tasks and developing major changes for implementation of strategies. The framework for continual improvement at Red Springs Middle involved utilizing data from the 2010 and NC Teacher Working Conditions Survey in developing the School Improvement Plan. The team of teachers from RSMS were provided information that creates processes and schedules that facilitate the collaborative team design, evaluation, and providing rigorous, relevant, and engaging instructional lessons that will ensure students enhancement of knowledge and growth. Time According to TWCS 2010, Red Springs Middle scored well above Robeson County district and state NC middle schools in the areas of class sizes, collaboration with colleagues, sufficient instructional time, and teachers protected from duties that interfere with educating students. Our school was slightly above in comparison to the district and state with the following: minimal interruptions, non-instructional time in school if sufficient, and efforts to minimize the amount of routine paperwork teachers are required to do. There has been a vast increased with the data from TWCS 2012, where staff indicated they have sufficient instructional

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time to meet the needs of their students. Results indicate that collaboration among staff has increased. Facilities and Resources Red Springs Middle scored below the district and state of North Carolina in all areas in TWCS 2010. Two areas were extremely low as followed: teachers having access to office equipment and school environment is clean and well maintained. The TWCS 2012 survey indicate that teachers have access to instructional materials and the school have shown advancement with putting promethean boards within all classrooms. Each teacher has a laptop and our school has 4 portable laptop carts with new laptops. Community Support and Involvement Red Springs Middle School results from TWCS 2010 scored well below in the district and state level in all areas. The following areas needs to be addressed: parents/guardians are influential decision makers in the school, encouraging parent involvement, community support, collaboration with parents and school. The TWCS 2012 survey results indicate that teachers provide information about students learning to parents through newsletters, phone call, parentteacher conferences, parent night, and participating in community functions and activities. Our school use Connect ED calls to inform parents of upcoming events and programs. According to the data, parents are acting as influential decision makers with staff agreeing from 29.4 in 2010 to 87.8 in 2012.

Managing Student Conduct

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Red Springs Middle scored well below the state and district level under managing school conduct as addressed in the following areas: students following rules of conduct, teachers enforcing rules for student conduct, and school environment safety. There has been concerns throughout the years with disciplinary issues. With the implementation of PBIS and consistency of expectation across our school, weve shown improvement with staff feeling safe within their work environment from 58.8% to 97.6%. Teachers agree that students understand expectation for conduct, however there continues to be a concern about disciple with 6th grade with our American Indian and African American males according to PBIS ODR report. Consistency among administrators enforcing rules with students, have increases from 2010-57.1% to 201297.6%. Staff members are showing more confidence towards administrators. Even though these percentage are good in comparison to 2010 data along with other schools in the county and state, it does show a need for teachers to look at how they should handle disciplinary issues within the class first, by following the PBIS disciplinary flow chart (offenses that teacher handles and administrators). Teacher Leadership Red Springs Middle scored below every areas involving teacher leadership. The following addressed the main focus: teachers are effective leaders of the school and are involved with decision regarding instruction and educational issues. TWCS 2012 survey results shows an increase with staff having lead roles within the school and they feel recognized as educational experts and agree that they are trusted to make professional decisions about instruction. School Leadership

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According to TWCS 2010, Red Springs Middle scored below in each area in comparison to the state and district under School Leadership within the following areas: trust and mutual respect in the school, teachers feeling comfortable raising concerns that are important, faculty and leadership share a common vision. In the 2012 TWCS, the teachers agreed that school administrator support them and have a mutual respect for one another. We have monthly staff meetings, and weekly PLC meeting were our principal attends frequently with input and resources. According to the TWCS data, RSMS has four areas of strength our of the others: using data to incorporate in lesson plans and instructional practices, addressing concerns about instructional practices, providing support when addressing the concerns about community support and parental involvement, and concerns about facilities and resources. The school leadership use data to incorporate in lesson plans and instructional practices School leadership uses student assessment data for making decisions for continuous improvement of teaching and learning processes. Instruction at RSMS is data driven. Our school developed a plan to implement more kinesthetic activities in classroom instruction to keep students more engaged, especially our target areas with our boys. School leadership works along with staff to grouped students for Intervention and Enrichment classes based on performance and area of weakness. Ongoing training and professional development is provided to enhance teachers performance. This has provided an atmosphere of teamwork through the school.

The school leadership addresses concerns about instructional practices

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The school leadership promotes active involvement of students in the learning process, including opportunities for them to explore high-order thinking skills and investigate new approaches to apply learning. The school allocates and protects instructional time to support student learning. Staff members will agree that our principal places a high value on the use of instructional time and that teachers are expected to teach from bell to bell. The school leadership provides support when addressing the concerns about community support and parental involvement The school leadership fosters collaboration with community stakeholders to support student learning. The school uses volunteers in a variety of ways. College students from Fayetteville State University and UNC Pembroke work in the school to support student learning. Our school has formal channels to communicate with stakeholders such as ConnectED. Our School Improvement Team has members that are nominated and voted on by the stakeholders. Teachers are required to make contacts via phone and to keep a list of these contacts in a log. Newsletters are sent home and these are translated into Spanish for Hispanic families. The school leadership concerns about facilities and resources. The school leadership ensures that all staff participates in a continuous program of professional development. The school budgets sufficient resources to support its educational programs and to implement its plans for improvement. RSMS is a Title I school which receives additional funding for instructional resources. Faculty members communicated that the school provides additional funding in response to teacher requested of additional resources if needed.

