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2016-2017 School Improvement Plan
Current School Status
School Information
School Level Information
School Name: Blountstown Middle School
Principal: Neva Miller
School Advisory Council Chair: Tessa Shuler
Names and position titles of the School-based Leadership Team (SBLT):
Name
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Title
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Neva Miller
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Principal
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Stephanie Brogden
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Assistant Principal
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Nicole Purvis
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Student Services
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Paulette Bryant
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Curriculum Coordinator
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Maggie Holland
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Technology Specialist
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District-Level Information
District: Calhoun
Superintendent: Ralph Yoder
Date of School Board Approval: October 13, 2016
School Advisory Council (SAC):
Membership of SAC including position titles
Parents/Guardians: Serrinia Dawson
Traci Hall
Miranda Layne
Kim Milligan
Heather Parramore
Michelle Thrasher
Teachers: Tessa Shuler (Chair)
Emory Horne
Jamie McCalvin
Carla Payne
Business/Community: Bonnie Richards
At Large : Micah John Martin
Support Staff: Aleisha Speights
ESOL Representative: Fang Chun
Administration: Neva Miller
Students: Brody Hall (Student Council President)
Carson Ramsey (Honor Society President)
Frank Chen
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Involvement of the SAC in the development of this SIP
The School Advisory Council (SAC) assists the members of the committee/school in the development of the SIP by reviewing data
in order to develop the goals for the School Improvement Plan. Their input and support is both necessary and valued. Approval of the School Improvement Plan is acquired before completion.
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Activities of the SAC for the upcoming year
The School Advisory Council (SAC) has an important function in the success of Blountstown Middle School. SAC members act as liaisons between the school and the community. They also provide suggestions and ideas for ways to improve the school based on their communication with other parents within the community. Meetings are held quarterly to ensure that the School Improvement goals are being implemented.
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Blountstown Middle School is in compliance with Section 1001.452 F.S., regarding the establishment duties of the School Advisory Council.
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HIGHLY QUALIFIED STAFF
Administrators
Position
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Name
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Degree(s)/ Certification(s)
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# of Years at Current School
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# of Years as an Administrator
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Prior Performance Record (include prior School Grades, FCAT (High Standards, Learning Gains, Lowest 25%),
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Principal
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Neva Miller
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B.S. Physical Education, Florida State University; Certified Pre-K-8 Physical Education; Certified 6-8 Physical Education; Masters Degree Educational Leadership, Florida Agricultural and Mechanical University
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17
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17
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Principal of Blountstown Middle School-2015-2016: Grade B, Reading Mastery 62%, Math Mastery 62%, Science Mastery 55%; 58% made Learning Gains in Reading, 62% made Learning Gains in Math, 52% of the lowest 25% made Learning Gains in Reading, 42% of the lowest 25% made Learning Gains in Math.
Principal of Blountstown Middle
School-2014-2015:
Principal of Blountstown Middle School- 2013-2014: Grade A, Reading Mastery 66%, Math Mastery 66%, Writing Mastery 74%, and Science Mastery 57%;62% made Learning Gains in reading, 72% made Learning Gains in Math; 62% of the lowest 25% made Learning Gains in Reading, 70% of the lowest 25% made Learning Gains in Math.
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Assistant Principal
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Stephanie
Brogden
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AA Chipola
Junior College
BS Florida State
University
MS Troy State
University
Certification/
Endorsements:
Educational
Leadership
University of
West Florida
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3
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7
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Assistant Principal of Blountstown Middle School-2015-2016: Grade B, Reading Mastery 62%, Math Mastery 62%, Science Mastery 55%; 58% made Learning Gains in Reading, 62% made Learning Gains in Math, 52% of the lowest 25% made Learning Gains in Reading, 42% of the lowest 25% made Learning Gains in Math.
