Student Achievement
Dayton Independent School District Nottingham Middle School 2014-2015 Campus Improvement Plan Accountability Rating: Improvement Required
Board Approval Date: October 21, 2014 Public Presentation Date: October 21, 2014
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Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 1: Improve Academic Performance of All Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 2: Hire highly-qualified employees, while reducing the turnover rate through mentoring, compensation, and staff development. . . . . . . . . . . . . Goal 3: Promote and develop opportunities to increase parental involvement, foster a strong home-school partnership resulting in increased student achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives for health/wellness and security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 5: Promote multiple proven pathways to graduation and credit recovery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Comprehensive Needs Assessment Demographics Demographics Summary
1. What do enrollment numbers indicate? Nottingham Middle School has an enrollment of 394 students. 2. What are the breakdowns by ethnicity? African American Hispanic White American Indian Asian Pacific Islander 2 or more races
students (8.4%), students (33.5%), students (56.3%). students (1%) students (0%) students (0%) students (.7%)
3. How has the enrollment changed over the past three years? Over the past three years there has been a growth in total student population. The Hispanic sub-pop has seen a growth of 6.5% in total student population. African American student population has decreased slightly. White student population has remained. The number of Economically Disadvantaged students has increased from 246 to 256. The number of Limited English Proficient students has increased from 38 to 57. The number of At Risk students has decreased from 187 to 163. The mobility rate of students has remained the same at 13% over a 3 year period. Nottingham Middle School Generated by Plan4Learning.com
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4. What is the number of students in each special program? How do these program numbers look broken up by ethnicity, gender, or other category? Are we over- or underrepresented in certain groups? Why? Special Programs: Bilingual and ESL programs total student population has 57 students Career and Technology education total student population has 0 students Gifted and Talented education has 20 students. Special Education has 52 students 5. What is the data for special programs over time? The number of students enrolled in ESL programs has increased over three years and will continue to grow. Special Education has increased over the past three years. The number of students in Gifted and Talented programs has increased over time and we will continue to take measures to grow our program. 6. What does the data reflect regarding students who exit from special programs? How many? Who are they? What trend or pattern do we see? No Data 7. Who are our at-risk students? What is their at-risk category? At risk students represent 40.4% of the total student population and have increased from 37.5%. All the students who are at risk meet two of the categories that classify students who are at risk. 8. Who are our Migrant students? No Migrant students have been reported. 9. What is the mobility rate for this campus? What is the stability rate? How are these numbers represented for Migrant students? Nottingham Middle School Generated by Plan4Learning.com
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The mobility rate is 13.6% of the student population. 10. What are the staff demographics? Total Minority Staff represents 6.2% of staff members African American teachers 3.7% Hispanic teachers 1.1% White teachers 95.2% Asian Teachers 0 Two or more races 0 Continued effort should be placed on the recruitment and hiring of minority teachers when possible. 11. What are the teacher/student ratios? How do these ratios compare to performance? ELA: student to teacher ratio-at state average- lower than our 2009/2010 s/t ratio and it is closer to the state’s average. Math: student to teacher ratio- slightly above state average- lower than our 2009/2010 s/t ratio Science: student to teacher ratio-slightly above state average- lower than our 2009/2010 s/t ratio Social Studies: student to teacher ratio-below state average-lower than our 2009/2010 ratio.
Demographics Needs
Recommendations Based on the Data obtained from our DISD Campuses we will continue to see a growth rate of 6% to 8%. This is a conservative estimate. This growth rate of the future will present a need for hiring of additional staff in order to keep our students per teacher ratio at present levels. The Hispanic population has shown growth over the past three years. Improving our ESL program will be especially needed in core subject areas. Recommendations Our LEP population is 57 and this number has increased over a three year period and will continue to grow. Additional resources such as supplies, technology, and staffing will be needed to bridge the gap that will come with an increase in the LEP student Nottingham Middle School Generated by Plan4Learning.com
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population. All Reading Language Arts teachers will have ESL endorsement. Expansion of the number of students, enrolled in Pre –AP classes. There may be a need to look at different methods of classifying GT/ Pre-Ap students. Recommendation A need to get all Reading Language Arts teachers ESL endorsements A need to review methods for identifying Gifted and Talented students. GT students are under identified. Recommendations Continue to identify and meet the needs of our at risk student population. Expand the opportunities for these students to succeed by offering counseling, tutoring and intervention programs. Recommendations Efforts through creation of the master schedule and hiring of staff should be made to get our student to teacher ratio equal to state average. Accountability with STAAR testing will be challenging and meeting the needs of our students will need to be a priority. Academic meeting will be conducted for collaboration and alignment of curriculum. Having these periods and the expected growth rate of our student population will result in higher student to teacher ratios and a need for additional staff and creative ideas for the master schedule will be needed to address this situation.
