State Board of Education Goals – Future-ready Students for ...



|State Board of Education Goals – Future-ready Students for the 21st Century | |

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|District Goals for Winston-Salem/Forsyth County Schools |

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|Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas. |

|Examine data from such areas as: |

|Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified. Number |

|and percentage of teachers Non-HQT ( Click on High Quality Teachers tab) |

|End-of-Grade (EOG) Results disaggregated: (accountability/reporting Click on Greenbook, then State Testing Results) |

|End-of-Course (EOC) Results disaggregated: (accountability/reporting Click on Greenbook, then State Testing Results) |

|School Report Card results: () |

|North Carolina Teacher Working Conditions Survey results: ( ) |

|North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving teacher working conditions, The New Teacher Center created a guide to support using the |

|SIP process for understanding and improving working conditions at a school. The guide can be downloaded as a single document or in each of its three sections. Find this document at |

|) |

|Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments) |

|Career and Technical Education Local Plan |

|School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or |

|student attendance) () |

|School Demographic Information related to drop-out information and graduation rate data () |

|School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty ( and |

|locally-maintained data) |

|School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if |

|applicable) (NC WISE and locally maintained data) |

|School Perception Information related to parent perceptions and parent needs including information about literacy and education levels (Locally maintained data) |

|Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency |

|Title III AMAO School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency |

|School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities |

|Ready Schools Inventory/Ready Schools Plan () |

|Special Education Continuous Improvement Plan |

|Title I AYP () |

|Healthy Active Children Initiative () |

|School Vision and Mission Statements for Clemmons Middle School |

|Vision: |

|Mission: |

|LEA or Charter Name/Number: |Select your school district/charter school | | |

|School Name/Number: |  | |

|School Address: |  | |

|Plan Year(s): |  | |

|Date prepared: |  | |

|Principal Signature: |  | |  | |

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|Local Board Approval Signature: |  | |Date | |

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|From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to | |

|the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. | |

|Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret | |

|ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the | |

|building-level staff.” | |

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|Committee Position* |Name |Committee Position* |Name | |

|Principal |Sandra Hunter | |  | |

|Assistant Principal Representative |Michael McCarthy |  |  | |

|Chair |Nicole Smith |  |  | |

|Co-Chair/Encore |Christine Kuhlenkamp |  |  | |

|Secretary/Encore |Shannon Spencer |  |  | |

|6th Grade |Kristen Harris |  |  | |

|6th Grade |Melissa Anderson |  |  | |

|7th Grade |Deborah Ananson |  |  | |

|7th Grade |Maryjo Wharton |  |  | |

|8th Grade |Jessica Hutchison |  |  | |

|8th Grade |Marcy McKenzie |  |  | |

| EC |Paige Beall |  |  | |

|Media Coordinator |Rebecca Bobbitt |  |  | |

|Curriculum Coordinator |Jennifer Brookshire |  |  | |

|Guidance |Melinda Vest |  |  | |

|Guidance |Kim Pardue |  |  | |

|Parent Representative |Kim McCarthy |  |  | |

|Parent Representative |Mike Browning |  |  | |

|* Add to list as needed. Each group may have more than one representative. | |

|School Data and Summary Analysis | | |

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|Based on the 2013-2014 data, Clemmons Middle School was one of two middle schools to receive the status of “exceeded growth”: | | |

|Data from EVAAS indicates: | | |

|Every subject and grade level met or exceeded growth except 6th grade math. | | |

|In Reading, 7th grade showed growth across the board significantly. Level 1 students grow consistently. | | |

|Math students with Levels 1 & 2 seem to show growth every year. 7th grade appears show more growth than other grades. | | |

|8th grade science scores have grown every year. | | |

|Clemmons ranks 1st in growth in reading/science among other schools with the same demographics. | | |

|Teacher Views & Teacher Demographics | | |

|Turnover is low at CMS. | | |

|CMS is below the state average for teachers categorized as “Developing” according to NCEES. | | |

|Almost all teachers are proficient or accomplished. | | |

|National Board Certified teachers have increased over the past two years. | | |

|There is demographic diversity in teachers employed at CMS. | | |

|School Processes & Instructional Practices: | | |

|Teachers were satisfied with the logistics and productivity of PLT. | | |

|End-of-Year evaluations were beneficial for facilitators and teachers to make progress for next year. | | |