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Instructional Coaches
Subject Area
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Name
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Degree(s)/ Certification(s)
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# of Years at Current School
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# of Years as an Instructional Coach
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Prior Performance Record (include prior School Grades, FCAT (High Standards, Learning Gains, Lowest 25%)
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Reading, Language Arts, Math, Science, Social Studies
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Paulette Bryant
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B.S. Elementary Education, Florida State University; Masters Degree Learning Disabilities/Educational Disturbances, Florida State University
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5
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5
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Curriculum Coach of Blountstown Middle School-2015-2016: Grade B, Reading Mastery 62%, Math Mastery 62%, Science Mastery 55%; 58% made Learning Gains in Reading, 62% made Learning Gains in Math, 52% of the lowest 25% made Learning Gains in Reading, 42% of the lowest 25% made Learning Gains in Math.
Curriculum Coach of Blountstown Middle School – 2014-2015:
Curriculum Coach of Blountstown Middle School- 2013-2014: Grade A, Reading Mastery 66%, Math Mastery 66%, Writing Mastery 74%, and Science Mastery 57%;62% made Learning Gains in reading, 72% made Learning Gains in Math; 62% of the lowest 25% made Learning Gains in Reading, 70% of the lowest 25% made Learning Gains in Math.
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District Reading Coach
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Robin Richards
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B.S. Elementary Education, Florida State University; Masters Degree, Educational Leadership, Florida State University; Reading Endorsement
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6
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6 Years Curriculum Coordinator and Dean at CARE: Calhoun Drop Out Prevention Program;
6 Years FLDOE Region 1 School Improvement Facilitator with and emphasis on low performing schools
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District Reading Coach-2015-2016: Grade B, Reading Mastery 62%, Math Mastery 62%, Science Mastery 55%; 58% made Learning Gains in Reading, 62% made Learning Gains in Math, 52% of the lowest 25% made Learning Gains in Reading, 42% of the lowest 25% made Learning Gains in Math.
District Reading Coach 2014-2015:
District Reading Coach-2013-2014: Grade A, Reading Mastery 66%, Math Mastery 66%, Writing Mastery 74%, and Science Mastery 57%;62% made Learning Gains in reading, 72% made Learning Gains in Math; 62% of the lowest 25% made Learning Gains in Reading, 70% of the lowest 25% made Learning Gains in Math.
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Classroom Teachers
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#
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%
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# of classroom teachers
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21
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100%
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# Highly Qualified Teachers
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21
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100%
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# certified in-field
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21
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100%
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# ESOL endorsed
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9
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43%
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# reading endorsed
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11
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52%
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# with advanced degrees
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6
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29%
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# National Board Certified
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0
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0%
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# first-year teachers
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1
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5%
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# with 1-5 years of experience
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7
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33%
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# with 6-14 years of experience
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6
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29%
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# with 15 or more years of experience
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7
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33%
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Educational Paraprofessionals
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#
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%
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# of paraprofessionals
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6
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100%
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# of Highly Qualified
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6
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100%
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Other Instructional Personnel
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#
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%
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# of other instructional personnel
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1
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100%
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# receiving effective rating of higher
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1
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100%
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Teacher Recruitment and Retention Strategies
Strategy
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Person Responsible
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Timeline
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Implement Beginning Teacher Program to support teachers, reinforce Marzano’s 41 Elements of Teaching, prepare teachers for Observations and Evaluations, support behavior management, and guide through the analyzing of test data.
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Robin Richards, Beginning Teacher Director
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Beginning Teachers will meet monthly to discuss teaching strategies, observations, etc. and will visit classrooms periodically throughout the school year.
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Provide coaching and mentoring tailored to the teachers’ individual
growth needs.
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Mentor Teacher
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Meet monthly to discuss problems, concerns, successes, upcoming events, etc. and be available on an as need basis.
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Encourage collaborative relationships between and among teachers.
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Mentor Teacher, Peer Teachers
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Monthly subject area/grade level meetings
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Recruit and hire highly qualified teachers
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Principal
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On-going
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Teacher Mentoring Program/Plan
Mentor Name
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Mentee Assigned
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Rationale for Pairing
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Planned Mentoring Activities
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Paulette Bryant
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Kim Horne
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The mentor is the Curriculum Coach and can assist with instructional planning. Mrs. Horne was hired as an inclusion teacher. Mrs. Bryant is an experienced teacher and has taught students with disabilities.
