Comprehensive Needs Assessment School: Fuquay-Varina MS ...fvmschoolimprovement.weebly.com/uploads/2/2/9/2/... · All PLTs record collaboration and data analysis in their minutes

School Improvement Plan

Comprehensive Needs AssessmentSchool: Fuquay-Varina MSPlan Year 2014-2016

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DataComponents Areas of Strengths Areas of Concern

Stud

ent

Achi

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Hispanic subroup met growth in math and reading for 2012-2013school year.

Reading in 8th grade exceeded expected growth (2.2) for the2012-2013 school year.

8th grade math is improving (growth in 2011-2012 was -3.6 and was-1.2 in 2012-2013).

School overall failed to meet growth (-2.86) for the 2012-2013school year.

Two or more races subgroup dropped significantly in both math(-17)and reading(-8.2)

White subgroup had the second largest drop in math(-6.8) for the2012-2013 school year.

6th grade math did not meet growth.

6th grade reading has not met growth for the last two years(2012-2013) and (2011-2012).

Current schedule does not allow for enough time during day forsmall group remediation.

Inst

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es/S

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s All PLTs record collaboration and data analysis in their minutes.

Four walk-throughs will be conducted by staff during the 2013 - 2014school year.

A literacy campaign was started during the 2013-2014 school year. The first year (2013-2014) staff adopted a stems list as well as a listof academic words that were posted and in each classroom. Someteachers created word walls incorporating these lists.

The walk-through process was seen as an evaluative process insteadof a learning process.

There is reluctancy to take time away from core instruction to implement the two lists created by the literacy committee.

Staf

f and

Stud

ent

Dem

ogra

phic

s Student demographics:Black; 23%White: 52%Hispanic: 20%Two or more races: .04%Other: 4.96%

FVMS is slightly below average for number of teachers withadvanced degrees and/or Nationally Board certified.



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DataComponents Areas of Strengths Areas of Concern

Perc

eptio

n

94% of students surveyed felt that the work they are given ischallenging (13% always, 81% sometimes).

According to the TWC survey, over 90% of teachers agree that PLTshave time to meet and collaborate.

According to the TWC survey, over 86% of teachers agree thatprofessional development enhances teachers abilities to meetstudents diverse needs.

According to PLC survey, only 12% strongly agree that our schoolcelebrates team progress towards SMART goals.

Only 19% of our staff strongly agree that our students can masterthe essential learning outcomes as indicated in the 2012-2013 PLCsurvey.

Prog

ram

Participation in the school wide Bengal Success Period aimed at smallgroup interventions in order to positively impact EOG growth.

Overall, students showed a 17% increase in targeted objectiveproficiency.

All staff members participate simultaneously which reduces theinstructor to staff ratio.

Consistency in implementation among team and grade levels.



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Priority Concerns Root Causes(with evidence) Solutions

Science EOG scores have fallen below the districtlevel over the last two years.

Lack of dually certified science teachers.

County policy creates student apathy towardsscience and/or social studies (have to pass scienceOR social studies).

Lack of exposure to informational and scientifictext in all subject areas.

Quarterly incentives for students to promotesuccess in all academic areas.

Flexible scheduling options for the future.

Annotating text/questions in all subjects.

Need more science teachers.

Language Arts, Health, Science, andMath intergration/collaboration.

School overall failed to meet growth for the2012-2013 school year.

Student apathy/lack of motivation due to interestlevel

Attendance issues

Gap between curriculum and student's currentachievement level

Underprepared for critical thinking skills

PLT planning to continue its emphasis onformative testing and data analysis

Utilize Discovery Education to enhanceengagement and increase critical thinking

Bengal Success Period possibly expanded tofaciliate filling the gaps between curriculum andcurrent student level

Literacy initiative to grow each year to includefuther implementation of vocabulary standardsand possibly writing across the curriculum



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Priority Concerns Root Causes(with evidence) Solutions

According to the PLC survey, only 12% of the staffstrongly agree that the school celebrates studentprogress towards SMART goals.

Limited time and resources

PTA Academic Awards given to selected students

Teacher focus towards academic SMART goalsrather than celebrating student achievement

Set and celebrate small goals

Pilot Student Data Tracker folders

Quarterly celebrations

Staff empowerment (tangible and non-tangiblerecognition)

Data SummaryDescribe your conclusionsThe NC Schools Report Card for FVMS 2012-2013 shows our school was below the district average in math and reading for grades 6-8 and were below thestate average in all areas except for 7th grade math.

During the 2013-2014 school year CASE21 scores from the first quarter to the second have dropped (+.29 for quarter 1 as compared to SouthernWake and -1.77 for the second quarter). Furthermore, 7th grade math has show the greatest discrepancy between our school and Southern Wake'saverage (-4.4). Also, the number studenst earning 1 or more F's on repport cards increased from 106 for the first quarter to 174 on the second quarter.