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RSMS maintains a site, facility, services and equipment to provide an environment that is safe and orderly for all staff. Areas of Improvement for School Leadership While Red Springs Middle School scored above the district and state in majority of all areas. Majority of areas were scored at 100% agreed by teachers, which was a huge increase from TWCS 2010. According to the survey 2012, areas below 100% were faculty recognized for accomplishments (from 48.6% to 97.6%) and teachers feel comfortable raising issues and concerns that are important to them (from 65.7% to 95.3%). Professional Development According to the 2012 TWCS, the staff indicated that professional development provided opportunities for teachers to work with colleagues to evaluated and communicate results from data assessments and trainings. About 90.5% of teachers at RSMS believe that they have sufficient training to utilize instructional technology. About 95% of teachers indicated professional development is differentiated to meet the needs of teachers. Instructional Practices According to the survey, staff members had positive ratings on instructional practices at RSMS. The survey indicates that material is available to teacher in a timely manner. About 100% teachers agree that they are encouraged to be innovative and try new things to improve instruction. Staff members believe that they have autonomy to make decisions about instructional delivery, for example pacing, material and pedagogy.

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Note: A copy of the powerpoint presentation with the TWCS and note taking guide is attached (TWCS presentation). Analysis of 2012 TWCS Red Springs Middle had challenges from previous years which have led changes with potential beneficial outcomes. The school has developed new ways of accomplishing tasks and developing major changes for implementation of strategies. The framework for continual improvement at Red Springs Middle involved utilizing data from the 2012 NC Teacher Working Conditions Survey (Artifact 1) and Needs Assessment. I looked for opportunities for improvement that could be addressed in this project in the five areas of teacher empowerment, leadership, facilities, resources and time. I focused my project around these five areas based on the lowest percentages and on key items in the data. I worked with a group of teachers to look at the area of need in the 5 key areas listed above. Summary of Key Items (Largest Gaps) from the 5 Required Areas

Area of Focus

Key Item

Source

% out of 100 85%

Empowerment

Teachers have an appropriate level of influence on decision making in this school.

TWC (2012)

Leadership

The faculty is recognized for accomplishments.

TWC (2012)

95%

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Area of Focus

Key Item

Source

% out of 100 93%

Facilities

The school environment is clean and well maintained.

TWC (2012)

Resources

Teachers have sufficient access to instructional technology, including computers, printers, software and internet.

TWC (2012)

88%

Time

Efforts are made to minimize the amount of routine paperwork teachers are required to do.

TWC (2012)

88%

Figure 1: 2012 NC TWC for Red Springs Middle School

The school culture is transforming from negative, to a culture of hard work and a focus on students. The results, students, parents, and teachers have an awakened sense of pride in their school and believe that the school can improve. The framework for continual improvement at Red Springs Middle involved utilizing data from the 2012 NC Teacher Working Conditions Survey in developing the School Improvement Plan. The focus group from RSMS conducted an analysis of the findings from TWCS data providing recommendations and strategies to provide a

Latonya Burney 28

safer and culturally diverse environment for teaching and learning. The focus of the project on the lowest percentages of the following key items: empowerment, time, teacher leadership, school leadership, facilities and resources. From the list of identified deficiencies questions/survey was developed to interview staff members at RSMS.

Purpose of the Needs Assessment: The purpose was to identify and measure areas for improvement from key items with lowest percentages and asked teachers to provide feedback through a survey to determine that the findings are consistent with responses from the NC Teacher Working Condition Survey 2012. With the analysis the team discussed determining the methods to achieve improvement.

Participants and Participation: I asked two teachers from each grade level (5-8) to participate with analyzing the TWCS survey data, comprehensive needs assessment, and retrieving additional data targeting school climate, issues of diversity and equity. The team analyzed the data, discussed recommendations for improvement for the key items lowest percentage area. List of Participants: Participant Identification Mrs. Maynor Ms. Adams Mrs. Carthens Mrs. Monroe Mr. Reed Stakeholder Role 5th grade teacher 5th grade teacher 6th grade teacher 6th grade teacher 7th grade teacher

Latonya Burney 29

Mr. Alford Ms. Lowe Ms. Johnson Mrs. Arrington

7th grade teacher 8th grade teacher 8th grade teacher Community in School representative

Figure 2: Needs Assessments participants and role at RSMS

Survey (Artifact 2) Red Springs Middle Needs Assessment Survey To: Participants of Needs Assessment Survey From: Latonya Burney, Administrator Intern A team of teachers within our school is doing a "needs assessment" to identify and measure areas for improvement from key items with lowest percentages through a survey to determine that the findings are consistent with responses from the NC Teacher Working Condition Survey 2012. With the analysis the team will determine the methods to achieve improvement. I would appreciate your feedback. Directions: Please read each key item question and rate how strongly you agree or disagree with the statements. Survey Questions:

Key Item Question

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

Teachers have an appropriate level of influence on decision making in this school. The faculty is recognized for

Latonya Burney 30

accomplishments. The school environment is clean and well maintained. Teachers have sufficient access to instructional technology, including computers, printers, software and internet. Efforts are made to minimize the amount of routine paperwork teachers are required to do.

