Whatever It Takes! Welcome to Berkeley County, WV – Home of North Middle School Approximately, 5 hours to Charleston, WV and 1.5 hours to Washington D.C. and.
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Transcript Whatever It Takes! Welcome to Berkeley County, WV – Home of North Middle School Approximately, 5 hours to Charleston, WV and 1.5 hours to Washington D.C. and.
Whatever
It Takes!
Welcome to Berkeley
County, WV – Home of
North Middle School
Approximately, 5 hours to
Charleston, WV and 1.5
hours to Washington D.C.
and Baltimore, MD
North Middle School
Located in Berkeley County within city limits of Martinsburg
542 students
67 % Low SES
25% Minority
17% Special Education
9 principals in 15 years
WESTEST DATA
2009-2010
50
45
40
35
30
School
County
State
25
20
15
10
5
0
RLA
Math
GOALS
To increase the number of students at
mastery in the All Group on WESTEST2
in Reading Language Arts by 5% for
2010-2011
Increase from 36% to 41%
To increase the number of students at
mastery in the All Group on WESTEST2
in Math by 5% for 2010-2011
Increase from 29% to 34%
3 Focus Areas
Develop and sustain Professional Learning
Communities
Improve the climate and culture
Increase high expectations for
achievement
Focus 1 -Professional Learning
Communities at North
Collaboration Time
Grade Level Teams
Content Teams
Focus
Team Norms
Team Purpose
Data Analysis
SMART Goals
Students should know WV Content Standards
and Objectives
Students should complete assessments
based on the WV CSO’s aligned to Berkeley
County Schools’ Curriculum Maps
Students should be engaged in higher order
thinking skills based upon Instructional
Practices Inventory
Instructional Practices Inventory
50.00
45.00
5-6
40.00
35.00
32.05
Percent
30.00
25.00
21.99
20.00
15.00
14.60
12.51
10.00
5.00
0.00
Observation #1 1-11-10
Observation #2 10-12-10
Observation #3 2-8-11
Observation Dates
Observation #4 4-13-11
Common Assessments
WV Writes
Acuity
STAR Reading and Math
Common Assessments
NMS content departments have worked
collaboratively to create and use common
formative assessments to drive instruction all
year.
In language arts, both regular classroom
teachers and inclusion teachers have worked
together to streamline the vocabulary
instruction, writing assessment, and informal
and formal skill testing provided in class.
New lesson ideas, instructional strategies, and
even bell ringers have been shared through a
common files drive on the school network to
increase the number of resources each
teacher has in his/her plan book.
WV Writes
Writing assessment practice prompts were chosen
by consensus during RLA collaboration, and the
same instructional resources were used to guide
classroom lessons for each type of writing prompt.
The use of colored paper for prewriting/mapping, a
shared strategy for helping students organize their
writing, and a printed “Grammar Guide” were all
used this year to help students focus on quality
writing.
The results of each practice test were analyzed to
see which writing dimensions needed more focus
before the next prompt was assigned. WV Writes
was used each grading period leading up to the
writing assessment, which really helped students
build confidence with the online testing process while
improving their ability to create quality essays.
Acuity
Administered Acuity in 3 benchmark
assessments
Aligned with the Berkeley County
Curriculum Maps
Data analysis of results to determine
interventions
Enrichment
Re-teach
S. Johnson – Sixth Grade LA
Tracking Dimensions for WV Writes 2010-2011
Analysis 1/27/2011
= highest mark achieved in the category
Period 1
Organization
Development
Sentence Structure
Word Choice/Grammar
Mechanics
Overall Holistic Score
10/28
DSC
2.8
2.5
2.6
2.7
2.7
2.7
11/18
INF
2.8
2.6
2.8
2.6
2.6
2.8
11/30
PER
3.4
3.6
3.1
3.4
3.5
3.5
12/16
NAR
3.3
3.6
3.0
3.1
3.4
3.2
1/25
NAR
4.1
4.0
3.9
3.8
4.0
3.9
2/9
PER
*1/14
NAR
4.1
4.2
4.1
4.4
4.3
4.2
12/16
NAR
3.5
3.8
3.2
3.2
3.2
3.4
1/25
NAR
3.4
4.1
3.8
3.6
3.8
3.7
2/9
PER
*1/14
NAR
3.9
4.1
3.9
3.8
4.0
3.9
Period 2
Organization
Development
Sentence Structure
Word Choice/Grammar
Mechanics
Overall Holistic Score
10/28
DSC
2.5
2.7
2.5
2.8
2.5
2.7
11/18
INF
2.8
2.7
2.6
2.6
2.5
2.5
11/30
PER
3.6
3.5
3.1
3.4
3.2
3.5
Acuity Benchmark 1, 2, and 3
Reading Language Arts - Benchmark 1/2/3
Benchmark 1
51
53
54
Benchmark 2
52
46
42
6th grade
Benchmark 3
7th grade
44
46
8th grade
46
Acuity Benchmark 1, 2, and 3
Math - Benchmark 1/2/3
Benchmark 1
Benchmark 2
Benchmark 3
52
43
42
38
38
34
38
34
30
6th grade
7th grade
8th grade
STAR Universal Screener
STAR Math Assessment
8th grade
April
7th grade
January
6th grade
5.2
5.4
5.6
5.8
6
6.2
6.4
6.6
6.8
STAR Universal Screener
STAR Reading Assessment
8th grade
April
7th grade
January
6th grade
5.6
5.8
6
6.2
6.4
6.6
6.8
7
7.2
7.4
7.6
Pyramid of Interventions
Specific Interventions
NASEP (North After School Enrichment
Program)
Pyramid of Interventions
Small group – grade
specific interventions
with specialists during
callback
Homework Lunch
Read 180
Math Interventions/Fast Math
After School Tutoring