|Scheduling conflicts have been reduced. | | |

|Teachers have increased the amount of instructional reading within the content area. | | |

|Word walls, graphic organizers, small-group work, and handheld technology are routinely utilized in the majority of classrooms | | |

|Students are increasingly engaged in meaningful discussions and student-focused lessons (not as much direct instruction from teacher). | | |

|Student Demographics, Attendance, & Discipline | | |

|927 total students enrolled in 2014-2015 school year: 453 males, 474 girls. | | |

|45% White, 24% Hispanic, 23% African-American, >3% Asian. >1% American Indian/Alaskan, 5% two or more races/ethnicities. | | |

|Average daily membership (students enrolled) is 917 out of 927 total enrolled | | |

|Average daily attendance is 877 (95% daily attendance/40 absences daily) | | |

|2014-2015 total tardies is 4,190. Average of 26 tardies per day (2014 was 24) Averages have stayed relatively the same. | | |

|663 out of 927 students have at least 1 tardy. Of the 663, the average tardy per person is 6 (same as 2014). | | |

|41 of 663 students with a tardy have 20+ tardies (39 in 2014). | | |

|Parent involvement, community demographics, and perceptions of school | | |

|Strong, active, and involved PTSA | | |

|PTSA sponsored lunches for teachers creates unity between PTSA and teachers increasing morale. | | |

|Teachers especially appreciated bag of “teacher-goodies” for teacher appreciation week. The survey done beforehand really helped teachers have a say in what they needed for classrooms. | | |

|Open House readjustments for 6th grade were a success and appreciated by parents/students. | | |

|CMS communicates well with parents via the school newsletter, The Chirp, Alert Now messages, E-mails, teacher websites, conferences, and Connect 5 phone calls. | | |

|Parents think CMS is a “B” rated school (CMS is safe, academically challenging, has available/involved administration, and helps develop critical thinking, 21st century ready, and | | |

|problem-solving skills.). | | |

|Teachers are satisfied with their jobs, share a vision with the school, have good relationships with administrators and peers, and believe CMS is a clean, orderly school. | | |

|Students think that teachers are respectful / caring. They are a part of school climate. The majority of students are well behaved, and teachers make work relevant. | | |

|PTSA has created community involvement with the CMS dine-out program. | | |

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| Data from EVAAS Indicates: | | |

|6th grade math does not consistently meet or exceed growth. | | |

|Reading: in 6th and 8th grade, the higher level students did not show grow or decreased. | | |

|Math: Higher level students (level 3, 4, 5) did not grow in all grade levels. | | |

|Science: N/A | | |

|Demographic Rankings: Math 1 falls 5th among other schools with the same demographics | | |

|Overall, CMS needs to improve on meeting the needs of: LEP, Hispanic, Economically Disadvantaged, Disabled, and Multi-racial students. | | |

|Main issue is proficiency: Would separating students by proficiency level when creating schedules help? | | |

|There is an average 38.8% gap between Caucasian and African-American/Hispanic students throughout each grade level. | | |

|Teacher Views and Teacher Demographics | | |

|Not able to keep teachers with master’s degrees | | |

|No “Distinguished” teachers at CMS based on EVAAS | | |

|Not growing teachers from proficient to accomplished and from accomplished to distinguished | | |

|Not focusing on math achievement | | |

|Teachers express high need for student accountability | | |

|School Processes and Instructional Practices | | |

|Low number of teachers have PLT Facilitator training and do not know the basics of how an PLT is supposed to run effectively | | |

|“Screening” assignments/units documents do not exist among all PLT and should be introduced | | |

|Teachers are not fully aware of walk-through data throughout the year and in turn, do not change negative practices. Feedback from walk-throughs could be emailed to teachers monthly. | | |

|Hall dismissals have been a growing issue in the 2014-2015 year with teachers not following/not being aware of which halls are being called in which order for dismissal. | | |

|Student accountability with late work seems to be a growing issue and needs improvement before students enter high school. | | |

|The following instructional practices need improvement according to walk-through data: formative assessments, writing in ALL content areas, student modeling/presentations, and | | |

|opportunities for kinesthetic learning. | | |

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|Student demographics, Attendance, & Discipline | | |