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Participate in the district’s Beginning Teacher Program
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Multi-Tiered System if Supports (MTSS)/
Response to Instruction/Intervention (RtI)
Describe your schoool’s data-based problem solving processes for the implementation and monitoring of your MTSS and SIP structures to address effectiveness of core instruction, resource allocation (funding and staffing), and teacher support systems, and small group and individual student needs.
The team will meet twice a month. Once it is determined that all school wide and targeted supports, which have been implemented with integrity and fidelity, have been exhausted and data indicate insufficient response to intervention, the PST will meet and will focus on four(4) steps: 1.) Problem Identification (What is the problem?) 2.) Analyze the Problem (Why is it occurring?) 3.) Intervention Design and Implementation (What can we do about it?) and 4.) Response to Intervention (Is the plan working?). The team will also facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation. Resources needed will be addressed and allocated based on individual need.
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What is the function and responsibility of each school-based leadership team member as related to the school’s MTSS and SIP?
Principal/Assistant Principal: Provide a common vision for the use of data-based decision-making, ensure that the school-based team is implementing RtI, conduct assessment of RtI skills of school staff, ensure implementation of intervention support and documentation, ensure professional development to support RtI implementation, and communicate with parents regarding school-based RtI plans and activities.
Problem Solving Team Chair/Facilitator (RtI Coach or Guidance Counselor): Ensure that appropriate data are provided by the classroom teacher before proceeding with PST (Problem Solving Team) meeting, schedule the PST meeting and invite all relevant professionals, send letter inviting the parent to the PST meeting, manage the case file throughout the PST process, provide referral packet, log relevant dates, schedule future meetings as appropriate, call meeting to order, introduce team members, review purpose of meeting, summarize problem areas, support referring teacher throughout the process, follow-up within the first week to ensure the intervention implementation, record problem solving process, note contributions made by all members, allot specified amount of time per agenda item, monitor team progress, re-direct discussion as necessary.
Select General Education Teachers: Provide information about core instruction, participate in student data collection, advise/deliver Tier 1 instruction, and collaborate with other staff to implement Tier 2/3 interventions.
Select Exceptional Education Teachers: Participate in student data collection, integrate core instructional activities/materials into Tier 3 instruction, and collaborate with general education teachers.
Instructional Coaches: Provide guidance on scientifically based curriculum/behavior assessment and intervention approaches, identify patterns of student need, assist with whole school screening programs, assist in design and implementation of progress monitoring, data collection, and data analysis, participate in design and implementation of progress monitoring, data collection, and data analysis, participate in design and delivery of professional development, provide guidance on K-12 reading plan, support the implementation of Tier 1,2, and 3 intervention plans.
Invited Specialists: Provide expertise in specific areas of concern-academics, health, and behavior and collaborate with team to solve problems.
Referring Teacher: Initiate contact with parent, collaborate with other professionals to clarify the nature of the problem and to seek solutions, implement Tier 1 and 2 interventions and possibly Tier 3 if needed, collect data through frequent progress monitoring, state concerns in observable and measurable terms, state expected behavior, collaborate with team to problem solve solutions.
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Describe the systems in place that the leadership team uses to monitor the fidelity of the school’s MTSS and SIP.
The RtI Leadership Team provided the RtI Plan to the SAC to help develop the SIP. The plan outlines expectations for achievement and the process for addressing the areas which are not meeting expectations. This process includes data collection, parent contacts, resource consultations, staff input and observations, and a decision making rubric for school-wide screening.
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Describe the data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance.)
Baseline Data: When a teacher has a significant concern relating to academics or behavior, it is important to learn as much as possible about the student in order to determine possible causes of the difficulty. FOCUS and/or cumulative record should be reviewed to determine if there is a history of concerns in the following areas: attendance, enrollment history, vision, hearing, speech, language, health, academic deficits, behavior difficulties, limited English proficiency, etc. In addition the cumulative recorded will reveal if there is a history of assistance, whether a psychoeducational evaluation has been previously completed, whether the student has an IEP, or whether the student has a 504 plan. FAIR results can be accessed on the PMRN. FSA/FCAT results are on Performance Matters, and the teacher will have the beginning of the year progress monitoring assessments for reading, math, science, and Calhoun Writes! Teachers will also have the data from the STAR Reading and the STAR Math tests to use when gathering data.