After completion of survey, please put in L. Burneys box in the main office.

Analysis of the Findings: Below are the findings of teachers feedback with the Teachers Working Conditions Survey questions with the lowest percentage areas.

Summary of Needs Assessment Survey of the Five Areas

60%

5%

10%

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From Leadership From Facilities From Resources From Time

3%

65%

30%

2%

10% 83%

60% 10%

25% 7%

5% _

_ _

10%

14%

68%

8%

Figure 3: Red Springs Middle School generated Staff Needs Assessment Survey Recommendations: Through the Needs Assessment, the following recommendations were made by individuals who participated in the survey. 1) Teachers have an appropriate level of influence on decision making in this school. Involve teachers with the hiring process of new teachers to give input to administration. Incorporate a packet for new teachers at RSMS including expectations, procedures, step-by-step guide on completing dating mining activities, sample lesson plans, transitions, PBIS matrix, etc. Take part with curriculum development, resources and staff development.

2) The faculty is recognized for accomplishments. Teacher of the Month-Each month the school will recognize a special teacher. The teacher of the month will be voted on by the faculty. Each teacher who wins the award will receive recognition in the paper, their own personal parking space for the month and additional incentives depending upon budget. Recognize one teacher who had perfect attendance for the entire school year. The reward would be a year with no duties. Three other teachers who missed less than five days will receive gift certificates. 3) The school environment is clean and well maintained. More collaborative efforts from staff to participant with the Beautification Committee to improve the environment within our school. Implement a Youth Garden Club with an advisor and guidance from members of the local Garden Club.

Latonya Burney 32

4) Teachers have sufficient access to instructional technology, including computers, printers, software and internet. Every classroom in the school has a promethean board, computer and printer. Majority of all teachers have a laptop. Some classrooms continue to needs additional computers. Technology has been updated with wireless access, digital cameras. Need additional training on the promethean board. 5) Efforts are made to minimize the amount of routine paperwork teachers are required to do. Have vertical planning with Departments at least every 2 weeks. Work on data mining/data reports for administration at least once a month. Complete RTI information on ezRTI (computerized program).

Summary of Key Items, Needs Assessment, and Qualitative Interviews/Observations of the Five Areas. Key Item TWC Survey Source 97.5% agree Needs Assessment Findings 60% agree Qualitative Data/Comparisons & Similarities There is a representative of teachers on SIT team, chairing a committee. Teachers facilitate and organize PLC meetings. However, teachers are not actively apart of the hiring of new teachers. A lot of the teachers proud of the success the school has made, however some feel that administration should recognize them for accomplished achieved throughout the year on an ongoing basis. There are areas in the school that continue to need to be clean on a consistent basis. Every classroom has a promethean board for

From Empowerment

From Leadership

95.3% agree

65% agree

From Facilities

93.0% agree

60% agree

From Resources

88.4% agree

10% agree

Latonya Burney 33

interactive usage, every teacher has a laptop, and new computers in computer labs. There are a few class room that do not have a computerand for those that have computers in their room they are waiting for the technician to install them.
From Time

88.4% agree

10% agree

A lot of paper work is required throughout the year for data mining, ongoing assessments, lesson plans, etc. You can complete RTI on ezRTI now.

Figure 4: Candidate Observations/Interviews

Part D: Focus Group Project. The candidate will assemble a team of stakeholders representing both internal and external school communities for the purpose of conducting a focus group on the findings of the School Data Image Project, School Data Disaggregation Project, and the Teacher Working Conditions Analysis Project. The purpose of the focus group is to receive feedback on the findings of the data-gathering projects and to formulate suggestions that will evolve into recommendations to the School Improvement Team for adjustments and additions to the School Improvement Plan. A report of the findings from the focus group will be submitted as an artifact for the School Improvement Action Plan.

Latonya Burney 34

After completing the School Data Image Project, School Data Disaggregation Project and an analysis of the TWCS, a focus group was put together to analyze and utilizes that data to determine priority goals and develop a plan to present to the School Improvement Team.

Participants All participants of the Focus Group/Stakeholder Involvement Team were active during the needs assessment and recommendation process. The members of the SIT are listed in the table below. Stakeholder Involvement Team Participant Karen Brooks-Floyd Needs Assessment Role Facilitated needs assessment process to determine gaps in communication between school and home and opportunities for collaborative improvement th 8 grade Math Teacher/SIT Leadership team chairperson representative for grades 5-8, provide input on issues from teacher perspective regarding effective communication between school and home. th 8 grade Exceptional Children Representative for grades 5-8, provide input on issues from EC teacher perspective regarding effective communication between school and home. Instructional Staff Representative for grades 5-8 ESL Teacher (ESL students), provide input on issues from teacher perspective regarding effective communication between school and home. 7th Grade ELA teacher Representative for grades 5-6, provide input on issues from Stakeholder Role Principal