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Student Achievement Student Achievement Summary
Student Achievement 1
How is student achievement data disaggregated?
2013/2014 STAAR results, current Eduphoria data and benchmark results are used to disaggregate data at Nottingham Middle School. The data is reviewed to identify STAAR focus groups and help teachers to address individual student needs for continued support. In addition, the information will be used to create awareness among teachers through data conferences. Departments devised an action plan based on sub populations, available programs, curriculum; TEKS/STAAR objectives not mastered and identified teachers and resources to be used to provide remediation. Departmental and individual data meetings were held with principal, counselor, department leaders, and district curriculum personnel in order to develop ideas for interventions. Nottingham has created a Campus Intervention Team to address school rating and develop a system for improvement. 2
How does student achievement data compare from one data source to another?
Benchmark, teacher assessments, and STAAR test scores appear to be indicators of student performance on STAAR. Mock STAAR scores have been compared to actual performance upon receiving the data and passing standard from the state. 3
What does the data indicate when disaggregated by ethnicity, gender, socioeconomic status, special program or other category?
A review of the Texas Education Agency Accountability System report for 2014 year data reflects the following information. Acceptable performance in areas. Reading and Math scores passed index 1 benchmark Reading and Math scores passed index 3 benchmark Areas of Concern: Reading and Math performance in index 2 did not meet the state standards. Nottingham Middle School Generated by Plan4Learning.com
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4
In which areas are we showing growth? At what rate? Compared to which standard of achievement?
Using TEA’s accountability calculation, growth was seen in index 1 and 3 for Reading and Math. Growth measure was compared with student’s prior year performance on STAAR and to campus group for index 2. 5
Which students are making progress? Why?
Student expectations have been raised to meet graded level requirements and rigor. Implementation of sufficient accommodations and interventions has assisted in student progress. Tutorials and intervention classes were implemented to increase performance. The class meet time for reading and math was increased. Attending academic conferences and regional service center workshops will help all Nottingham students. 6
What impact are intervention programs having on student achievement? Which students are benefiting or not? Why?
Teachers are beginning to better utilize differentiated instruction to meet the needs of their students. Response to Intervention processes are becoming more defined and more widely used to help facilitate and address struggling learners of all sub-populations. Research-based programs have had great impact on student achievement (RTI). Students who do not qualify for special education services but need additional supports are benefiting most from these procedures and programs. Prescribed interventions on target populations did result in an increase. The use of varied instructional strategies and small group instruction has played a major role in student achievement. 7
What does the longitudinal student achievement data indicate?
Long term trends show positive growth for most sub-populations; however there are outliers in which certain areas have experienced a temporary drop counter to the trend. (ELL's and Special Education) 8
What does the data reflect within and among content areas?
Mathematics and Reading scores have not grown consistently and the data shows that we need to apply so best practices to raise performance. Both Math and Reading classes will be extended to 70 minutes to allow for more instructional time for students and subpopulations. 9
What does the data indicate when disaggregated at various levels of depth?
Incorporating increased rigor in classroom instruction is a continuing goal as the faculty strives to increase the number of commended Nottingham Middle School Generated by Plan4Learning.com
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students in all areas. As a result of the implementation of the STAAR progress growth measure, increased rigor has been emphasized and implemented in all core subject areas.