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Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents.
The teachers will be provided a support system through professional development meetings directed by county staff. Teachers will also receive emails from the RtI center or National Center on Response to Intervention.
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Increased Learning Time/Extended Learning Opportunities
Describe research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched and accelerated curriculum (e.g., lengthening the school day, week, or year; providing before, after, Saturday, or summer school programs; implementing enrichment programs and activities; allowing teachers to collaborate, plan, and engage in professional development). Describe what data is collected and how it is analyzed to determine effectiveness of strategies, including persons responsible.
At Blountstown Middle School, we provide common planning times when possible within same content area teachers. This allows for teachers to work together to build a strong curriculum. We also provide for collaborative planning time within subject areas across the district in order for teachers to work together, share ideas, update instructional calendars, and share instructional strategies that have benefited students. We provide After School Tutoring for students to review and reinforce skills/standards that have been taught throughout the school year. Throughout the school year data is collected and reviewed. This includes STAR Reading and Math, FAIR assessments for Levels 1, 2, and 3, Progress Monitoring data on Benchmark assessments, and FCAT/FSA data from previous school years. This data is used to determine appropriate instruction for individual students in all subject areas. Classroom teachers, Curriculum Coach, Student Services and the Principal are responsible for making sure that data is analyzed and used to guide instruction within all classes. Professional Development is offered individually or in groups on an as need basis to ensure quality instruction is being utilized and to promote the most commonly used, research based strategies to yield high performing students.
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Literacy Leadership Team (LLT):
Name
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Title
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Neva Miller
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Principal
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Paulette Bryant
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Curriculum Coach
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Melissa O’Bryan
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Reading Teacher
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Wendy Eubanks
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Media Specialist
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Janice Moore
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Social Studies Teacher
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Marie Castaneda
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Language Arts Teacher
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Describe how the school-based LLT functions
The purpose of the Literacy Leadership Team is to create a capacity of reading knowledge within the school building and focus on areas of literacy concerns across the school. The Literacy Leadership Team will create a focus calendar for each month that will include high yield strategies in the area of teaching reading. The Literacy Leadership Team will meet once a month to discuss things that are going well in the area of reading as well as any weaknesses that my need addressing.
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What will be the major initiatives of the LLT this year?
The major initiatives of the LLT this year will be to promote student reading through Reading Renaissance (AR) and implement i-Ready, and adaptive computer program, for the lowest 30% in Reading. Students will take the STAR Reading test periodically throughout the year and reading ranges will be set accordingly. Point goals will also be set according to testing. Each nine weeks, students will be rewarded for reading Classic books and for achieving their point and accuracy goals. Students will be encouraged to keep up with the total number of words read and will be recognized at Awards Day for their accomplishment. Identified students will work in i-Ready Reading at least 40-45 minutes per week. Monthly growth monitoring will occur, along with 3 diagnostic assessments to pinpoint instructional needs.
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Every Teacher Contributes to Reading Improvement
Describe how the school ensures every teacher contributes to the reading improvement of every student.
The Principal will collect and monitor lesson plans from teachers to ensure that all teachers are infusing appropriate reading instructional strategies into his or her lessons. Teachers will be asked to complete a Close and Careful Reading in all subject areas at least one time per nine weeks. Walk-throughs will be conducted to ensure that each teacher is contributing the reading development within the school. The Principal will provide feedback to teachers as needed. Teachers will participate in a book study of The Art and Science of Teaching. Strategies will be implemented in the classroom which will in turn develop student success.
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College and Career Readiness
How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?
Students must complete a course in career and education planning during middle school grades as part of promotion requirements. The course is internet-based, easy to use, and customizable to each student. It includes research based assessments to assist student in determining educational and career options and goals.
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How does the school promote academic and career planning, including advising on course selections, so that each student’s course of study is personally challenging?
Students complete a personalized academic and career plan emphasizing the importance of entrepreneurship skills and technology. By completing the plan, students have a guide for future selection of classes which will help them achieve their academic and career goals.
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EXPECTED IMPROVEMENTS
Area: English Language Arts
Florida Standards Assessment Test (Overall Results)
Group
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2016 Target %
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2016 Actual %
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Target Met?
