Phase 1- School Profile From Public Data

8/2/2019 Phase 1- School Profile From Public Data

http://slidepdf.com/reader/full/phase-1-school-profile-from-public-data 1/11

Phase 1: School Profile from Public Data

By Gonzalo Miguel Pitpit

Northeast Leadership Academy

First Impression: Bertie Middle School

As I walked into the building through the gym on a hot Wednesday afternoon on August

11th

, Mrs. Carol Mizelle, a NELA Fellow, greeted me. Ms. Mizelle used to work at Bertie

Middle School as a 7th grade science teacher. She introduced me to Ms. Russel (Secretary), Mr.

Windham (SIMS), Mr. Reginald Moore, Mr. Calvin Moore (Asst. Principal), Ms. Smallwood

(Cafeteria), Mr. Jernigan (Custodian), Ms. Peele (Custodian), and Ms. Rascoe (Technology

Instructor), and later on, Mrs. Sandra Hardy (Principal).

As soon as I got settled in the office that Ms. Mizelle and I would share during the whole

internship, she toured me around the school. We went through the 6th -8th grade halls and

classrooms. I met some 7th grade teachers - Mr. Ruffin and Mrs. Snow, and an 8th grade teacher-

Ms. Small.

The moment I entered the main lobby, I immediately noticed big colorful posters. I also

saw a big picture of the first president of the country. The posters are about the school’s mission

and vision statements. These posters are in every hallway. The school’s vision is short but catchy

and easy to memorize – Out of the Ashes Rises a Proud Phoenix. Bold Enough to Believe andStrong Enough to Achieve. Mrs. Sandra Hardy explained to me later on how the vision came to

be: the two middle schools in the district closed (out of the ashes), then the new middle school

opened (rises the proud phoenix).

There are other big posters in the hallways of the school. Most of them talked about

building characters and words of encouragement written by famous people and selected high

school students of the district who were called Tru-Stars.

The school was very clean. In fact, when I was coming in for the first time, Mr. Jernigan

was cleaning the main entrance. This explained why we had to enter through the gym.

Classrooms were being prepared by the teachers for the opening of the school year. Every

classroom hangs the picture of the first president and current president of the country. Ms.

Mizelle explained that it was mandated by the district. One very interesting feature that I saw in

every classroom was the teacher’s corner. It includes the teacher’s diploma/certificate,

achievements, family pictures, transcript of records, etc.



After the tour, Ms. Mizelle and I started writing our personal vision statement and letter

of introduction. Mrs. Hardy sat down with us and guided us how to create the vision statement.

The rest of the afternoon was spent writing our drafts. I went home around 5:00 p.m.

The school was very welcoming. As early as now, I know I have no regrets I chose this

school for my administrative internship. Mrs. Hardy has shown me great new things. I know Iam learning, and that there is more to learn from her and from the school in general.

Facilities:

Bertie Middle School is relatively new. When Bertie County Schools closed the two

middle schools, the new middle school opened in July 2007. The school sits in the middle of the

woods and a protected wetland as you get into the parking areas. As you turn right or left from

Hwy 13 N, you will be welcomed with banners that say, “Home of the Phoenix.”

BMS has less than 50 classrooms, a big gymnasium, media center and cafeteria, band,

choral, exceptional children, and computer laboratory rooms. The interior parts of the building



were newly painted. Nobody can escape the school colors as they adorn all hallways - burgundy

and gold, which are the shirts’ colors, and blue, which are the pants’ colors for all students.

Looking at the map, it is evident that the administration took extra mile to plan the

location of the different grade levels. The cafeteria, computer laboratory, and the media center

are all located in the middle of the school building in such a way that the 6th

and 7th

gradestudents on the right wing and 8th grade students on the left wing can all have easy access.

However, based on random interviews I conducted among the staff, the problem occurred

during lunch and/or exploratory periods. During lunch, there were days when there was a

mixture of grade levels at the cafeteria. This occurred particularly when there were fire or

tornado drills that caused a slight change in the schedule, or even as simple as when the cafeteria

served French fries and everybody wanted to have them. Because of too much order from

students, the cafeteria workers may run out of cooked ones and the rest of the students in line

need to wait. As they waited, the next grade level started to walk into the cafeteria.

During exploratory periods, core subject teachers would take the kids to their exploratory

subject teacher. One main concern that I observe is proximity for the sixth grade classes. Taking

the students to their exploratory classrooms, for example, will take approximately 7 minutes.

Another concern that I notice is lack of parent resource room. This maybe the place

where parents can find resources (information about testing, curricular, parent involvement, etc.)

that can help them with their children. Though there maybe a few number (9 students) of

Hispanic students/parents in the school, it maybe helpful if there are reading materials/

information in Spanish that are available for them that they can get from the parent resource

room.