Christina Hymbaugh

Latonya Burney

Luis Ortega

Denise McRae

Latonya Burney 35

teacher perspective regarding effective communication between school and home. Judy Arrington Communities in School Provide insight for the (Community Representative) community on current available avenues and resources for effective whole school communication and opportunities for expanding those resources th Vanita Buie 7 grade Science Teacher Representative for grades 7-8, provide input on issues from teacher perspective regarding effective communication between school and home. Ramona Jones Parent Representing issues that impact parents concerning gaps in communication Figure 1. Participants from the Focus Group/SIP team who participated in the Needs Assessment process. The team members met to discuss the purpose of meeting along with analysis of surveys to determine gaps identified in Artifact 1 agenda and minutes from meeting. Analysis of Findings: The team members met, Nov 14 to analyze data from surveys. As a team, we analyzed the results. The purpose was to see strengths and weaknesses of the school.

Based on the data received from the reading test scores analysis, as a team we agreed that the weaknesses were as follows: Continue to focus on reading literacy, comprehension Continuation of I/E (remedial support) Need for additional professional development/training on subgroup areas (American Indian and African American boys), also LEP students.

Latonya Burney 36

Based on the data received from the mathematics test score analysis, as a team we agreed that the weaknesses were as follows: Need to target LEP students and SWD. SWD showed an increase but continue to need ongoing support. Collaboration between general education, ESL teacher and EC teacher with LEP and SWD students with best practices and remediation. Based on the data received from the science test score analysis, as a team we agreed that the weaknesses were as follows: Students have shown progress, however, SWD has declined from one year to the next. 5th and 8th grade science teachers need to collaborate on strategies and techniques that can work for both grade levels. Based on the data received from managing student conduct, as a team we agreed that the weaknesses were as follows: Team believes the school is a safe environment. Teachers believe students know expectations and rules. Teachers are not consistent across campus with expectations and rules. Each grade level needs to revisit PBIS matrix, discuss offense that goes to office and the teacher handles in classroom, and/or address teachers having difficulty with classroom management with additional training and/or resources available. May have to revamp recognition system for teachers and students. Based on the data received from the student survey, as a team we agreed that the weaknesses were as follows: Excessive disruption within classes

Latonya Burney 37

Provide additional recreational activities, rewards and special recognition Difficulty keeping up with assignments even with school wide agenda booklet given at the beginning of school year

Based on the data received from the parent survey, as a team we agreed that the weaknesses were as follows Ineffective Communication with teacher Need to enhance school web site to update parents/community on upcoming events Parents are not very active with the development of SIT plan Need more parental involvement---there has been a decline with participation with PTA/Open House Lack of parental involvement in the decision-making process by providing opportunities for parents to contribute to the school leadership team Based on the data received from the community survey, as a team we agreed that the weaknesses were as follows Lack of community participation during school events and activities associated with curriculum based instruction. Need to improve communication efforts with community skate holders. Lack of positive student partnerships for academic success with all stakeholders involved Lack of community involvement and collaboration within the school environment

Based on the data received from the staff survey, as a team we agreed that the weaknesses were as follows Lack of teacher collaboration across grade levels, parents and community stakeholder

Latonya Burney 38

Scheduling conflicts among grade level teams Lost instructional due to disruptive behavior

After discussing areas of improvement from data resources, as a team we agreed among recommendations listed below. Recommendations that Identify Avenues of Communication After analyzing and discussing all of survey results, we determined some recommendations of avenues of communication. Our recommendations are as follows: Welcome signs reflecting the diverse ethnic groups spoken in the school community atmosphere. School newsletters School-to-home notebooks are another commonly used written communication technique Update School Web site with current information Train teachers with interactive tool for individualizing homework and assignments on teachers web page in order to involve parent in the homework process Recommendations of Short-Term and Long-Term Objectives for the SIP Stakeholder Students Short-Term Objectives Use support staff as a resource in classrooms more often Initiate a KUDO box which will allow staff to recognize students showing schools PBIS expectations Create a link on school website to increase Long-Term Objectives Students will become aware of resources available within school. Create and maintain an effective PBIS

Students/Staff

Parents

Establish and maintain a strong communication tool to

Latonya Burney 39

communication between the school and the parents Parents Encourage volunteers to come and get involved with Project Hope, Beautification Project, and Literacy Program Develop a Volunteer Program in which parent volunteers help in curriculum instruction under the guidance of the teacher. 5-8 grade classroom teachers hold EOG practice sessions/EOG Parent Night for their students/parents to the testing strategies Create an administrators monitoring schedule/peer coaching-observation schedule Create a Facebook page to market our school and opportunities of involvement and fundraising Use stronger communication tools to market and share already created and established local partnerships

encourage parent participation and involvement School-wide participation Project Hope, Beautification Committee, Literacy Program Create a cohesive learning environment in which parents and teachers work together to education children

Parents

Teachers

Establish and maintain a positive learning environment for students, parents and teachers Establish and maintain a trusting, positive, and encouraging relationship among teachers Establish and maintain good communication between community leaders, businesses, churches, etc, The use of school web site and schools Facebook page will encourage and help develop stronger communication and help share established local partnerships

Teachers

Community Stakeholders

Community Stakeholders

Figure 3 Recommendations

Part E: Resource Allocation Evaluation Project. The candidate will develop a document that specifies availability of resources to support the School Improvement Plan. Utilizing the data collected and analyzed during the School Data Image, School Data Disaggregation, Teacher Working Conditions Survey, and Focus Group projects, the candidate will identify resources available and resources required to develop and implement the SIAP.