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2017 Target %
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All Students
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73%
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62%
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No
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64%
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Florida Standards Assessment Test
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2016 Actual #
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2016
Actual %
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2017 Target %
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Students scoring at Achievement Level 3
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56/230
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24%
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26%
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Students scoring at or above Achievement Level 4
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85/230
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37%
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38%
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Learning Gains
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2016 Actual #
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2016 Actual %
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2017 Target %
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Students making learning gains (FCAT 2.0 and FAA)
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129/230
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58%
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62%
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Students in lowest 25% making learning gains (FCAT 2.0)
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28/59
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52%
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55%
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Area: Elementary/Middle School Mathematics
Florida Standards Assessment (Overall Math Results)
Group
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2016 Target %
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2016 Actual %
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Target Met?
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2017 Target %
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All Students
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69%
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62%
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No
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64%
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Florida Standards Assessment (FSA)
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2016 Actual #
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2016 Actual %
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2017 Target %
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Students scoring at Achievement Level 3
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58/229
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25%
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27%
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Students scoring at or above Achievement Level 4
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82/229
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36%
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37%
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Learning Gains
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2016 Actual #
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2016 Actual %
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2017 Target %
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Learning gains
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136/229
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62%
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64%
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Students in lowest 25% making learning gains (FCAT 2.0)
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27/63
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42%
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50%
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Middle School Acceleration
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2016
Actual #
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2016 Actual %
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2017 Target %
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Middle school participation in high school EOC and industry certification
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18/42
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43%
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60%
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Middle school performance on high school EOC and industry certification
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18/18
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100%
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100%
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Algebra I EOC
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2016
Actual #
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2016 Actual %
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2017 Target %
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Students scoring at Achievement Level 3
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2/18
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11%
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10%
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Students scoring at or above Achievement Level 4
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16/18
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89%
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90%
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Area: Middle School Science
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2016 Actual #
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2016 Actual %
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2017 Target %
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Students scoring at Achievement Level 3
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25/78
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32%
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34%
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Students scoring at or above Achievement Level 4
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18/78
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23%
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25%
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Area: Civics
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2016
Actual #
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2016 Actual %
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2017 Target %
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Students scoring at Achievement Level 3
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21/78
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27%
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28%
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Students scoring at or above Achievement Level 4
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47/78
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60%
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60%
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Area: Early Warning Systems
Middle School
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2016 Actual #
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2016
Actual %
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2017
Target %
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Students who miss 10% or more of available instructional time
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56
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24%
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22%
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Students retained
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0
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0
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0
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Students who are not proficient in reading in third grade
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-
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-
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-
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Students who receive two or more behavior referrals
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42
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18%
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15%
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Students who receive one or more behavior referrals that lead to suspension.
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59
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25%
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20%
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PROBLEM SOLVING
I. English Language Arts Goal
Based on the Needs Assessment, Identify Area(s) for Improvement:
Increase the number of grades 6-8 students reading at or above grade level on the 2016-2017 Florida Standards Assessment English Language Arts Test. Based on the 2015-2016 Florida Standards Assessment results, 62% of all students at Blountstown Middle School taking the FSA scored at or above grade level in English Language Arts, with 58% of the tested students making a learning gain, and 52% of struggling students making a learning gain.
Objective Linked to Area of Improvement:
At least 64% of students in grades 6-8 will score at or above grade level as evidenced by the Florida Standards Assessment.
Action Step/Strategy:
1. Provide training to teachers with the district reading consultant throughout the school year.
2. Develop strategies through various resources to increase student achievement in reading.
3. Analyze and utilize data from STAR Reading, FAIR, Progress Monitoring tests, and FSA scores to guide instruction and determine at-risk students.