Looking at the outside areas of the school, the lawn/yard may need some beautification or

landscaping. Considering that the school was just built five years ago, it may need more plants or

bushes at the front



Population:

Bertie Middle School is a 6th through 8th - level school. Currently, there are 621 students enrolled

in the school of which 12 are American Indians, 500 are African Americans, 3 are Asians, 9 are

Hispanics/Ethnicity, 94 are Caucasians, and 5 are Multiracial students.

Last year, there were 68% of the students were eligible for free lunch and 10% for reduced

lunch. Below is a graph showing the % of students by race/ethnicity last school year.

Ethnicity This School State Average

Black, not Hispanic 85% 31%

White, not Hispanic 12% 54%

Asian/Pacific Islander <1% 2%

Hispanic <1% 11%

American Indian/Alaskan

Native<1% 1%

Source: NCES, 2008-2009

http://www.greatschools.org/cgi-bin/nc/other/3463#students



Financial:

This school year 2011-2012, Bertie Middle School’s estimated total budget is $125,260.11.

Below is a table showing where the budget will be spent:

Overall, the school plans to spend 88.39% for instructional materials, 4.47% for school furniture,

and 7.14% for technology. It is very evident that the school will use its budget mostly for

classroom use. Although it plans to spend only 7.14% in technology, this does not indicate that

the school does not give importance to the use of technology in the classrooms. The school has

already procured through grants a lot of laptops, iPads, Smart boards, flip cameras, overhead projectors, walkie talkies, among others.

Mrs. Sandra Hardy, the school principal, explained that the budget is the projected/estimated

budget for this school year. Unfortunately, the school just received around $17,000.00 as an

initial budget for the year, and everything was used for instructional supplies.

School Year 2011-2012 Bertie Middle School Budget

Principal Mrs. Sandra Hardy

Itemized Budget Estimated

Budget

Amount

Purpose Total

Estimated

Cost

TECHNOLOGY

(Science and Band Classes)

$8,944.00 $8, 944.00

SCHOOL FURNITURE

(Student Desk, Folding Tables and Metal

Chairs, School Placard) $ 5,600.00 $ 5,600.00

INSTRUCTIONAL MATERIALS

(Staff, Student, Classroom Supplies) $110,716.11 $110,716.11

TOTAL: $ 125,260.11

School Improvement

Plan for teacher, student,

and school

accountability,

achievement and

sustainability and safe

and orderly schools.

$ 125,260.11



School Curriculum:

Bertie Middle School offers the following core courses – Language Arts, Math, Social Studies,

and Science. Exploratory classes or electives include Spanish (a replacement for Music), Career

Technical Education (CTE), Band, Health, Physical Education, and Art. With these core

subjects, BMS utilizes the North Carolina Standard Course of Study.

The school also offers extra-curricular activities. Currently, there are 24 extra-curricular

offerings which include the following: Future Business Leaders of America (7th and 8th),

Scrapbook Club, Literary Magazine Club, Phoenix Steppers, Arts and Humanities Club, Chess

Club, Yearbook Club, Art Club, Spelling Power Club, Scrabble Club, Beta Club, Science Club

(7th), Math Enthusiasts, Science Club (8th), Student Government Association, BMS Green

Thumbs, Environmentalist Club, Battle of the Books, Tennis Club, Boys to Men, Phoenix Gents,

Guidance Club, Phoenix Pearls, and Drama Club.

BMS has established daily schedules for all students from 7:30 in the morning till 3:00 in theafternoon. Students report to their homebase/classrooms from 7:30am through 8:00am. 6th grade

students proceed to their core subjects from 8:00am through 11:10am and 12:40pm through

2:30pm; 7th grade students, from 8:00am through 1:05pm; and 8th grade students, from 9:30am

through 2:25pm for some classes and 2:30pm for other classes.

Achievement:

Last year, the school had a total of 643 students but only 641 were required to be tested. All 641

students took the test, and 48.8% were proficient in reading and 81.6% were proficient in math.

Proficient means the student was at or above grade level.

Below is a summary of math and reading composites for school year 2008-2009 through 2010-

2011:



The table above shows that BMS has shown improvement for the past three school years in the

areas of math and science. Reading is an area that the school needs to work on. 6th grade reading

indicates increase in student achievement through the years; however, 2010-2011 results indicate

that 7th grade reading shows a 8.6% decrease from 2009-2010; and 8th grade reading, 12.3%

decrease from 2009-2010.

8th grade science shows consistent improvement from 2008-2009 to 2010-2011. In 2008-2009,

BMS had 28.9%. It went up to 58.4% with a difference of 29.5% showing a tremendous increase

of almost 50%. In 2010-2011, it shows an increase of 8.4%.

Below is the school’s standing compared with the other middle schools in the northeast region

based on reading and math composites. This list includes rural high-need schools:

The results above indicate that BMS is leading in the region for the past three years in the area of

math by a margin of 5.56% with Conway Middle School, and 35.78% with William R. Davie

Middle School, the lowest in the region.