|Total number of tardies has increased from 3305 to 4190 since 2014. | | |

|The number of students with 20+ tardies has increased by approximately 10 since 2014. | | |

|Some students have accumulated a large number of tardies with no ‘real’ consequences and continue to have a high number of tardies from year to year. There is a need for student | | |

|accountability for tardies/absences, and this is the school’s decision (not regulated by the state). | | |

|No routine consequences are in place for negative hallway behaviors and hallway behavior has, in turn, progressively gotten worse | | |

|138 total ISS occurrences split between 60 people. This indicates there is a smaller group of repeat-offenders. | | |

|High number of D1’s are written among a small group of teachers. A behavior-management course for these teachers could help decrease number of D1’s written and increase desirable behaviors| | |

|in the classroom. | | |

|ISS is reported as ‘fun’ by some students and could be contributing to high numbers of students in ISS. | | |

|Work isn’t sent to ISS, and sometimes, work sent isn’t completed. | | |

|Parent Involvement, Community Demographics, & Perceptions of School | | |

|Students perceive CMS as a school where bullying and fights are prevalent. | | |

|CMS teachers perceive CMS as a school where: bullying is a problem, morale is just average, don’t trust administration, tardies/absences are a problem, little input regarding school | | |

|budget, and computers need to be more reliable and have better maintenance. | | |

|CMS is not available on all social media (Twitter/ Facebook/Instagram) | | |

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| Behavior data | | |

|How many students are referred to the office daily for bad behavior? Of these students, how many result in D1’s? | | |

|Who are the “repeat-offenders” in ISS/OSS and how many students are classified as ‘repeat-offenders’ | | |

|Survey on student/teacher perceptions of ISS | | |

|We will collect this information by creating a new sign-in system in the office and collect the number of students sent to the office for disciplinary reasons and the number of students | | |

|who received D1’s. A spreadsheet will be created to keep track of each student sent for behavior and their demographics (N. Smith will keep track of this). | | |

|Updated data on master-certified teachers and National Board Certifications | | |

|Organized/Categorized Walk-through data | | |

|Feedback from walk-through data (positives/negatives) to allow teachers to continue good instructional practices and correct negative practices. | | |

|Parent and Student Survey Data | | |

|CMS will create and distribute a survey for parents and students electronically available through multiple sources. | | |

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|Cite relevant evidence from your analysis to support these priorities. | | |

|Our school needs to focus more on improving proficiency in math scores. | | |

|Based on the 2014-2015 EOG data, most of the subgroups did not meet proficiency in math. CMS also needs to prioritize the struggling subgroups and find ways to close the achievement gap. | | |

|Our school needs to focus more on closing the achievement gap in reading. | | |

|Based on the 2014-2015 EOG data, many subgroups did not meet proficiency. CMS needs to prioritize the struggling subgroups and find ways to close the achievement gap. | | |

|Develop school-wide rules and procedures to address discipline issues, operations, and attendance and implement them with consistency and fidelity. | | |

|Tardies/absences have increased in the past year and have developed a rising trend over the past 3 years. | | |

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|Priority Goal 1 and Associated Strategies |

|Plan/Do | |

| |Based on 2014-2015 EOG data, the following subgroups overall did not meet proficiency in EOG Reading: Hispanic, African American, Multi-Racial, EDS, LEP, SWD |

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| |School Goal 1: |Decrease the achievement gap in reading among African-American/Hispanic and White populations by 10%. |

| |Supports this district goal: |Closing the achievement gap. |  |

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| |Target: |Hispanic, African American, Multi |

| |Indicator: |Improved 2016 EOG scores |

| |Milestone date: |June 2016 |

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| |Goal 1 Improvement Strategies – Identify research-based strategies whenever possible. |

| |Strategy 1: |Strategy: All teachers will increase vocabulary education in each subject for each grade (core and encore) for the 2015-2016 year. |

| | |Action steps: |

| | |1. Select vocabulary from each subject’s unit of study/essential |  |5. Find ways to reward students for using vocabulary correctly and authentically|

| | |standards/LA resource book as a department. | | |

| | |2. Determine types of activities that can be used to increase vocabulary | |6. |

| | |education in PLT/department meetings. | | |

| | |3. Determine how often/when to implement within each unit. | |7. |

| | |4. Communicate unit vocabulary via e-mail (during PLT’s) with ESL teachers| |8. |