Membership of School Improvement TeamSchool: Fuquay-Varina MSPlan Year 2014-2016Principal: William ChavisDate: Aug - 2012

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SIP Team MembersName School Based Job Title

1 Adams, Margaret Other2 Barger, Donna Teacher3 Chris Zirkle Teacher4 Daniel, Eva Teacher5 DeVane, Ernest Tyrone Assistant Principal6 Fish, Teresa Teacher7 Heather Harpst Teacher8 Leonardo, Kathryn Teacher9 Lisa Ricci Teacher10 Paschal, Brenda Teacher11 Reeves, Terri Parent12 Schedel, Mindi Teacher13 Selig, Beth Teacher14 VanVield, Bamidele Teacher15 Weiss, Cindy Teacher16 Womack, Lynn Teacher


Mission, Vision and Value StatementsSchool: Fuquay-Varina MSPlan Year 2014-2016Date: Aug - 2012

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Mission Statement:PRIDE drives FVMS. (Preparation, Respect, Integrity, Determination, and Excellence)

Vision Statement:FVMS is a place where PRIDE is demonstrated daily to produce 21st century learners. People are valued and appreciated. Rigor is embedded in all curriculum areas. Integrity is expected and recognized. Determination is exhibited by all. Excellence is strived for daily.

Value Statement:Our school will have a cooperative effort among parents, teachers, administrators, support staff andcommunity which promotes accountability and is necessary in creating a positive, safe, and nurturinglearning environment.Our school will have an environment of mutual trust, respect, and good character.Our school will have a strong network of discipline with consistent, fair, and equitable treatment.Staff members will be accountable for educational best practices based on research.Students will have access to instruction that is developmentally appropriate and respectful of culturaldiversity and other individual differences.


Summary of Goals, Key Processes and Action StepsSchool: Fuquay-Varina MSPlan Year 2014-2016LEA: Wake County (920)

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School Goal By June 2016, all students will meet or exceed growth inReading, Math, and Science and all AMO subgroups willmeet proficiency as measured by the NCEOG.

Goal Manager StaffStrategic Directive Focus on Learning and Teaching

State Board of Education Goal Globally Competitive StudentsData Justification for Goal Based onComprehensive Needs Assessment

FVMS failed to meet growth overall for the 2012-2013school year following a decline of scores for two yearsprevious. The NC School report cards shows FVMS belowthe district and state averages across the board for reading.

1 Key Process All teachers will implement evidence-based, literacy practices tostrengthen literacy strategies in all content areas.

Process Manager StaffCompletion Date Jun - 2016

Restrainers limited planning time, unengaged parental stakeholders

Resources Literacy/Data team, AG specialists, SPED specialists, Duty free lunch andplanning period, engaged parental stakeholders

Measurable ProcessCheck(s)

The Literacy committee will monitor report card, summative and Pathdriverdata to determine impact on student achievement.

1 Action Step All staff members will incorporate Evidence BasedLiteracy Strategies (to include Collaboration,Vocabulary Development, Text Analysis) in theirlessons to demonstrate cross-curricular connectionsto literacy.

Timeline From 4/2014 To 6/2016

2 Action Step The Literacy Committee and Data Team will provideProfessional Development on evidence-based literacystrategies.


3 Action Step All subject area PLTs will use various strategies (closereading, text structure, graphic organizers, etc) forrigorous text analysis in the classroom.


4 Action Step Data team will create and institute a universalvocabulary initiative for the school.


5 Action Step The Literacy Committee will conduct learning roundsand present relevant data to staff at quarterlymeetings.




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2 Key Process All teachers will increase the level of rigor associated with studentwork/tasks.


Restrainers time restraints

Resources common planning, county assessments, CMAPP


SIP Committee will analyze learning round data quarterly to gaugeteacher's use of higher order thinking skills (RBT), critical thinking and rigor.

1 Action Step Literacy Committee will coordinate professionaldevelopment, model effective strategies, and providesupport to strengthen rigorous instruction to increasestudents' readiness for college-level reading.


2 Action Step PLTs will develop a common understanding of rigorand establish common expectations for itsimplementation.


3 Action Step Teachers will conduct learning rounds to support rigorimplementation in the classroom.


4 Action Step Teachers will provide students in all curriculumareas the opportunity to interact with relevant andengaging text that shows range, quality andcomplexity of student reading.