Latonya Burney 40

Red Springs Middle employs, recruits, and mentors individuals that are capable of fulfilling assigned roles and responsibilities. New teacher support is managed through both a mentor and buddy system. Additional support for classroom teachers is provided by the ESL teacher, EC teachers, as well as support staff. Staff responsibilities are assigned based on their qualifications. Assignments for staff are established through a district allocation formula that is required by district policy. Extracurricular and other duties are assigned based on teacher applications, interviews, and expressed interest, which is communicated through forms provided to teachers at the beginning of the school year. The school provides and assigns staff that are sufficient in number to meet the vision and purpose of the school. According to the schools report card, the average size of the 6th grade class is 9% smaller than the states average class size, the 7th grade class size is 23% smaller, and the 8th grade classes are 14% smaller. Due to enrollment numbers at RSMS we have 1-Principal and 1-Assistant Principal. Administration monitors and evaluates the performance and professional growth of all personnel using state and local guidelines. The dynamics of faculty is as follows: Due to enrollment numbers at RSMS we have 1-Principal and 1-Assistant Principal. Administration monitors and evaluates the performance and professional growth of all personnel using state and local guidelines. The dynamics of faculty is as follows: Faculty and Staff Teachers-1 Media Specialist/ Technology Facilitator-1 Fine Arts Teacher-1 Career & Technical Education teachers-2 ESL teacher-1 (5 days) Exceptional Childrens Teacher-4 School Counselor-1 School Social Worker-1 (3 days) Teacher Assistants-6 School Secretary/ Bookkeeper-1

Latonya Burney 41

Physical Education Teachers-2 Band Director-1

AIG teacher-1 (2 days) Behavior Liaison-1

Peer Mediator-1 School Nurse-1 (3 days) (2.5 days) Project Hope Sgt. Major-1 Youth Development Specialist-1 (2 days) ISS-1

NCWise/Payroll Clerk-1 Custodian-3

Music Teacher-1

Curriculum Specialist-1

Reading Specialist-1

Cafeteria Workers-6

Figure 1 Faculty and Staff The cultural dynamics within Red Springs Middle School staff consists of 41% African American, 25% Native American, 3% Asian, 27 % White/Caucasian, and 2 % Hispanic (data collected from staff roster from NC Wise Coordinator/SIMS report). According to the NC Schools Report 92% of our classroom teachers at RSMS are Highly Qualified and 90% acre Fully Licensed teachers. The data outlined with Figures 2-4 outlines the quality of the teachers at RSMS as followed:

Staff Qualifications
Classroom Teachers Fully Licensed Teachers 90% Highly Qualified teachers 92% Advanced Degrees National Board Certified Teachers N/A
0-3 years 4-10 years 10+ years

Teacher Turnover Rate 19%

40%

20%

40%

23%

38%

Figure 2 Staff Qualifications *www.ncreportcards.org Classes Taught by High Qualified teachers

Latonya Burney 42

RSMS 2011-12 Percentage Change between Years District State

91% -1% 93% 99%

Figure 3 Classes taught by High Qualified Teachers *www.ncreportcards.org Years of Teaching Experience 0-3 Years RSMS District State 19% 24% 19% 4-10 Years 43% 32% 31% 10+ Years 38% 44% 50%

Figure 4 Years of Teaching Experience *www.ncreportcards.org With the data presented above, Red Springs Middle received the designation of a priority school were 50%-60% of students at grade level, or less than 50% of students at grade level made Expected Growth. This was based on the schools performance on the states ABCs tests. Our school made Adequate Yearly Progress (AYP) meeting 29 out of 29 targets. TECHNOLOGY RESOURCES Red Springs Middle school provides comprehensive information and media services that support the curricular and instructional programs. The media specialist works collaboratively with classroom teachers to ensure technology and other media resources are readily available. The media center operates on a flexible/fixed schedule to increase circulation and to ensure a conducive learning atmosphere. Staff members have regular and ready access to instructional

Latonya Burney 43

technology. Computers, laptops, iPads, Smartboards/Promethean boards, and numerous other technology tolls are visible in classrooms. There is a need for additional training with integrating technology using the promethean board. PROFESSIONAL DEVELOPMENT At RSMS, trainings and professional development occurs often within the grade level or school as a whole. The purpose is to enhance teacher performance within the classroom. A book study was developed to enhance teacher quality and improve student achievement, with the book Never Work Harder Than Your Students by Robyn R. Jackson, where each group will take the form of a non-fiction literature circle. Each person picked the role of his or her choice but only one serve in that capacity. There is a literature circle expert of the study group to facilitate the authentic implementation of this instructional strategy. The team reviewed seven principles with the staff, create a system to improve collegial relationships among staff members that included peer observations, debriefing and reflection program, devise an evaluation component to assess Red Springs Middle progress in implementing the next component of our staff development, presentation of the plan to ensure implementation of seven principles, and recommendations for continual improvement of our execution of the seven principles. Staff members enjoyed the book study especially created the presentations. Initiative: Book Study Never Work Harder Than Your Students Co-Chair persons Provide information regarding the book study Never Work Harder Than Your Students. Targeting the Seven Principles: Master teachers know where their students are. Master teachers know where their