Student Achievement Strengths
Acceptable performance in areas. Reading and Math scores passed index 1 benchmark Reading and Math scores passed index 3 benchmark Student Achievement Needs
Areas of Concern: Reading and Math performance in index 2 did not meet the state standards.
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School Culture and Climate School Culture and Climate Summary
School Culture and Climate
1) Each department works collaboratively to facilitate the alignment of curriculum in all subject areas to improve and enhance classroom instruction. By implementing best practices and ensuring successful learning of all students, STAAR results have improved, student performance at each grading cycle, and student success throughout the year. Participation in student groups will positively effect student’s academic performance. 2) As a campus, faculty and students need to strive daily to be fair, consistent, and equitable in both academics and ethnicity groups of students. The rules and expectations should be the same for every student. It is recommended that our involvement in professional development courses that are geared toward building better student relationships such as Capturing Kids Hearts or similar programs, are continued. 3) It was recommended that the disciplinary statistics be tracked from school year to school year for trends. After analyzing the new data, there were more recorded tardies this year and less disruptive behavior, truancy, and disrespectful infractions. The data will assist in determining what areas need to be improved or if we are having success with our current disciplinary policies. 4) A safe environment of learning is assured for all students and staff through participating in regular fire drills, lock down procedures, and imminent weather procedures. Students and staff remain vigilant regarding issues such as bullying, self-harm, and abuse and address these needs and concerns as they arise. The school needs to provide a safe and anonymous environment where students feel they can report inappropriate circumstances to the staff. 5) Nottingham Middle School will build tradition of setting high standards and goals and to continue obtaining these, students and staff need to display respect toward each other in and outside of the classroom. For our students to reach this high level of expectations, our teachers must provide rigorous instruction and support. These expectations are relevant as students transition to secondary schools. 6) The students who attend school regularly tend to be involved in school clubs or organizations. Staff and student rapport enriches the Nottingham Middle School Generated by Plan4Learning.com
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student’s school experience and creates a sense of belonging and acceptance. Students who are typically picked up after the buses should be encouraged to invest their time and energy into a club/organization/activity.
School Culture and Climate Strengths
Positive incentive program for students who are performing well and doing a good job following the student code of conduct, maintaining grades, and attending is in place. School Culture and Climate Needs
Paint - more color, but still professional in the hallways, student designed and created murals in designated areas, allow teachers to repaint their classrooms (either funded or teacher purchased). Replace exterior doors to the building. There are some intercoms throughout the school that are not working. During the summer, they will be tested and updated to fix the issues. Install ceiling mounted projectors in the remaining classrooms. Purchase more document cameras to improve instruction. Periodically check and maintain the damage to ceiling tiles due to water and mold.
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Curriculum, Instruction, and Assessment Curriculum, Instruction, and Assessment Summary
All lessons and classroom activities are aligned to the TEKS. At least three TEKS based assessments are given each nine weeks in all areas. Core area teachers use data gathered through assessments which have been properly aligned to the TEKs covered to help inform decisions concerning instruction and remediation. Many teachers feel that they need additional training on the AWARE component of Eduphoria. Technology usage needs to be student-centered. Technology is incorporated into the general classroom; however, there is a need for the appropriate technology upgrades in order to effectively integrate the use of technology into all areas. Meetings with a Math and Reading consultant are held regarding curriculum, instruction and STAAR results. Information from STAAR tests and benchmarks, as well as teacher input, are used to evaluate and develop curriculum. In addition to CBA's, separate tests are necessary for some advanced courses for evaluation and alignment to meet the needs of advanced and GT learners. Continue to have planning meetings by academic subject areas. In addition, there is a need of time for team leaders from the various campuses to meet on a regular basis for vertical planning and alignment. There is a need for parental partnership in all areas, but specifically in meeting the learning needs and expected outcomes for achievement with our Pre-Ap and GT students. The RTI process has been established for students who are identified as needing assistance beyond the primary classroom instruction. In addition to and as part of the RTI process, there are support facilitated classes, tutorials and remediation classes for specific areas available to any student with a need for assistance. The emphasis of design and delivery is on teacher lesson plans. Further, academic team planning enhances lesson plans. Designed assessments will be developed taking into consideration the individual scopes & sequences of the specific level of each of the core courses. CBA's developed in subject areas with the consideration of individual scopes & sequences of the specific level of each of the core courses. Special effort will be taken to ensure that assessments are designed, developed, and used in a fair and equitable manner that eliminates biases. Students' perceptions noted are that they are growing weary of testing. Nottingham Middle School Generated by Plan4Learning.com
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Each core area has a scope & sequence. Assessments are created to provide a comprehensive and representative sampling of student performance that allows for data based conclusions about achievement. Curriculum, Instruction, and Assessment Strengths
Academic Team Meetings TEKS Resource system Instructional Coaches
Curriculum, Instruction, and Assessment Needs
Training for teachers on how to increase rigor in classroom and effective use of small groups.