3 Key Process Consistently implement effective components of PLTs.


Restrainers time contraints and constinency in implementation across the schoolcampus

Resources common core, CMAPP, common grade-level planning, engaged parentalstakeholders, EVAAS, Reading assessments (which include: Core Maze, SanDiego Quick, Masi-R, Oral Reading Fluency, & CORE vocabulary), HealthyActive Children Policy, Safe and Orderly Schools Plan, Character EducationPlan, DPI flexibility in financial transfers


PLTs will use rubrics to assess PLT performance by grade level and content area at thebeginning and end of year. PLTs will review progress towards quarterly SMART goals.



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1 Action Step PLT Leaders will work collaboratively to define whatmakes a PLT effective and communicate thatdefinition to staff.


2 Action Step PLT Leaders will work with their PLT to developexpectations for effective PLT collaboration.


3 Action Step PLTs will create and monitor SMART goal progresseach quarter.


4 Action Step Team and/or grade level PLTs will analyze report card,CASE21 and Pathdriver data to improve instructionalplanning and delivery and make data-based decisionsabout targeted interventions to support at-riskstudents during core instruction.


5 Action Step PLTs will share student work and celebrate PLTsuccess.


4 Key Process The RTI (Response to Instruction) team will refine, implement and monitorstrategic intervention processes with fidelity.


Restrainers time constraints

Resources RTI Team, quarterly pre and post assessment data


RTI team will use pre and post assessment data quarterly to determineeffectiveness of intervention period.

1 Action Step Administration, along with the Leadership team, willcreate a master schedule to include a dailyremediation/enrichment period.


2 Action Step The Leadership Team, with input from theirdepartments, will develop an implementation plan forthe daily remediation/enrichment period.

Timeline From 4/2014 To 6/20163 Action Step PLTs and teams will analyze assessment data quarterly to determine

student groups for remediation and enrichment.Timeline From 4/2014 To 6/2016



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4 Action Step PLTs will develop pre and post assessments based onessential components of the goals identified to assessimpact of remediation/enrichment.


5 Action Step The RTI team will utilize a school wide Pyramid ofIntervention process, train the staff, and survey forunderstanding.


5 Key Process PBiS evidence-based practices will be implemented in all classrooms thatfocus on tiered levels of classroom support to maximize students'productive time in class.


Restrainers Baseline data for SIRS absent

Resources PBis committee and resources


PBiS Committee will analyze SIRS data to assess a decrease in minorinfractions.

1 Action Step PBiS team will develop a pyramid of behaviorinterventions in collaboration with the staff.


2 Action Step Teachers will identify and implement ways tostrengthen relationships with students.


3 Action Step FVMS Support Committee will track and monitor dataof student infractions.


4 Action Step PBiS Committee will provide professionaldevelopment on the PBiS framework.


5 Action Step The PBiS Committee will coordinate and planquarterly PBiS events to reward student behavior.



Waiver RequestSchool: Fuquay-Varina MSPlan Year 2014-2016

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Date Apr - 2014Waiver RequestedNone Needed at this time.How will this waiver impact school improvement?NAPlease indicate the type of waiver: LocalPlease indicate the policy to be waived NA


Summary Sheet of Professional Development ActivitiesSchool: Fuquay-Varina MSPlan Year 2014-2016School Year: 2014-2015

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:Continued professionaldevelopment led by the TLC inregards to Discovery Education.

All staff The overall goal issupported by thisinitiative

FVMS failed to meetgrowth for the 2011-2012school year

Professional development willbe given in regards to literacyevidence-based strategies

Literacy Committeeand Data Team

The overall goal isbeing supported bythis initiative

learning rounds will guidePD given by the LiteracyCommittee and DataTeam


Summary Sheet of Professional Development ActivitiesSchool: Fuquay-Varina MSPlan Year 2014-2016School Year: 2015-2016

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:


Intervention Planning MatrixSchool: Fuquay-Varina MSPlan Year 2014-2016School Year: 2014-2015

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Reading Math Behavior

Student IdentificationMatrix is due and will be completed by thefirst student day of the 2014-1015 schoolyear

InterventionStructure

Matrix is due and will be completed by thefirst student day of the 2014-1015 schoolyear

InstructionMatrix is due and will be completed by thefirst student day of the 2014-1015 schoolyear

AssessmentMatrix is due and will be completed by thefirst student day of the 2014-1015 schoolyear

Curriculum/ResourcesMatrix is due and will be completed by thefirst student day of the 2014-1015 schoolyear


Intervention Planning MatrixSchool: Fuquay-Varina MSPlan Year 2014-2016School Year: 2015-2016

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Reading Math BehaviorStudent IdentificationInterventionStructureInstructionAssessmentCurriculum/Resources

Documents

Comprehensive Needs Assessment School: Fuquay-Varina MS ...fvmschoolimprovement.weebly.com/uploads/2/2/9/2/... · All PLTs record collaboration and data analysis in their minutes