Latonya Burney 44

Language Arts Dept. Chair-Literary Circle

students are going Master teachers expect to get their students to their goal. Master teachers support their students along the way. Master teachers use feedback to help them and their students get better. Master teachers focus on quality rather than quantity. Master teacher never work harder than their students. Responsible for providing the professional development for staff, facilitating the workshop, oversee activities, work closely with administrations on activities, organize groups, develop school wide KUDO program, gather artifacts from each group on each principle. Responsible for developing roles for each group assigning each member with a literary role within the group as follows: Literary luminary: locate special sections or quotes from text, ideal for presentations. Purpose is to suggest material for discussion. Connector: take the ideas, thoughts and strategies present for each principle and relate them to what is going on in the classroom at RSMS. Website Guru: visit the website associated with the book, www.mindstepsinc.com. Use the resources effectively and apply to each principle. Summarizer: enclose all key details with each principle. Discussion Director: Develop list of questions that your group might want to discuss geared towards the book (before-during-after you read). Talley Master-Ensuring all tasks are being completed. The literary circle notebook is kept in order, and all presentation are ready when time to present.

Latonya Burney 45

Social Studies Dept. Chair-

Responsible for self assessment survey for the project. Assisting with reflection and analysis of teaching practice. Language Arts TeacherArranging groups, assisting with the collaboration among team members in each group, and peer coaching. Computer Technology teacherOrganizing literary folder, collecting artifacts from each group. Figure 11 Book Study Group roles/responsibilities

By using the results of the surveys and analyzing the data from NC Teacher Working Conditions Survey and identifying strengths and weaknesses of Red Springs Middle School pertaining to school leadership. I discussed data with administrative staff regarding available resources and funding available regarding objectives. The goals and resources needed are shown in the table below: Stakeholder Short-Term Objectives Students Use support staff as a resource in and out of classrooms more often to assist with Long-Term Objectives Students will become aware of resources available within school. Committee will oversee a resource center located on school campus with updated materials on areas of need for students. A marketing plan will be developed to discuss finances to fund program. Utilize PBIS team to coordinate fundraisers such as sponsoring dance, car wash, etc) Estimate of $700 Resources

Students/Staff

Initiate a KUDO box which will allow staff to recognize students showing schools PBIS expectations

Create and maintain an effective PBIS program with incentive and recreational activities as incentives for exhibit expected behaviors

Latonya Burney 46

Parents

Parents

Parents

for incentives, game room, snacks, etc. Create a link on school Establish and maintain Utilize teachers website to increase a strong websites and communication communication tool to enhance between the school and encourage parent technology within the parents participation and classroom to involvement inform parents, weekly bulletins, community outreach seminars and email. Training for teachers for website training. (parent funding allocation from parent expense allotment for seminars) Encourage volunteers to School-wide Parents, volunteers come and get involved participation Project assist with school with Project Hope, Hope, Beautification projects through Beautification Project, Committee, Literacy obtaining and Literacy Program Program sponsorship from the garden club, churches, PTA, etc. Estimated funding for projects-$3000 Develop a Volunteer Create a cohesive This will show Program in which learning environment parents the need of parent volunteers help in which parents and computers making in curriculum teachers work together them more instruction under the to education children knowledgeable of guidance of the teacher. through workshops and the software and training. Parents could resources the Created school-based also learn how to use internet has to community different computer offer. Computer involvement center that software and take part teachers, recruit and train with our students with technology expert, volunteers. using the interactive media specialist activities. within school can provide

Latonya Burney 47

workshops/training during Parent Night activities. Funding through Workshop expenses allocated funds. Parents could also learn how to use different computer software and take part with our students with using the interactive activities. This will show parents the need of computers making them more knowledgeable of the software and resources the internet has to offer.

Parent

A Proposal: Red Springs Middle Parents Night: Parent night would be a host of events that would enrich parents and student life.

Red Springs Middle Parents Night: Events such as resume building could help parents locate jobs or be more competitive (collaborate with Job Link, representatives from Robeson Community College).

Teachers

5-8 grade classroom teachers hold EOG practice sessions/EOG to enhance reading, math and science score Steps: PLC meetings with other schools, staff retreat, county wide staff development, conferences and workshops, teacher-led trainings.

Establish and maintain a positive learning environment for students, parents and teachers

School Improvement Team

Request funds from administration within parental involvement supplies allocated funds/instructional supplies Funding source for these strategies are state funds-(DSSF) in the funding amount of $5,000.00 Federal funding amount of

Parent Night for their

Latonya Burney 48

students/parents to the testing strategies

$3,000.00

Teachers

Total amount: $8,000.00 Create an Establish and maintain Teachers will administrators a trusting, positive, and develop a monitoring encouraging monitoring form schedule/peer coaching- relationship among observation schedule teachers Create a Facebook page to market our school and opportunities of involvement and fundraising Establish and maintain good communication between community leaders, businesses, churches, etc, Parental involvement allocated funds from school budget upon approval of administration Grade levels can create booths to raise funds for future endeavors.