Again, BMS needs to work more in the area of reading across grade levels. It ranks #3 in the

region with a slight difference of 3.17% with Conway Middle School, the leading school, and

2.23% with Warren Middle School, the 2nd in the region.



The table below shows the number of goals each rural high-need school in the northeast region

has met and the Adequate Yearly Progress (AYP) results as well.

BMS has met Adequate Yearly Progress (AYP) in 2008-2009. It did not meet AYP in 2009-2010

because of the area of students with disabilities. Last school year, it did not meet AYP again

because of the following areas: reading, black students, economically disadvantaged, and

students with disabilities.

Culture:

Bertie Middle School opens its doors to Bertie County Schools on school year 2007-2008. It

came as two middle schools in the district closed on school year 2006-2007. Because of this,

Bertie Middle School has only done the NC Teacher Working Conditions Survey in 2008 and2010. This school year 2010-2011 is only BMS’ 5

thyear.



Based on the results above, all teachers rate Bertie Middle School 83.7% in 2010-2011 as a

good place to work and learn. This indicates a great improvement from 56.9% in 2007-2008.

They believe that teachers are given much importance and consulted effectively especially about

issues concerning instructional practices and solving problems.

Though 70% of the teachers believe that the management of time still needs some improvement,they believe that BMS is a good place to work and learn. Overall, 82.99% of the teachers in

2010-2011 school year are satisfied with all conditions indicated in the chart above.

The chart below shows the differences between school year 2007-2008 and 2010-2011 teacher

working conditions.

The chart above indicates that teachers at Bertie Middle School are very much satisfied the way

the administration manages student conduct. This condition shows the highest difference

between the results on the first year of the school and last school year. They also believe that the

administration makes sure that expectations are implemented consistently throughout the school

year.



11.62%, which is the lowest difference, shows that teachers believe that something has to be

done with utilization of time at the school particularly on efforts to minimize the amount of time

they spend on routine paperwork that they are required to do.

With a rating difference of 16.48%, teachers have seen a great effort by the administration to

improve on professional development (PD) of all staff. In my interview with some members of the faculty, they said that the implementation of professional development programs has also

been very consistent, even if it means that they themselves would facilitate PD sessions.

Overall, Bertie Middle School is one force to reckon with. With teamwork between the

administration and the staff, the school will become one of the best middle schools in the region.

BMS recognizes deserving students by giving them some awards or recognitions. Below is a list

of some of the awards or recognitions BMS distributes each year: Principal’s List, A/B Honor

Roll, Perfect Attendance, Accelerated Reader, PBIS and EOG Awards.

Calendar:

Bertie Middle School utilizes the county calendar. School 2011-2012 has started on August 22nd

for all staff, and supposedly August 29th

for all students. Due to Hurricane Irene, students will

come back to school on September 6th. The last day for all students for this school year will be

June 8, 2012.

BMS has established daily schedules for all students from 7:30 in the morning till 3:00 in the

afternoon. Students report to their homebase/classrooms from 7:30am through 8:00am. 6 th grade

students proceed to their core subjects from 8:00am through 11:10am and 12:40pm through

2:30pm; 7th

grade students, from 8:00am through 1:05pm; and 8th

grade students, from 9:30amthrough 2:25pm for some classes and 2:30pm for other classes.

The planning periods for teachers depend on their grade level’s exploratory classes. 6th grade

students exploratory classes are scheduled from 11:15am through 12:35pm; 7 th grade students

from 1:10pm through 2:30pm; and 8th grade students, from 8:00am through 9:25am.

The daily schedule includes Caring About Reaching Everyone (CARE) time from 2:30pm

through 3:00pm. Students do remediation or enrichment during their CARE time. Students are

dismissed from school at 3:00pm daily.

Other than the daily schedules, BMS has schedule for one-hour and two-hour delays. Duringone-hour delays, 8th grade teachers will have their planning time from 8:45am through 9:55am,

exploratory subject teachers will have theirs from 10:00am through 11:10am; 6th and 7th grade

teachers will have theirs at regular time. During two-hour delays, 8th grade teachers’ planning

time will have theirs from 9:45am through 10:50am; 6th

grade teachers, from 10:55am through

12:00pm; exploratory teachers, from 12:05 through 1:10pm; and 7th grade teachers, from 1:15

through 2:30pm.



BMS has also established breakfast and lunch schedules, early release schedules, and activity

day schedules.

School Web Site/ Communications:

The school web site is currently under construction. Staff, parents, students, and guests whoattempt to visit the web site are directed to the county’s.

BMS made an individual vision plan. This is about a promise of every student to be responsible

for his/her own learning. It also indicates that he/she will get help and support from his/her

teachers and parents.

The school also utilizes the Academically or Intellectually Gifted (AIG) program brochure. This

offers information about the program.

Documents

Phase 1- School Profile From Public Data