4. Effective implementation of the Florida Standards.
5. Develop instructional focus calendars to meet the academic needs of students.
6. Implement i-Ready for students in the lowest 30% of English Language Arts on the FSA.
Person Responsible for Monitoring Each Step/Strategy:
1. District and School Administrators
2. Principal
3. Curriculum Coach and Classroom Teacher
4. Principal and District Director of Instruction
5. Curriculum Coach and Classroom Teacher
6. Curriculum Coach and Classroom Teacher
Process Used to Determine Effectiveness of Action Step/Strategy:
1. Classroom observation and student performance
2. Classroom observation and student performance
3. Monitoring student assessment results
4. Classroom observation and student performance
5. Formal and informal assessments to determine mastery of specific benchmarks.
6. Data Analysis and Periodic Diagnostic Testing
Professional Development Aligned with Objectives
Topic: English Language Arts Instruction
Facilitator: Robin Richards, Karen Pitts, Paulette Bryant
Target Date: May 2016
Strategy for Follow-up: Classroom observations and modeling of lessons
Person responsible for Monitoring: Principal and Curriculum Coach
Topic: Instructional Strategies
Facilitator: Susan Hentz
Target Date: May 2017
Strategy for Follow-up: Classroom observations and completion of follow-up activity on PAEC
Person responsible for Monitoring: District Reading Coach and District Director of Instruction
Topic: i-Ready Training
Facilitator: i-Ready Consultants
Target Date: May 2017
Strategy for Follow-up: Classroom observation and diagnostic data
Person responsible for Monitoring: Curriculum Coach and Principal
Topic: Book Study: The Art and Science of Teaching
Facilitator: Paulette Bryant
Target Date: May 2017
Strategy for Follow-up: Book study assignments, group discussions, classroom observations
Person responsible for Monitoring: Principal, Assistant Principal, Curriculum Coach
II. MATHEMATICS GOAL
Based on the Needs Assessment, Identify Area(s) for Improvement:
Increase the number of grades 6-8 students who score at or above grade level on the 2016-2017 Florida Standards Assessment Math test. Based on the 2015-2016 Florida Standards Assessment results, 62% of all students at Blountstown Middle School taking the FSA scored at or above grade level in math, with 62% of the tested students making a learning gain in math, and 42% of the struggling students making a learning gain in math.
Objective Linked to Area of Improvement:
At least 64% of students in grades 6-8 will score at or above grade level as evidenced by the 2016-2017 Florida Standards Assessment.
Action Step/Strategy:
1. Utilize math baseline assessments, district progress monitoring assessments, and Performance Matters to direct instruction.
2. Effective implementation of the Florida Standards.
3. Provide training to teachers throughout the school year.
4. Continue use of the STAR Math assessment program as a tool to monitor progress for students in the RTI process.
5. Implement i-Ready with students in the lowest 30% of the Mathematics portion of FSA.
Person Responsible for Monitoring the Action Step:
-
Classroom Teacher
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Principal and district director of instruction
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District and School Administrators
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Classroom Teacher and District RTI Coordinator
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Curriculum Coach and Director of Instruction
Process Used to Determine Effectiveness of Action Step:
-
Monitoring student math assessments results
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Classroom observations and student performance
-
Classroom observations and student performance
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Classroom observations and student performance
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Data Analysis
Evaluation Tool:
Progress monitoring of student results on mini-assessments administered for individual standards and the 2017 Florida Standards Mathematics Assessment.
Professional Development Aligned with Objectives
Objective addressed: At least 64% of students in grades 6-8 will score at or above grade level as evidenced by the 2016-2017 Florida Standards Assessment.
Topic: Effective implementation of Florida Standards/Textbook Alignment with Florida Standards
Facilitator: Treva McCroan
Target Date: May 2017
Strategy for Follow-up: Classroom observations and lesson plans
Person responsible for Monitoring: Principal and District Director of Instruction
Topic: i-Ready Training for Implementation
Facilitator: i-Ready Consultants
Target Date: May 2017
Strategy for Follow-up: Classroom observations and Diagnostic Reports
Person Responsible for Monitoring: Curriculum Coach and Principal
Topic: Instructional Strategies
Facilitator: Susan Hentz
Target Date: May 2017
Strategy for Follow-up: Classroom observations and completion of follow-up activity on PAEC
Person responsible for Monitoring: District Reading Coach and District Director of Instruction
Topic: Book Study: The Art and Science of Teaching
Facilitator: Paulette Bryant
Target Date: May 2017
Strategy for Follow-up: Book study assignments, group discussions, classroom observations
Person responsible for Monitoring: Principal, Assistant Principal, Curriculum Coach
III. SCIENCE GOAL
Identify Area(s) for Improvement:
Based on the 2015-2016 FCAT Science Test results, 56% of the 8th grade students at Blountstown Middle School taking the FCAT Science Test scored at or above grade level in science.