Community Stakeholders

Community Stakeholders

Fall/Springs Festival Kick Off!

A festival would allow parents, children, community leaders and teachers to collaborate together for the benefit for the students.

Community Stakeholders

Use stronger communication tools to market and share already created and established local partnerships

Resources-budget to include refreshments for Clubs at the schools Kick Off and can give information Parents Night about ways parents can Meetings, become more involved, suggestions ~ such as Positive fundraisers within Behavior Intervention the school such as Support (PBIS) and candy, raffles, Students Against doughnuts sale, Violence Everywhere etc. (SAVE) and athletics. Estimated budget: $1500 The use of school web Media team from site and schools school will use Facebook page will current media encourage and help connection develop stronger Additional communication and resources from help share established Media/technology local partnerships funds upon approval of

Latonya Burney 49

Administration/staff

Implement Tutorial/Remediation program where tutors will evaluate the effectiveness of the program through assessments. Tutors will report strengths/weaknesses.

Increase in overall composite scores through departments review best practices resources, collaborate with Dept. Chairs, SIT will determine with tutor/dept input materials to use in the future

administration Funding source: State funds from DSSF amount of $14,000.00 Additional resources- other funds in the amount $26,000.00 ($26,000.00 will come from low wealth to be used for teachers tutoring, $10,000.00 for buses to transport students home after school and $4,000.00 for materials for the after school tutoring program. Total of $40,000.00

Figure 1 Resources Available/Resources Required It is very imperative a strong alliance is developed between stakeholders and Red Springs Middle. Red Springs is in need of resources for sports, academia, beautification projects and general support. By reaching out to the community, Red Springs would increase their ability to reach students. In order for the programs to be a success, resources will be needed through funds and support from administration. The projects outlined will require a lot of work and dedication, however its benefit to the community and Red Springs Middle is numerous.

Latonya Burney 50

Part F: Graphical Organizer. The candidate will produce a graphic organizer that illustrates the data collected and analyzed, the major strengths and opportunities for improvement identified by the stakeholders, and the relationships that each of these have with student achievement. Contingent to administrative approval, the candidate will work with key leadership teams to implement and assess impact of the proposed activities aimed at overall school improvement. The candidates proficiency will be judged on the ability to assess the needs of the schools, the ability to communicate those needs to key leadership teams, and the ability to assess impact of the components of the plan.

Action Plan
Specific Activity To increase overall reading, math, and science composite scores by 10 points (each tested area) Timeline Persons Responsible Administrativ e staff, Teachers, Support Staff, FIT Team Resources Needed Teacher training on RUNNERS, RAPS and REFLECT Intervention and Remediation (targeting specific deficit areas) Utilizing literacy plan Training on utilizing Curriculum design Module (LCD model) Teacher, Utilize student Administrativ services e staff, (guidance, Support Staff PBIS, positive action, teen court, peer mediation, behavior liaison, community outreach Formative/Summativ e Assessment Method Student achievement are showing growth by county benchmark scores by 70% or higher (formative) Increase reading proficiency from 43% to 71%, math proficiency from 73% to 88% (summative) Evidence of best practice strategies in classroom Benchmark data Goal Indicator of Success Increase overall composite score from 60% to 70%.

August 2012May 2013

Incorporate reading across curriculum to increase reading scores Incorporate literacy circles Increase reading, math and science proficiency

Building relationships (teacherstudent, teacherteacher)

August 2012June 2013

Implement a communication tool for community skate holders Utilize teacher web pages, weekly bulletins Participation retreats, collaboration meetings, virtual planning, department meetings, KUDO program

Improve parental involvement Utilizing student services Improving teacher-teacher relationship Increase Parentteacher communication

Improve relationships between teachersstudent and teachersteachers.

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Data from student involvement within readiness program Feedback from parents, community skate holders, teachers Increase of interactive student activities with technology Accountability for Longevity

To increase the use of technology existing within the school.

August 2012April 2013

Support staff Teachers Administrativ e staff

Training in classroom on interactive technology using the promethean board, smartboard, interactive assessments

Utilizing existing technology within school

Creating 21st century classroom by using available technology

To improve teacher empowerme nt by providing research based strategies on best practices to improve teachers instructional strategies

August 2012June 2013

Training on webpage design Administrativ Provide ongoing e team, Staff professional Development development Coordinator that reflect best practices, (i.e. Marzanos high yield strategies)

Teacher will give feedback that will drive instructional strategies for the

Improve teaching instructional support Encourage multiple learning and teaching approaches Active role in school budgeting, hiring process, and SIP development

implementation of the best practices impacting the quality of instruction within the classrooms.