| | |in advance to allow the teacher to pre-teach the words to ESL students. | | |

| |Strategy 2: |Strategy: All teachers will utilize formative assessments to continually measure comprehension of current objectives for the 2015-2016 school year. |

| | |Action steps: |

| | |1.Initiate conversations about effective formative assessments and |  |5. Monitor student growth through writing, tickets-out-the-door, |

| | |essential questions during PLT/Department meetings/Early Release | |performance-based skills, etc. |

| | |2. Educate teachers in staff meetings on differences between pre, | |6. Use data collected from formative assessments to regroup, remediate, and |

| | |formative, and summative assessments using “Classroom Assessments for a | |enrich student growth |

| | |Differentiated, Responsive Classroom” document | | |

| | |3. Schedule professional development about formative assessments at the end| |7. Compare data with other teachers in PLT/department meetings |

| | |of September | | |

| | |4. Develop “I Can…” statements in PLT/department meetings | |8. Monitor formative assessments and “I Can…” statements through weekly lesson |

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| |Strategy 3: |Strategy: All core teachers will implement shared reading time that aligns to the skill objectives for Language Arts for 6th, 7th, and 8th grade students every|

| | |day for the 2015-2016 school year. |

| | |Action steps: |

| | |1. Develop 6-8th grade Language Arts skills sets in PLT/department meetings|  |5. Monitor the skill development through ELA common assessments |

| | |by September. | | |

| | |2. Train teachers during grade level meetings on shared reading and skill | |6. |

| | |sets with PLTF and Curriculum Coordinator | | |

| | |3Share skill sets with team members and encore teachers of other subject | |7. |

| | |areas. | | |

| | |4. Provide ideas of how to implement strategies during reading time. | |8. |

|Plan/Do | |

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|Check |What data will be used to determine whether the strategies were deployed with fidelity? |

| |The 2015 EOG Scores will show an increase in the number of students and subgroups reaching reading proficiency, specifically our target groups. |

| |How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) |

| |Students will be more engaged during reading enrichment through activities planned by ELA teachers. |

| |More students will participate in reading clubs, incentives, etc. |

| |Formative assessment data will be used to drive instruction in all ELA classrooms. |

| |EOG scores will reflect growth in the area of reading proficiency. |

| |Summative/Formative assessments specifically focused on vocabulary will have a higher proficiency rate after/during lessons. |

| |What does data show regarding the results of the implemented strategies? |

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|Act |Based upon identified results, should/how should strategies be changed? |

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|Priority Goal 2 and Associated Strategies |

|Plan/Do | |

| | Based on 2014-2015 EOG data, the following subgroups did not meet proficiency in EOG Math: African American, Hispanic, Multi-Racial, White, EDS, LEP, SWD. |

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| |School Goal 2: |Decrease the achievement gap in math among African American, Hispanic and White populations by 10% |

| |Supports this district goal: |Closing the achievement gap |  |

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| |Target: |Black, White, Hispanic, Multi Racial, EDS, SWD, LEP |

| |Indicator: |Increase 2016 EOG Math scores |

| |Milestone date: |June 2016 |

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| |Goal 2 Improvement Strategies – Identify research-based strategies whenever possible. |

| |Strategy 1: |Strategy: All math teachers will use needs-based assessments for each skill set during the 2015-2016 school year to monitor mastery. |

| | |Action steps: |

| | |1. Determine the skills to be assessed |  |5. Use the assessment data to remediate, re-teach, and re-assess as needed |

| | | | |(RRR) |

| | |2. Create pre and post assessments during PLT meetings at the beginning of| |6. |

| | |every unit. | | |

| | |3. Administer common assessments within a determined time to be determined| |7. |

| | |during PLT meetings. | | |

| | |4. Review data and create item analysis of student scores for pre and post| |8. |

| | |assessments for non-proficient students. | | |

| |Strategy 2: |Strategy: All math teachers will collaborate to create a peer tutoring system in math during homeroom time once a week based on needs assessment data |

| | |Action steps: |

| | |1. Delegate a math teacher from each grade level to coordinate and |  |5. Math teachers meet monthly to discuss progress, improvements, etc. |