Corrective Reading
Data Driven Differentiated Instruction
Specific Interventions
Fast Math
Read 180
Homework Lunch
Counselor’s groups/study skills
Student Support Services
Interventions
Corrective Reading
Remediation during Callback with LD teachers
Remediation during Callback with Interventionist
Extended Day - NASEP
North After School Enrichment
Program (NASEP)
Targeted partial mastery students in
reading and math
Incorporate Study Island to reinforce
basic concepts for reading and math
1:7 teacher student ratio
Offer enrichment
Foreign Language
Algebra
Geometry
Honors Sections
Math and Science
Achievement Academy
Spanish I Students making piñatas
PLC Survey Results
We have an agreed upon set of norms in our PLC team
Very True
True
Some-what
True
Not True
79%
21%
0%
0%
0%
0%
0%
0%
We follow our meeting norms consistently at PLC meetings
36%
64%
We have clear tasks to perform at our PLC meetings
50%
50%
Our tasks relate directly to student learning goals
50%
50%
0%
0%
A large majority of our PLC time (80% or more) is spent on
tasks related to student learning goals
21%
72%
7%
0%
I feel a strong sense of attachment to my team
64%
29%
7%
0%
I have improved as a teacher as a result of the
conversations and work we have done in our PLC
50%
43%
7%
0%
I have made changes to my teaching practices as a result
of the work that we have done as a PLC
36%
57%
7%
0%
Focus 2 –Improving the Climate and
Culture at North
Recognizing Staff and Students
Improving Entrance and Office Area
Embedding Mission Statement
Improving Weak Areas of the
School Climate Survey
Staff and Student Recognition
Welcoming Entrance
Embedded Mission
What does “Whatever It Takes”
mean?
Whatever it takes means different things to different
people, but at the root of the statement is the students.
We, the teachers, will set high expectations for ourselves,
students, and parents.
We will go outside our comfort zones for the success of
our students.
Each individual teacher will determine what they need to
do to step up to the challenge.
By putting together all of our talents, time, and resources
to achieve something greater, we will be able to do
whatever it takes to ensure the success of our students.
Engaging Parents in the Learning
Process
Parent Nights
Active PTA
Band Boosters
Edline and NTouch for parent notification
Grades
School related events
•Culture Survey Data
Pre and Post School Year 2010-2011
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
September
April
Weakest Areas
Targeted for Improvement
September
April
Teachers do not take/have time to
observe other teachers teaching
2.19
3.08
Teachers do not feel students engage
as learning partners
2.32
2.95
Parents and teachers do notshare the
same expectations for student
performance
2.83
3.18
Focus #3 - High Expectations for
Student Achievement
Counseling Work Plan
Attendance
Achievement
Celebrations
Counseling work plan
Guidance Counselor
Provide monthly lessons that encompass
social skills and reinforce good study habits
Anti-bullying task force
Friends of Rachel
All Girls Group
Student Support Services
Investigate truancy issues
Work directly with parents
Provide extra support for at-risk students
Attendance
NMS Attendance
94
93.6
93.5
93
93
92.8
92.8
Baseline 2010
October, 2010
November, 2010
92.4
92.5
December, 2010
January, 2011
92.1
February, 2011
92
91.5
91
Baseline 2010
October, 2010
November,
2010
December,
2010
January, 2011
February, 2011
Acuity RLA Benchmark 3
Reading/Language Arts - Benchmark 3
Westest 2010
52
School
District
55
47
42
42
46
34
32
6th grade
7th grade
8th grade
45
Acuity Math Benchmark 3
Math - Benchmark 3
Westest 2010
42
32
School
41
District
38
30
30
29
25
6th grade
7th grade
8th grade
37
Celebrations
6th Grade Academy
Professional Learning Communities
Response to Intervention
Website for School Counselors
9-Week Awards Assemblies
Bright Spots-Faculty Awards
Student and Staff Member of the Week
Celebrations from Staff
We have an excellent
dedicated Leadership
Team.
Teachers are talking about
and working on improving
student achievement and
instructional strategies
more than ever before.
My students are excited
about learning math. They
will be super excited that
they out-scored the county!
We have a clean,
organized front office.
Communication has
stepped up several
notches. It rocks to be in
the know.
There is a more positive
climate in the school with
a greater sense of unity
among the staff.
The level of happiness
has increased since the
beginning of the school
year
We have a dedicated
and caring staff.
We have a focus and
an agenda to get
there.
We share great
ideas, best practices,
support, laughs, and
responsibility for the
success of our
students.
We have committed
staff members that
love students and
our school.
Data is reviewed,
used, and made
relevant this year
and scores have
gone up because of
this.
Jalapenos were
added to the salad
bar!
Next steps
Sustain the PLCs
Sustain Climate and Culture
Improvements
Continue to focus on High Expectations
Differentiated Instruction
Teacher Academy
Focus on our Core Beliefs
QUESTIONS?