Increase in student performance through class work, participation, and assessment data---data driven instruction. Demonstrate more collaboration among teachers

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To create a shared vision among stakeholder s within a positive school environme nt involved with guiding decision making through collaborati on
Organize members of the SIP team

August 2012June 2013

Administrativ e team, partnership with skate holders, staff members

Trainings, Professional development, Communicate methods

Assessments involving, surveys, observations, data reports

Making skate holders aware of school needs Environment conducive for learning

Demonstrate collaboration among teachers and skate holders

October 2012

Latonya Burney

Representative from the selected school/ community group

Agenda, minutes of meetings

To vested member of the SIP team to address the needs of the School

Commitment from SIP team

Latonya Burney 53

Schedule focus group meeting

November 2012

Latonya Burney

Representative from each stakeholders group

Minutes

To obtain Commitment commitment from SIP team from stakeholders to take part with SIP

Focus Group Meeting/Ne eds Assessment

November 2012

SIP members Stakeholders

Needs assessment data

Collected and examine information about school wide issues/concerns by obtaining data.

Identify targeted needs Develop SIP/ Implementation plan

SIP developed with detailed implementation plan

Meet with parents and members of the community to communicat e the need for a dedicated, organized PTA, parental involvement , community support

February 2013

SIP members Stakeholders (community leaders, businesses, parents)

Committed Stakeholders being active involved

Minutes

Communication of needs and how to address need from stakeholders

Projects, programs and strategies put in place.

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Implement Tutorial/ Remediation program

March 2013

Administratio Funding source: n State funds from Staff DSSF amount of $14,000.00 SIT will Additional determine resources- other with funds in the tutor/dept amount input $26,000.00 materials to use in the future

Lesson plans with assessment tool (prepost assessment) Departments review best practices resources, collaborate with Dept. Chairs

Increase in overall composite scores through departments review best practices resources, collaborate with Dept. Chairs,

Increase in overall composite scores by 10 points in reading, math, science

Create a link on school website to increase communicat ion between the school and the parents

May 2013

SIT team members PTA parent

Input from Media Specialist Technology support Training for teachers for website training. (parent funding allocation from parent expense allotment for seminars)

Assessing number of responses and/or access to school site through number of visitors to site and link Minutes

Establish and maintain a strong communication tool to encourage parent participation and involvement

Utilize teachers websites and enhance technology within classroom to inform parents, weekly bulletins, community outreach seminars and email. Teachers have created or updated individual webpage and updated school webpage with current, relevant information relating to our school

Technology training for teacher webpage and school website maintenance

July 2013

Media Specialist

Professional development

Ongoing monitoring of websites

Administratio Technology n workshop/ training Technology support

Enhance technology within classroom to inform parents, weekly bulletins, community outreach seminars and email.

Latonya Burney 55

Teachers have an appropriate level of influence on decision making in this school.

At the beginning of the school year, SIT team will review the laws, rules and for the SIT.

Spring 2013

SIT notebooks for each member

Principal Teachers

Teacher Survey Minutes

SIT rules, laws guidelines

SIT team

Increase involvement and participation from teachers. Teachers are providing input and taking part with decision making.

The faculty is recognized for accomplish ments.

Teachers need to become actively involved with SIT plan implementati on by taking the lead with staff development, workshops, teacher empowermen t activities. Monthly Teacher of the MonthEach month the school will recognize a special teacher. Each teacher who wins the award will receive recognition in the paper, their own personal parking space for the

Minutes of meetings

Media specialist will contact local paper Designate a parking area for monthly winner Representatives from SIT team, PTA will obtain donations, incentives from community leaders/business es

Administrative staff

Teacher Survey Principal observation documentation

Increase in staff morale and teachers making strives to improve instructional strategies such as Marzanos instructional strategies, PBIS program, and technology

Latonya Burney 56

month and additional incentives depending upon budget.

The school environme nt is clean and well maintained.

End of each Quarterly walk through quarter of the building using a check off sheet to determine Monthly areas of need.

Teacher checklist

Assistant Principal PSRC Maintenance Dept.

Check-off sheet

Improvement in appearance and overall environment of school.

Survey

Supervision of needed repairs and improvement s through documentatio n on Need and Repair list form.

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Teachers have sufficient access to instructiona l technology, including computers, printers, software and internet.

This is no longer an issue. All classrooms have promethean boards, each teacher has a laptop, and access to mobile laptop chart (with new laptops). Teachers need additional training on promethean board.

Laptop and promethean board

Increase the usage of the promethean board within classrooms in all subject areas/content.

March 2013

Technology specialist/media specialist

Training log, incorporated in teachers lesson plans (integrating technology) Survey

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Efforts are made to minimize the amount of routine paperwork teachers are required to do.

Vertical Planning with each department (language arts, math, science, social studies) collaboratin g together lesson plans, analyzing data, assessments, etc. Vertical planning will be scheduled at the end of each quarter to analyze data. A substitute will be provided. Every other staff meeting will become a working/col laboration session to discussed, analyze, develop implementat ion strategies for

End of each quarter

Benchmark data, Principal, teachers, EOG data, NC Compliance report card, Specialist laptop, data mining procedures, notebook, curriculum pacing guide

Teacher survey

More collaboration between departments and grade levels to reduce the amount of routing paperwork.

End of each quarter

Teachers, Principal, compliance specialist

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instructional tasks.

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References Public Schools of North Carolina: State Board of Education Department of Public Instruction, (2011). Education first North Carolina school report cards http://www.ncreportcards.org/ Department of Commerce United States Census report ( 2002)