| | |organize peer tutoring on a weekly basis. | | |

| | |2. Use needs-based assessment data from strategy 1 to determine which | |6. |

| | |students need peer tutoring and specific skills. | | |

| | |3. Find a time and location for peer tutoring. | |7. |

| | |4. Determine a rotating schedule for teachers to monitor peer tutoring. | |8. |

| |Strategy 3: |Strategy: |

| | |Action steps: |

| | |1. |  |5. |

| | |2. | |6. |

| | |3. | |7. |

| | |4. | |8. |

|Plan/Do |  |

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|Check |What data will be used to determine whether the strategies were deployed with fidelity? |

| |2014-2015 EOG test scores will reflect improvement in math. |

| |The achievement gap in math will grow smaller. |

| |Students will have a better understanding and working knowledge of math concepts. |

| |Pre and Post assessments will be used for students in tutoring. |

| |How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) |

| |EOG math scores will improve overall. |

| |The achievement gap between subgroups moves closer together. |

| |More subgroups will reach proficiency in math. |

| |Student surveys |

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| |What does data show regarding the results of the implemented strategies? |

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|Act |Based upon identified results, should/how should strategies be changed? |

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|Priority Goal 3 and Associated Strategies |

|Plan/Do | |

| | Based on WS/FCS Goals and Priorities, CMS will strive to increase the performance bar for students, including their behavior. |

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| |School Goal 3: | Decrease the number of students referred to the office. |

| |Supports this district goal: |Closing the achievement gap |  |

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| |Target: |CMS student behavior |

| |Indicator: |A decreased number of office referrals (this year is a baseline year) |

| |Milestone date: |June 2016 |

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| |Goal 3 Improvement Strategies – Identify research-based strategies whenever possible. |

| |Strategy 1: |Strategy: The discipline committee will develop procedures to norm the management of school-wide and classroom discipline for all staff. |

| | |Action steps: |

| | |1. Hold a discipline committee meeting in September to review |  |5. Collect office referral data throughout the year and meet quarterly to review |

| | |discipline data from 2014-2015 school year. | |the data and note any trends, ways to improve, etc. |

| | |2. Determine procedures all teachers can use in their | |6. Offer support to teachers through classroom management help, ideas, |

| | |classroom/hallway/etc. to help modify behavior before an office | |collaboration, etc. |

| | |referral is necessary. | | |

| | |3. Create a method of documentation for all teachers/administrators to | |7. Refer teachers with abnormally high numbers of office referrals to the |

| | |use to monitor the number of office referrals. | |Mentoring Committee to be assigned a mentor. |

| | |4. Train teachers/staff on disciplinary procedures and documentation | |8. |

| |Strategy 2: |Strategy: All teachers will collaborate to instate school/team based incentives rewarding positive behavior. |

| | |Action steps: |

| | |1. Each team meets at the beginning of the school year to determine |  |5. Each team will determine what the incentive will be and inform administration |

| | |what behavior/skill that the team will reinforce with an incentive. | |of their plans in advance. |

| | |2. Each team will determine the way to document behavior to determine | |6. Collaborate with the Team Time Together committee to develop school-wide |

| | |eligibility for the incentives. | |incentives for positive behavior on a quarterly basis. |

| | |3. Each team will communicate with parents at the beginning of the year| |7. |

| | |their discipline policies and incentive plans. | | |

| | |4. Each team will determine when/how often to provide the incentive. | |8. |

| |Strategy 3: |Strategy: Restructure the procedures and protocols of In School Suspension (ISS) to reduce the number of referrals and repeat offenders. |

| | |Action steps: |

| | |1. SIT will review current procedures and analyze data from the |  |5. Send a monthly skill/content chart to the ISS teacher to help with planning |

| | |2014-2015 Comprehensive Needs Assessment data. | |instruction of ISS students. |

| | |2. Survey all staff to determine expectations of ISS. | |6. Utilize Compass Learning in the ISS room for students to continue meaningful |

| | | | |instruction. |

| | |3. Develop and present the new ISS protocol to all staff members at a | |7. Teachers create supplemental materials that can be used in the ISS room. |

| | |staff meeting in September. | | |

| | |4. Create a school-wide protocol for informing all teachers of students| |8. Monitor effectiveness of new ISS protocols throughout the year with SIT and |

| | |who have been assigned ISS on a daily basis | |make improvements as necessary. |