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Family and Community Involvement Family and Community Involvement Summary
1. Parents and community members participate on the District Education Improvement Committee (DEIC),Campus Education Improvement Committee (CEIC), Student Health Advisory Committee (SHAC), and other with campus programs. Parent Expo occurs at the community center to offer parents an overview of the coming school year. Mustang Mania and district open house occurs at NMS prior to the beginning of the school year. NMS has a web page containing district information. Parents also participate in the Parent Teacher Organization. Skyward Family Access provides parents an on-line resource for monitoring their student's academic progress in the classroom. Reading and Math nights are coupled with other events, such as choir performances and band concerts, to inform parents about topics of study and projects occurring in those core courses. Community members have organized Homework Depot to assist students with homework in the afternoon when school is over. In the spring, parent and student orientation meetings are conducted to explain the registration process and course requirements for the coming school year. 2. Parents are included in the decision making process through the DEIC and CEIC. Communication is provided through parent conferences, e-mails, phone call-out system, letters, and through the media. Special programs are explained through parent advisory meetings. 3. The school counselors have resources available to address family needs. Homeless students are identified through the McKinney Vento program and services are provided for students who meet these qualifications. School supplies are available to students throughout the district. Through the school nurse, students have access to free or reduced price vaccinations and health screening such as eye exams and hearing tests. 4. The language other than English that is most frequently spoken, is Spanish. Documents in both languages and bilingual personnel are available to assist with communication, when needed. 5. Student may join student organization and participate in any student activity such as Juvenile Diabetes Research Fund (JDRF). MHMR and Special Education organizations are available for helping students. Support facilitators are available in all core areas. 6. Locally there are churches with food banks and clothing, Woodrow Wilson Junior High has "The Closet", a district-wide resource available for student clothing. The county juvenile probation department donates school supplies. A group of individuals and businesses sponsors "Bikes for Christmas," a program that makes bikes and gifts available for students at Christmas. Spirit of Sharing in Liberty County offers clothing and household items at reasonable prices. Rotary Club members often participate as guest speakers. The Lions Club makes eye glasses available for students that need, but cannot afford glasses. Wal-Mart/Sam's Club provide assistance through grants and other resources. Another major event includes a series of activities that raise funds to support the Juvenile Diabetes Research Foundation (JDRF). Homework Depot assists students with homework in the afternoon when school is Nottingham Middle School Generated by Plan4Learning.com
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over. In the spring, parent and student orientation meetings are conducted to explain the registration process and course requirements for the coming school year. Family and Community Involvement Strengths
Dayton ISD is part of a grant with Communities In Schools. With this grant we are able to hire a trained community member to serve as a mentor to our students that struggle the most in school. Family and Community Involvement Needs
We need to have more events for parents to come and see the kids perform in campus groups. Create a functioning PTO. Establish an avenue for parents as partners to volunteer at school.
