ROTHSCHILD MIDDLE
SCHOOL
SCHOOL IMPROVEMENT PLAN
2007-2008
Revised 8-10-2007
Mr. Chris Cox - Principal
CONTENTS
I. Purpose P. 3
II. Comprehensive Needs Assessment of the School P. 7
III. School Wide Reform Strategies P. 17
IV. Instruction By Highly Qualified Teachers P. 21
V. High Quality and Ongoing Professional Learning P. 23
VI. Strategies to Increase Parental Involvement P. 26
VII. Transition of Students to New Grade Span P. 34
VIII. Decisions Regarding the Use of Assessments P. 36
IX. Coordination and Integration of Services and Programs P. 39
X. Effective and Timely Assistance to Students P. 42
XI. Disaggregation of Data P. 45
Appendix: School Statistics P. 47
- Middle School Profile P. 48
- Rothschild Discipline Plan P. 69
- Technology Information P. 82
- AYP Results P. 93
- NSSE Survey Results P. 100
- MAP Scores P. 116
- Part C – School Improvement Action Plan P. 120
I
Purpose
MUSCOGEE
COUNTY SCHOOL DISTRICT
ROTHSCHILD MIDDLE SCHOOL
STRATEGIC PLAN
MISSION: The Muscogee County School District is committed to providing educational experiences that will enable each student to become a lifelong learner, enter the work force with necessary skills, and achieve academic and personal potential.
VISION: We envision a school district in which
- Each student is given multiple opportunities to excel in his/her academic social, emotional, and physical development in a safe, nurturing environment.
- Well-prepared, responsible, and caring employees are committed to excellence in education.
- Parents, community members, staff and students, are full partners in the education of children.
District Beliefs: (Under Consideration)
- All students learn when provided high-quality instruction that is engaging and
challenging.
- All students must have a physically and emotionally safe learning environment.
- All district employees work collaboratively to improve student achievement.
- All organizational and instructional decisions are data driven.
- All district personnel are committed to continuous professional learning.
District Strategic Goals:
QUALITY EDUCATION:
- To improve test scores and graduation rates at all our schools and define and implement other measures of academic achievement.
- To address the continuously increasing need for technological achievement by our students.
- To recruit and develop the highest quality staff to meet the evolving demands related to content, technology and classroom management.
- To pursue a course of parental involvement that will make parents partners in achieving the goals of quality education.
SAFE SCHOOLS:
- To ensure that each student will have a place to learn and grow that is free from social and physical threat and to ensure that staff members have schools in which they are safe.
- To pursue a course of parental involvement that will make parents partners in achieving goals of safe and well disciplined schools.
STUDENT SERVICES:
- To address the continuing challenge of maintaining racially balanced schools while pursuing a program of neighborhood assignments with increasing opportunities for choice.
- To strive for the highest quality of response and service to parents, students and the community.
- To establish effective two-way communications at all levels with all school
district personnel and the total community.
MOTTO:
Just as the lighthouse guides ships at sea through safe channels, the Muscogee County School District must carefully guide students through the channels of learning enlightenment.
Rothschild Middle School
2007-2008
Organizational Chart
Leadership Team AYP Committee
Kathy Smith – Chairperson Chris Cox – Principal
Chris Cox – Principal Ramona Jones – Asst. Principal
Ramona Jones – Asst. Principal Mary Ann Douglas – Math
Paul Everett – SALT Kathy Smith – Media Specialist
Randy Grimes – SASI Betty Spragg – Sp. Ed. Dept. Chair
Stephany Lewis – Guidance Director Lalena Tyler – L. A. Dept. Chair
Candy Lindquist – Secretary, Teacher Advisory Ron Ullman – Academic Math Coach
Jan Luquire – Partners in Education
Betty Spragg – Special Education
Ron Ullman – Title I
Committees:
Beautification (Exterior) – B. Rollier, M. Green, T. Davo, Z. Reece, L. Cole
Beautification (Interior) – M. Douglas, A. Thames
Discipline – N. Farley, R. Land, T. Still, E. Grigsby
Hospitality – J. Luquire, A. McClellan, C. Lindquist, M. Youmans, L. Tyler
Parent Involvement – B. Spragg, V. Jones, B. Curtis, S. Pharris
Reading – L. Grimes, L. Buckner
Staff Development – T. Ricks
Staff Motivation – T. Mack, F. Steele, M. Wilson, R. Grimes
Student Incentives – Y. Hart, L. Kennedy
Technology – P. Everett, J. Livingston, R. Prestley, B. Wright, Z. Schrage, L. Woods
SALT/MAP – Paul Everett
504 Coordinator - Stephany Lewis
SST Coordinator – James McTyre
Partners in Education – Jan Luquire
Testing Coordinator – Ron Ullman
Textbook Manager – Ron Ullman
Title I – Ron Ullman
SASI – Randy Grimes