| | | | |9. Evaluate the number of repeat offenders and referrals during the Comprehensive |

| | | | |Needs Assessment at the end of the year and re-survey the staff on ISS protocol. |

|Plan/Do |  |

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|Check |What data will be used to determine whether the strategies were deployed with fidelity? |

| |Number of office referrals daily |

| |Number of D1’s written daily |

| |Teacher pre/post survey |

| |Number of “repeat-offenders” for D1’s/office referrals |

| |How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) |

| |In 2016-2017 school year, the number of office referrals/D1’s will decrease. |

| |Teacher surveys will reflect a more positive outlook on ISS procedures at the end of the 2015-2016 school year. |

| |What does data show regarding the results of the implemented strategies? |

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|Act |Based upon identified results, should/how should strategies be changed? |

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|Priority Goal 4 and Associated Strategies |

|Plan/Do | |

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| |School Goal 4: |  |

| |Supports this district goal: | |  |

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| |Target: |  |

| |Indicator: | |

| |Milestone date: | |

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| |Goal 4 Improvement Strategies – Identify research-based strategies whenever possible. |

| |Strategy 1: | |

| | |Action steps: |

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| |Strategy 2: |Strategy: |

| | |Action steps: |

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| |Strategy 3: | |

| | |Action steps: |

| | |1.. |  |5. |

| | |2. | |6. |

| | |3. | |7. |

| | |4. | |8. |

|Plan/Do |  |

| | | | | | |

| |Funding source 2: |Select a funding source |Funding amount: | |  |

| |Funding source 3: |Select a funding source |Funding amount: | |  |

| |Funding source 4: |Select a funding source |Funding amount: | |  |

| |Funding source 5: |Select a funding source |Funding amount: | |  |

| | | |

|Check |What data will be used to determine whether the strategies were deployed with fidelity? |

| | |

| |How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) |

| |  |

| |What does data show regarding the results of the implemented strategies? |

| |  |

| | |

| | |

| | |

|Act |Based upon identified results, should/how should strategies be changed? |

| |  |

|Priority Goal 5 and Associated Strategies |

|Plan/Do | |

| |  |

| |  |

| |School Goal 5: |  |

| |Supports this district goal: |Select a district-level goal |  |

| | | |  |

| |  |

| |Target: |  |

| |Indicator: |  |

| |Milestone date: |  |

| |  |

| |Goal 5 Improvement Strategies – Identify research-based strategies whenever possible. |

| |Strategy 1: |Strategy: |

| | |Action steps: |

| | |1. |  |5. |

| | |2. | |6. |

| | |3. | |7. |

| | |4. | |8. |

| |Strategy 2: |Strategy: |

| | |Action steps: |

| | |1. |  |5. |

| | |2. | |6. |

| | |3. | |7. |

| | |4. | |8. |

| |Strategy 3: |Strategy: |

| | |Action steps: |

| | |1. |  |5. |

| | |2. | |6. |

| | |3. | |7. |

| | |4. | |8. |

|Plan/Do |  |

| | | |

|Check |What data will be used to determine whether the strategies were deployed with fidelity? |

| |  |

| |How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) |

| |  |

| |What does data show regarding the results of the implemented strategies? |

| |  |

|Act |Based upon identified results, should/how should strategies be changed? |

| |  |

|Safe School Plan for Clemmons Middle School |

|  |

|  |

|Name and role of person(s) responsible for implementing this plan: |Sandra Hunter |

|  |

|Statement of Responsibility for the School District Superintendent |

|In accordance with General Statute §115C-105.47 (b)(2), the district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's performance with|

|respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate. |

|  |

|In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE) |

|  |

|  |

|Statement of Responsibility for the School Principal |

|In accordance with General Statute §115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The duties of |

|the principal with respect to this include exhibiting appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously disruptive, reporting|

|all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive students. |

|  |

|In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE) |

|  |

|  |

|Statement of the Roles of Other Administrators, Teachers, and Other School Personnel |

|In accordance with General Statute §115C-105.47 (b)(4), other school personnel are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school environment: |

|  |

|Assistant Principal(s): Michael McCarthy, Brenda Clarke |

|Teachers: |

|Teacher Assistants: |

|Other School Staff: |

|  |

|Services for At-risk Students |

|Pursuant to General Statute §115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in disruptive or disorderly |