Objective Linked to Area of Improvement:
At least 58% of the students in 8th grade will score at or above grade level as evidenced by the 2016-2017 FCAT Science results.
Action Step/Strategy:
1. Effective implementation of the revised science curriculum map
2. Effective implementation of the Next Generation Sunshine State Science Standards
3. Participate in science professional development and classroom observations with Dr. Szpyrka.
4. Utilize science baseline assessments, district progress monitoring assessments, and Performance Matters to direct instruction
Person Responsible for Monitoring the Action Step:
-
Classroom Teacher
-
Classroom Teacher and Principal
-
Principal and district director of instruction
-
Classroom Teacher
Process Used to Determine Effectiveness of Action Step:
-
Teacher observation of student performance
-
Classroom observations and monitoring student performance on baseline assessments
-
Classroom observations and monitoring student performance on baseline assessments
-
Monitoring student science assessments results
Evaluation Tool:
Progress monitoring of student results on baseline assessments and 2017 Science FCAT results.
Professional Development Aligned with Objectives
Objective addressed: At least 58% of the student in 8th grade will score at or above grade level as evidenced by the 2016-2017 FCAT Science results.
Topic: Science Lesson Enhancement
Facilitator: Dr. Szpyrka
Target Date: May 2017
Strategy for Follow-up: Classroom observations and modeling of lessons
Person responsible for Monitoring: Principal and District Director of Instruction
Topic: Science Standards for FCAT 2.0 and Curriculum Maps
Facilitator: Dr. Szpyrka
Target Date: May 2016
Strategy for Follow-up: Classroom observations and modeling of lessons
Person responsible for Monitoring: Principal and district director of instruction
Topic: Instructional Strategies
Facilitator: Susan Hentz
Target Date: May 2017
Strategy for Follow-up: Classroom observations and completion of follow-up activity on PAEC
Person responsible for Monitoring: District Reading Coach and District Director of Instruction
Topic: Book Study: The Art and Science of Teaching
Facilitator: Paulette Bryant
Target Date: May 2017
Strategy for Follow-up: Book study assignments, group discussions, classroom observations
Person responsible for Monitoring: Principal, Assistant Principal, Curriculum Coach
IV. Civics GOAL
Based on the Needs Assessment, Identify Area(s) for Improvement:
Based on the 2015-2016 Civics End-of-Course Exam, 87% of the 7th grade students at Blountstown Middle School taking the FCAT scored at or above grade level in Civics.
Objective Linked to Area of Improvement:
At least 88% of the students in 7th grade will score at or above grade level as evidenced by the 2016-2017 FCAT Civics results.
Action Step/Strategy:
1. Teacher will implement strategies learned in professional development within the Civics collaborate in the county.
2. Students in grade 7 will receive Civics instruction based on the Civics state standards.
3. Teachers will learn to analyze and utilize science baseline assessments, district progress monitoring assessments, and Performance Matters to direct instruction.
4. Teachers will create a curriculum map to follow which will ensure complete coverage of the Civics state standards.
Person Responsible for Monitoring the Action Step:
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Principal and Assistant Principal
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Principal, Assistant Principal, and classroom teachers
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Principal and Classroom teachers
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Principal and Assistant Principal
Process Used to Determine Effectiveness of Action Step:
1. Classroom Observations
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Classroom Observations and teacher lesson plans
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Classroom observations and monitoring student performance on baseline assessments
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Classroom observations
Evaluation Tool:
Progress monitoring assessments, Civics EOC results
Professional Development Aligned with Objectives
Objective addressed: At least 88% of the students in 7th grade will score at or above grade level as evidenced by the 2015-2016 FCAT Civics results.