School Improvement – Kathy Smith
Teacher Advisory Representative – Candy Lindquist
Department Chairs Team Leaders
Language Arts – Lalena Tyler 6-1 Frances Steele
Math – Jennifer Livingston 6-2 Rose Land
Science – Bob Rollier 7-1 Thomas Still
Social Studies – Eric Grigsby 7-2 Jennifer Livingston
Connections – Paul Everett 8-1 Lalena Tyler
Music – Bill Fry 8-2 Eric Grigsby
Physical Education – Mike Green
Special Education – Betty Spragg
II
Comprehensive Needs
Assessment of the School
II Comprehensive Needs Assessment of the School
Process Used for Completing Needs Assessment/School Profile
The administration, School Improvement Chairperson, Leadership Team, and the academic coach coordinated the collection and analysis of all data affecting student achievement. The collected data was utilized in an effort to evaluate the educational program at Rothschild Middle School. A primary goal at the school level is to effectively utilize the data in guiding instruction. The administration and academic coach meet with staff members to examine the data and devise a plan to use the results. Results have also been provided to parents, students and members of the Local School Council. All stakeholders were provided an opportunity to examine the data, offer input, and assist in determining the needs of the school.
To determine the specific needs of the school, the following data was collected to be included in the school profile:
- Test Scores
- Faculty/Staff Data
- Student Demographic Data
- Student Achievement Data
- Professional Learning Activities
- AYP Report
- Annual Report Card
- Retention Rates
- Student Attendance Data
- Student Suspension Data
- NSSE Survey (Spring, 2007)
Analysis of Data
Overview
Prior to the 2005-2006 school year, Rothschild Middle School was in needs improvement status in regards to AYP. However, the school has made adequate yearly progress (AYP) for the 2005-2006 and 2006-2007 school years. This accomplishment has managed to remove the school from the needs improvement list. It is important to note that the academic performance for students with disabilities (SWD) was below the state’s annual measurable objective (AMO) for AYP. Rothschild was able to utilize the Safe Harbor element of AYP to qualify in this subgroup.
Teacher Attrition Rate
In analyzing Rothschild Middle School, there are strengths which are clearly evident and have contributed to the school’s success. In regards to the school’s teaching staff, the attrition rate has gone from a glaring weakness to what can now be perceived as a strength. The attrition rate was 30.8% in 2003-2004 and dropped to 9.61% in 2005-2006. The attrition rate rose slightly in 2006-2007 to 16.7%.
Student Retention Rate
Mixed results are noted when studying the student retention rate. The rate dropped from 9.1% in 2004-2005 to 5.9% in 2005-2006. However, the retention rate increased to 8.2% in 2006-2007. This increase is cause for concern and will be monitored during this school year.
Writing Scores
A review of the writing scores demonstrates that the writing initiative which was implemented in the fall of 2004 was initially successful. In 2003-2004, the Middle Grade Writing Test was the second indicator for making AYP. Rothschild’s eighth graders scored 74% on the writing test that year. In 2005-2006, the writing scores improved to 92%. However, the 2006-2007 scores are cause for concern as the pass rate slipped to 61%. The language arts department will evaluate the existing plan, study the state rubric/requirements and modify the strategies as necessary.
Student Attendance, Suspension, Mobility
For AYP purposes, attendance is now recognized as the second indicator. Several factors regarding the Rothschild student body make this an area where interventions are often necessary. Rothschild’s enrollment has dropped over the last several years; however, the free and reduced lunch percent of the student population has risen significantly. Rothschild also experiences a high mobility rate; this figure was 33.6% during the 2005-2006 year and 30.7% in 2006-2007. This rate is extremely high when compared to the system mobility rate for middle schoolers. In addition, the suspension rate is of concern as the days suspended create attendance issues as well. In 2004-2005, students were suspended a total of 1640 days; this number increased to 2007 in 2005-2006. The administration revamped the consequences portion of the discipline plan prior to the 2006-2007 school year in an effort to address this problem. Despite the revision, suspended days continue to be a problem at Rothschild; the total for the 2006-2007 school year was 2014 days. Despite these obstacles, Rothschild has managed to lower the percent of students who miss more than 15 days from 18.3% in 2003-2004 to 13.8% in 2006-2007. The numbers for economically disadvantaged students also dropped from 21.3% to 14.7%.