|behavior, or both. |

|1. Identification of At Risk: Through teacher referrals, analyzing grades, EOG and EOQ data, discipline issues are tracked to identify repeat offenders. 2. Support Systems for At Risk Students: CMS |

|uses Single School Culture focusing on academics, behavior, and culture. Schoolwide lessons are taught throughout the year on bullying, character education and following school-wide procedures. After |

|school tutoring is offered for students in all core subjects. Teachers submit failure reports to guidance with students who are failing or in danger of failing. Parent contacts are made regarding |

|failures. Students meet with teachers regarding failures. Classroom visits from guidance and administration are conducted. Guidance helps students needing conflict resolution or other guidance |

|related issues. Parent teacher conference nights are held 2 times in the Fall during the afternoon and evening. PowerSchool is available for all parents to obtain current academic information |

|regarding student progress. A school-wide mentoring program is in place. Teams and administrators will collaborate to identify at-risk students and recommend them for the mentoring program. |

|  |

|Pursuant to General Statute §115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic failure, providing these |

|students with services to assist them in achieving academically and modifying their behavior, and for removing them from classrooms when necessary. |

| ISTE referral process, using the disciplinary action chart from the handbook and posters, assigning students to tutoring, following the school's discipline plan, meeting with students and parents to |

|set behavioral and academic goals |

|  |

|Pursuant to General Statute §115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school or an alternative learning program. |

| General Core Curriculum is taught by highly qualified teachers, character education lessons are integrated, small class setting, smaller student to teacher ratio. Students admitted to the Alternative |

|Learning Center (ALC) will be in a self-contained setting and gradually mainstreamed into regular classrooms. The ALC program at Clemmons is taught by a Highly Qualified teacher, and EC inclusion |

|services are available. The online Compass Learning tool will be available so that students can stay with the curriculum. |

|  |

|In accordance with General Statute §115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number of goals.) |

|  |

|Goal: |  |

|Target: |  |

|Indicator: |  |

|Milestone Date: |  |

|Goal: |  |

|Target: |  |

|Indicator: |  |

|Milestone Date: |  |

|  |

|In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including effectiveness of |

|procedures adopted under G.S. 115C-105.48 (Alternative Learning Programs). |

|  |

|Target: |  |

|Indicator: |  |

|Milestone Date: |  |

|Target: |  |

|Indicator: |  |

|Milestone Date: |  |

|Target: |  |

|Indicator: |  |

|Milestone Date: |  |

|  |

|In accordance with General Statute §115C-105.47 (b)(9), the following planned or recently completed professional development aligns with the goals of our safe school initiative: |

|  |

|Professional Development |

|Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court officials. |

| Report incidents that occur on school campus directly to the SRO. |

|  |

|Pursuant to General Statute §115C-105.47 (b)(11), identify the district's plan to provide access to information to the school community, parents, and representatives of the local community. |

| Communication between the school community id performed using Connect 5 messages from WSFCS and the school. Power School Module is used for informing parents about academics and behaviors. |

|Disciplinary incidents are reported to the school's SRO. Incidents on campus are reported to the community through letters, meetings, emails and phone messages as needed. |

|  |

|Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs |

|Program or Strategy Being Funded |Amount of Funding |Source of Funding |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  | |  |

|  |  |  |

|Title I School-wide Compliance Review and Plan |

|A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Each required component is described |

|below, with an explanation of how each contributes to the creation of a successful schoolwide program. The goals and strategies you've already developed may fulfill many of these requirements. |

|Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the |

|quality and quantity of learning time, and address the learning needs of all students in the school. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified. To address this |

|disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a schoolwide program |

|school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when |

|taught by teachers who know their subject matter and are skilled in teaching it. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing |

|students in these schools have a special need for excellent teachers. Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that |

|schoolwide plans contain strategies to involve parents in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements |

|specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their |

|children excel in school. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Plans for assisting preschool students in the successful transition from early childhood programs to local elementary schoolwide programs: This component emphasizes the value of creating a coherent and|

|seamless educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective schoolwide |

|programs capitalize on this strong start. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results, teachers need current and ongoing assessment data that describe student |

|achievement. These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The schoolwide program should provide teachers with professional|