Topic: Civics Instruction
Facilitator: Robin Richards
Target Date: May 2017
Strategy for Follow-up: Classroom observations and modeling of lessons
Topic: Instructional Strategies
Facilitator: Susan Hentz
Target Date: May 2017
Strategy for Follow-up: Classroom observations and completion of follow-up activity on PAEC
Person responsible for Monitoring: District Reading Coach and District Director of Instruction
Topic: Book Study: The Art and Science of Teaching
Facilitator: Paulette Bryant
Target Date: May 2017
Strategy for Follow-up: Book study assignments, group discussions, classroom observations
Person responsible for Monitoring: Principal, Assistant Principal, Curriculum Coach
V. PARENT INVOLVEMENT
Based on the Needs Assessment, Identify Area(s) for Improvement:
Due to changes produced by exiting 8th graders and entering Pre-school and kindergarten students, there is a constant need to make parents aware of opportunities to become involved in their child’s education and school activities.
Objective Linked to Area of Improvement:
Provide at least five parental experiences dealing with several facets of Blountstown Middle School’s educational program. We will provide supplemental year-long activities for parents and students who live in isolated communities or our rural district through access to computers, books, and enrichment reading opportunities.
Action Step/Strategy:
1. An Open House will be conducted for the school year’s orientation.
2. 6th Grade Parent Night
3. Parents are asked to be participants in the School Advisory Council. Meetings will be held four times a year and will be advertised on the radio and the local newspaper.
4. Parents will receive monthly newsletters informing them of upcoming events. A Parent Connection will be included to provide information to parents that will enhance their child’s educational experience.
5. Parents will be asked to participate in the annual Veteran’s Day Program.
6. An updated school web page will be a resource of current information such as calendars, pictures of school events, athletic event schedules, and monthly newsletters.
7. The parent portal of the FOCUS grade management program will be shared with parents.
8. An Art Show will be hosted for parents and community members to come and view various pieces of art created by the students throughout the year.
9. We will continue to produce a school annual to assist parents in becoming more familiar with school activities.
10. Honor Assemblies will be conducted at the end of each grading period. Parents and community members are encouraged to attend.
11.A school-wide telephoning program is used to inform parents of school activities and announcements.
12. A Parent Guide for supporting the transition to middle school from elementary school will be sent home to parents of 6th graders.
13. Donuts for Dads will be held to encourage the participation on dads in the school setting.
Persons Responsible for Monitoring Action Steps:
-Principal, Assistant Principal, Guidance, Curriculum Coordinator, and Teachers
Process Used to Determine Effectiveness:
-Collection of participation data and Parent Surveys
Evaluation Tools:
-Parent sign-in sheets, records of participation, and survey results
Professional Development Aligned with Objectives
Objective addressed: Provide at least five parental experiences dealing with several facets of Blountstown Middle School’s educational program. We will provide supplemental year-long activities for parents and students who live in isolated communities or our rural district through access to computers, books, and enrichment reading opportunities.
Topic: Effective two way communication
Facilitator: Administration
Target Date: On-going
Strategy for Follow-up: Satisfaction survey from parents
Person responsible for Monitoring: Guidance and Administration
Coordination and Integration
Describe how federal, state, and local funds, services and programs will be coordinated and integrated in the school.
Title I, Part A
Title I, Part A provides financial assistance to local schools with a high number or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. Services are provided to ensure students requiring additional remediation are assisted through the availability of resource teachers, software remediation and required hardware.
Title I,Part C- Migrant
Region I/PAEC Migrant Education Program’s goal is to link migrant families to services and programs that support the well being and education of their children. The Migrant Services staff coordinates with Title I and other programs to ensure student needs are met.
Title II
The purpose of Title II is to increase student academic achievement through strategies to improve teacher and principal quality. Funds are used to provide professional development activities to increase the number of highly qualified teachers in the classroom and principals and assistant principals in schools.
Title VI
The purpose of Title VI is to address the unique needs of rural school districts that frequently lack the personnel and resources to be effective in meeting their intended purposes. In the Calhoun County School District, funds are used to provide additional student academic needs to the schools who do not receive Title I funds.
Title X- Homeless
The District Homeless Liaison provides school supplies and social services referrals for students identified as homeless under the McKinney-Vento act to eliminated barriers for a free and appropriate education.
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