Language Arts/ Reading
A review of CRCT math and reading/language arts scores for the last four years (2003-2004, 2004-2005, 2005-2006, 2006-2007) indicated an improving trend in reading/language arts. In 2003-2004, the score for all students was 80%; this score rose to 83.2% in 2005-2006 and 85.5 in 2006-2007. This growth was also experienced by the economically disadvantaged group as the scores improved from 79% to 84.6%. The performance of the SWD group is certainly a positive as the scores have improved from 42% to 58.3%. This number is still below the state objective of 66.7%; however, the staff is hopeful that the improving trend will continue.
Math
The area of math continues to require improvement. The school has managed to make the AYP objective (58.3 %) for all students; however, scores have remained mostly stagnant. When analyzing this data, it is important to keep in mind that the Georgia Performance Standards were implemented in math at grade six and grade seven. Overall, the math scores dropped from 62% in 2003-2004 to 59.2% in 2005-2006; however, the test scores improved to 61.7% in 2006-2007. The SWD subgroup has experienced an improvement in math as scores have risen from 22% to 36.8%. These scores are obviously well below the 58.3 % state objectives; however, the school was able to satisfy the requirements of Safe Harbor as a result of the improvements.
Social Studies
The content area of social studies is certainly an overall strength at Rothschild; however, a review of CRCT test scores for the last three years indicates a slight downward trend in achievement levels. The data reveals that scores dipped somewhat in 2006-2007 after several years of positive growth.
Science
In regards to science, the data suggests that the implementation of the Georgia Performance Standards (GPS) resulted in an achievement drop. The sixth and seventh grade students were tested in 2006-2007 based on the GPS curriculum. In reviewing the three year trend, scores dropped at both grade levels for almost all subgroups. Furthermore, the decline was substantial at these grade levels. The eighth graders were tested on the QCC curriculum; however, scores also decreased from the previous year at this grade level as well. It will be interesting to monitor these trends as GPS continues to be fully implemented.
Students With Disabilities
The need to improve the academic performance of the SWD group is indicated when reviewing the CRCT scores. The scores have improved during the three year period; however, the scores continue to fall well of the state’s AMO. As noted earlier, the math scores have improved from 22% in 2003-2004 to 36.8% in 2006-2007. However, the scores continue to fall well short of the regular education students and the other subgroups within the school. The reading/language arts scores have also improved during this time. Despite the improvement, the scores fall short of the state’s AMO for making AYP. Those weaknesses have been reviewed and corrective actions have been implemented including intervention strategies, hiring paraprofessionals, extended day programs, and least restrictive environment (LRE).
Strengths
- Language Arts Scores
- Reading Scores
- Social Studies Scores
- Economically Disadvantaged Scores
- Teacher Attrition Rate Decreased
- Intervention Programs for Struggling Students
- Intervention Strategies for SWDs
- Title I Funds Used to Reduce Class Size
- Academic Coach
- Extended Day and Saturday Academic Program To Assist At-Risk Students
Areas for Improvement/Need
- Math Scores
- Science Scores
- SWD Scores
- Student Attendance ( Improving, but still a concern)
- Number of Suspensions
It is obvious after analyzing the data and reviewing the needs that the school has experienced academic growth and improvement. Numerous programs and strategies have been devised and implemented to ensure that this improvement continues.
NSSE Survey (National Study of School Engagement)
In the spring of 2007, Rothschild Middle School utilized NSSE’s Opinion Inventories to gather opinions of the various stakeholders in regards to various components of the school. Each of these inventories uses a Likert Scale of 1-5 with one representing “strongly disagree” and five representing “strongly agree.” A rating of zero could also be utilized; this score reflects do not know/not applicable and carries no weight. A comparison of the opinions on the twenty common items in the opinion inventories is illustrated in the following findings:
- All of the common items received a score of greater than three from each group with the exception of two items.
1. “Teachers use a variety of teaching strategies and learning activities
to help students learn” was rated a 2.88 by the parent group.
2. “There are no problems with bullies at our school” was rated below
a three by all three groups.
- The common item ranked the lowest of the twenty was the same for all three
groups. “There are no problems with bullies at our school.”
- One item received scores above four by all three groups. “Our school recognizes
the achievement of students for all types of accomplishments.”
- Teachers ranked one item fewer than both students and parents. “Students are
motivated to do their best work.”
- Students ranked four items higher than both parents and teachers.
1. “Our school is preparing students to deal with issues and problems they
will face in the future.”
2. “Teachers use a variety of teaching strategies and learning activities to
help students learn.”
3. “Teachers hold high expectations for student learning.”
4. “Students are motivated to do their best work.”
5. “There are no problems with bullies at our school.”