|development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: The schoolwide program school must identify students who need |

|additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need|

|it. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Coordination and integration of Federal, State, and local services and programs:Schoolwide program schools are expected to use the flexibility available to them to integrate services and programs with |

|the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, schoolwide |

|program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the resources available to carry out the schoolwide program. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|Title I Targeted Assistance Compliance Review and Plan |

|A targeted assistance school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1115 of Title I). Targeted assistance programs must |

|useTitle I resources to help a school's most-at-risk children meet State academic achievement standards. Each required component is described below, with an explanation of how each contributes to the |

|creation of a successful targeted assistance program. The goals and strategies you've already developed may fulfill many of these requirements. |

|Targeted assistance strategies: Instructional strategies and initiatives in the plan must be based on scientifically based research with a primary consideration for extending learning time and |

|providing accelerated, high-quality curriculum for sudents identified as failing or most at-risk of failing the State's challenging student academic achievement standards. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Instruction by highly qualified teachers: Teachers and paraprofessionals working in targeted assistance programs must be highly-qualified. Instructional activities must be implemented by a teacher |

|meeting the definition of highly-qualified for the core academic content area being taught in the targeted assistance program. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|High-quality and ongoing professional development: All teachers and staff in targeted assistance program schools must be equipped to face the challenge of helping Title I targeted assistance students |

|meet the State’s academic achievement standards. To do this, they must be familiar with methods of identifying students who need additional assistance and they should receive sustained, high-quality |

|professional development to help them implement student academic achievement standards in the classroom. Professional development may be extended, as appropriate, to those who partner with Title I |

|teachers to support Title I participating students. This may include other classroom teachers, principals, paraprofessionals, and parents. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that |

|targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement |

|team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better|

|understand how to help their children excel in school. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and |

|local programs and services. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component |

|emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and|

|others to provide a foundation for later academic success. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|Compliance Review and Plan for Schools in Title I School Improvement |

|Each school identified for Title I School Improvement must, no later than three months after notification that the school is in Title I School Improvement, develop or revise its school plan. This plan|

|must be developed in consultation with parents, school staff, the local education agency serving the school, and outside experts. The plan must cover a two-year period. |

|Professional development requirements: Schools in Title I School Improvement must 1) provide assurance that the school will spend not less than 10 percent of its Title I funds each year for high |

|quality professional development, 2) specify how these professional development funds will be used to remove the school from school improvement status, and 3) incorporate a teacher mentor program. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide written notice about the identification of the school as a Title I School |

|Improvement school to the parents of each student enrolled in the school. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly define the responsibilities of the school, LEA, and SEA in implementing improvement |

|strategies. LEAs are minimally required to offer technical assistance in the form of data analysis, budget analysis, and identification and implementation of improvement strategies. State-level |

|assistance may include provision of a state-wide system of support, including allocation of funding and other technical assistance. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|School: |

|LEA: |

|SEA: |

|  |

|  |

|Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that |

|targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement |

|team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better|

|understand how to help their children excel in school. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and |

|local programs and services. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|  |

|Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component |

|emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and|

|others to provide a foundation for later academic success. |

|  |This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: |

|  |

|  |

|School-based Management and Accountability Program |

|Summary of School-based Waiver Requests |

|Program Years: 2008-2010 |

|  |

|LEA or Charter School Name/Number: |Select your school district/charter school |

|  |

|School Number(s) |Request for Waiver |

|  |  |  |  |  |

|  | | |  |  |

|  | | |  | |

|  | | |  | |

|  | | |  | |

|  | | | |2. Identify the law, regulation, or policy from which exemption is requested. |

|  | | |  |  |

|  | | |  | |

|  | | |  | |

|  | | |  | |

|  | | | |3. State how the waiver will be used. |

|  | | |  |  |

|  | | |  | |

|  | | |  | |

|  | | |  | |

|  | | | |4. State how this waiver helps achieve the specific performance goals identified in the School Improvement Plan. |

|  | | |  |  |

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|  | | |  | |

|  | | |  | |

|  | | |  | |

|  | | |  | |

|  | | |  | |

|  | | |  | |

|  |  |  |  |(Please duplicate this sheet as needed for additional waivers.) |

|  | | | |

  |  |  |  |  |  |  |  |  |  | |

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