- One item was ranked the highest by the parent group. “Our school provides a safe and orderly environment for learning.”
- Fourteen of the twenty items were ranked highest by the teacher group.
ROTHSCHILD MIDDLE SCHOOL
Comparison of Student, Parent, Teacher Opinions
Based on NSSE Opinion Inventories
Spring, 2007
STUDENT PARENT TEACHER
Common Items
|
1. The education offered to students at our school is of high quality. |
3.84 |
3.50 |
4.05 |
|
2. Our school is preparing students to deal with issues and problems they will face in the future. |
3.95 |
3.14 |
3.70 |
|
3. Students see a relationship between what they are studying and their everyday lives. |
3.37 |
3.43 |
3.51 |
|
4. Teachers use a variety of teaching strategies and learning activities to help students learn. |
4.20 |
2.88 |
4.16 |
|
5. Teachers hold high expectations for student learning. |
4.22 |
3.50 |
4.03 |
|
6. Students are motivated to do their best work. |
4.08 |
3.25 |
3.14 |
|
7. Teachers provide a reasonable and appropriate amount of homework to help students succeed in their studies. |
3.48 |
3.88 |
3.92 |
|
8. Teachers are willing to give students individual help outside of class time. |
4.27 |
3.25 |
4.56 |
|
9. Our school recognizes the achievements of students for all types of accomplishments. |
4.05 |
4.00 |
4.50 |
|
10. In our school, students have access to a variety of resources to help them succeed in their learning such as technology, media center, and libraries. |
4.22 |
3.75 |
4.47 |
|
11. Our school’s facilities are adequate to support students’ learning needs. |
3.67 |
2.75 |
3.91 |
|
12. Up-to-date computers and other technologies are used in our school to help students learn. |
3.78 |
3.75 |
4.08 |
|
13. All students and staff at our school are treated with respect, regardless of race, religion, or gender. |
3.62 |
3.25 |
4.14 |
|
14. Cheating is strongly discouraged at our school. |
4.07 |
3.88 |
4.37 |
|
15. School rules apply equally to all students. |
13.82 |
3.25 |
3.92 |
|
16. Substance abuse (e.g., drug/alcohol) is not a problem at our school. |
3.63 |
4.13 |
4.26 |
|
17. Our school provides a safe and orderly environment for learning. |
3.60 |
3.88 |
3.61 |
|
18. There are no problems with bullies at our school. |
2.57 |
2.29 |
2.49 |
|
19. For the most part, I am satisfied with our school. |
3.30 |
3.00 |
3.97 |
|
20. Students’ family members feel welcome in our school. |
3.60 |
3.25 |
4.21 |
Goals
Rothschild Middle School is addressing the following areas after reviewing the relevant data. These areas are addressed in the School Improvement Plan:
- No Child Left Behind (NCLB) Performance Goal 1:
By 2013-2014, All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Rothschild is addressing this goal by utilizing the following strategies:
- Increase instructional time for grammar and writing.
- Assign mentors to new teachers and teachers needing improvement.
- Monitor the ELA curriculum to ensure that it is sequential and organized.
- Provide ELA teachers with professional staff development geared towards the research process.
- Focus on targeted domains.
- Reduce class size by hiring additional teachers.
- Provide extended day program to assist students with disabilities.
- Provide Saturday program to assist at-risk students.
- Align the purchase of instructional materials to support standards based instruction.
- Hire an academic coach.
- Employ additional paraprofessionals to work with students with disabilities.
- Provide tutoring for students on free or reduced lunch.
- Continue implementation and expansion of LRE project.
- Ensure that all students are taught by highly qualified teachers.
- Participate in professional development training in teaching literacy in the content areas (CALI).
- Implement a vocabulary program in the skills classes.
- Monitor reading progress/achievement through Accelerated Reader, Compass Learning, Pearson Learning, and diagnostic reports.
- Establish a skills class where students will read independently and work in small groups and/or receive individual instruction to address weaknesses.
- Utilizing the Pearson Learning software, a special education teacher will work with students with disabilities for 45 minutes each day for a semester to address weaknesses in math.
- Organize and develop math curriculums addressing the school’s weaknesses and establish a means of implementing the GPS.
- Provide all students an additional hour of computer assisted math instruction each week through the Compass Learning Program.
- Utilizing the Accelerated Math and Compass Learning Programs, all math teachers will establish specific goals for all students.
- Establish a connections class taught by a math teacher and designed for students who scored below 300/800 on the CRCT in math and/or failed math the previous year.
- NCLB Performance Goal 2:
All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading /language arts and mathematics.
Rothschild currently does not have any limited English proficient students
enrolled. However, if this situation changes, Rothschild will utilize the
following strategies:
· Provide extended opportunities through the ESOL program.
· Provide professional learning opportunities on strategies for classroom teachers to employ when working with ESOL students.
- NCLB Performance Goal 3:
All students will be taught by highly qualified teachers.
Rothschild will work with the Human Resources Division to ensure that all
students will be taught by highly qualified teachers. The following strategies
are included in the narrative section of this document and are employed to
address this goal:
· Address teacher attrition and retention by providing mentoring for beginning teachers and at-risk teachers.
· Collaborate with Human Resources Division to identify highly qualified candidates.
· Participate in Job Fairs and Transfer Fairs in an effort to increase opportunities to meet, interview, and recruit highly qualified candidates.
· Work with Human Resources Division to facilitate the process of assisting teachers to achieve and maintain highly qualified status.
· Continue to work on creating a professional learning community which will attract and retain highly qualified teachers.
· Continue to participate in the partnership with Columbus State University.
- NCLB Performance Goal 4:
All students will be educated in learning environments that are safe, drug free, and conducive to learning.
Rothschild is addressing this goal by utilizing the following measures:
· Develop and implement a discipline plan to provide behavior management strategies.
· Provide research-based strategies to parents through the Parent Resource Center which consists of current literature.
· Participate in the Drug Free You and Me Conference for 6th graders.
· Provide health service assistance for students with health related concerns.
· Provide health classes which are offered through the Physical Education department. The curriculum is based on health, drug, and well being issues.
· Continue to work with the police department to offer the GREAT (Gang Resistance Education And Training) program to all seventh grade students.
- NCLB Performance Goal 5:
All students will graduate from high school.
Although Rothschild is a middle school, there is a focus on the goal that all students will graduate from high school. Rothschild will:
· Provide guidance services to students in an effort to inform them of the various magnet high schools and the components of each program.
· Continue to work with the Academic Success Center to target and assist students who are deemed at-risk and in danger of not advancing to and/or graduating from high school.
· Continue to work with Kendrick High School to identify possible candidates for the Early College program.
- Individuals with Disabilities Education Act (IDEA) Performance Goal 1:
Improve post-school outcomes for students with disabilities.
Rothschild is a middle school and is not directly involved with students who
are entering the post-school years. However, Rothschild does work with
students with disabilities in an effort to increase the opportunity for success
upon graduation from high school. Rothschild will:
· Provide extended day program for students with disabilities in an effort to increase achievement.
· Employ additional paraprofessionals to support students with disabilities in an effort to improve achievement.
· Continue implementation of the Least Restrictive Environment project.
· Offer guidance services to students with disabilities to assist in the transition to high school; this includes providing students and parents with information concerning the various programs offered at each high school in the county.
- IDEA Performance Goal 2:
Improve services for young children (ages 3-5) with disabilities.
Rothschild is a middle school; therefore, the goal regarding children (ages 3-
5) with disabilities in not addressed.
- IDEA Performance Goal 3:
Improve the provision of a free and appropriate public education to students with disabilities.
- Provide extended day program which targets students with disabilities in an effort to increase achievement.
- Employ additional paraprofessionals to assist and support teachers of students with disabilities in an effort to improve student achievement.
- Continue implementation and expansion of LRE project.
- Utilizing the Pearson Learning Software, a highly qualified special education teacher will work with students with disabilities for 45 minutes each day for a semester.
- IDEA Performance Goal 4:
Improve compliance with state and federal laws and regulations.
Rothschild addresses this goal by utilizing the following strategies:
· Support and encourage teachers to participate in the district’s professional development program which provides training in regards to writing IEP’s and following IEP’s on the Clarity Management System.
· Review Student Support procedures and implement Pyramid of Interventions.
III
School Wide Reform
Strategies
III School Wide Reform Strategies
It is the goal of Rothschild Middle School to provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement. The administration and staff attempt to develop and implement reform strategies which are research and scientifically based in an effort to address identified needs at the school and to support the school district’s goals.
Rothschild has consistently identified math achievement for all students and the academic achievement of Students With Disabilities as areas of need and attention. Writing is also an area which has received extra focus and support. In an effort to improve overall instruction prior to actually implementing specific reform strategies, the administration focuses on providing training opportunities for all teachers. The school continues to work with teachers to fully implement the Georgia Performance Standards. Teachers have been afforded multiple training opportunities, and redelivery has also taken place at the school level. Teachers have been involved in training for their specific area, and a focus on unit design and assessment is ongoing. The administration and staff development committee strongly encourage teachers to participate in the district’s Best Practices Institute and to focus on cour