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School Context and Organization School Context and Organization Summary
School Context 1. To what degree does the district/school support the organization and how? The CIC is supported by the district by providing top down information through the district improvement committee. The information is transferred either through the principal or CIC liaison. 2. How does the data reflect about classes, schedules, and student/staff teams? Data is used in various formats to influence classes and scheduling. Incoming sixth graders with low STAAR scores are placed in an Innovative Math and/or Innovative Reading (Read 180) class. STAAR data is disaggregated and used to refine curriculum. Any TEKS with especially poor results are spiraled back in for further review. In addition, all students are monitored individually to verify information needed for tutorials. 3. How is adequate time devoted to subjects in which students show poor performance? Teachers are available before and after school to provide opportunities for tutorials that assist students with class assignments as well as to help students prepare for STAAR. Innovative Math and Innovative Reading (Read180) classes are available for students that are struggling in these areas based on assessment results. Think Through Math and Istation are used to assess student progress and to provide interventions. Reading Wranglers incorporate academic terminology across the curriculum. 4. How do teachers have a voice in decision making and school policies? Needs of individual teachers can be brought to the attention of department chairs who relay that information to the principal during leadership team meetings. Many campus decisions are reached in meetings of the leadership team which consists of the campus principal, campus counselor, instructional coaches and department chairs. Information from these meetings is shared with the campus through email and discussed in monthly campus wide meetings. Nottingham Middle School Generated by Plan4Learning.com
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5. What role do teachers have in deciding what assessments will be used to evaluate individual students or the program as a whole? Campus assessments come in several varieties, including teacher made exams, campus based CBA's, and C&I developed benchmarks. The teacher made exams are either developed in teams or individually, allowing evaluation of programs as a whole when developed in a team. The campus based CBA's can also accomplish this goal. These two tests allow the teachers to have a leading role in deciding what assessments are to be used to evaluate students. 6. Do school committees and decision making bodies make it easy for teachers, parents, paraprofessionals, support staff, and students to be heard, and, in turn, for all groups to be part of solutions to identified problems? NMS has an open door approach to campus policy. Administrators are willing to meet with anyone who seeks solutions to individual and campus issues. Parents and teachers participate as members of the DEIC and assist in the development of the district needs assessment. 7. What are the students', parents', and community perceptions of the school? While a district survey was conducted in 2012-2013, no current data is available to identify the perceptions of NMS. A survey needs to be developed and administered in order to obtain this data for the purpose of identifying and addressing concerns. 8. What do school expectations reveal? As noted above, a survey was conducted in 2012-2013, and no current data is available for NMS. The development and administration of a survey would also be helpful in identifying expectations of the campus. School Context and Organization Strengths
There are several teachers who are members of DISD's DEIC, Reading Wranglers Trainer of Trainers, and SHAIC committee.
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Technology Technology Summary
Nottingham Middle School has 2 classroom labs, projectors, document cameras, Chromebooks, web cameras and an i-Pad cart. The science department has an i-Pod Touch cart and a Classmate cart. Technology proficiency for the staff is based on STaR surveys. This year most students are enrolled in a 12 week course of Introduction to Keyboarding. Introduction to Digital Media is also a semester course offered to students as an elective choice. The staff consensus is that hardware and software needs updating desperately. Additionally, although the campus is now wireless, the connection is slow and unreliable. There are not enough wireless hubs and the classrooms in the outer buildings do not get wireless service. Several barriers have prevented effective use of technology. The campus wireless connection needs more bandwidth. Connectivity causes barriers. Access to technology and the lack of available technology decreases the opportunity to incorporate usage in the classroom. Hardware and software are not as compatible as they once were. The district requires 12 hours for professional development. E-courses facilitate the ease with which staff members can complete required staff development. NMS has a campus technology coach that provides training regarding computer programs and technology resources for the classroom. All content areas are using technology, but at varying levels. Technology makes curriculum relevant for students, and is the students' medium of choice. Faster and more reliable wireless is needed so students can use their own devices. The iPad cart offers opportunities to incorporate technology in classrooms, but more such carts are needed to serve more students, in more classrooms.
Signatures of both student and guardian are required on a Responsible Use Policy for computers and networks. Student servers offer the use of Broncomail for students and these accounts are protected with user names and passwords. Students want more access to computers for research and recreation outside a lab class. Several items were noted: on-line Staff Development courses, TEKS Resource for Curriculum Development and TEKS goals and objectives. PDAS is entered, reviewed and signed in Eduphoria. Eduphoria Aware has local data loaded with assessment results for staff
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review. Projectors and classroom computers further support curriculum and instruction. Document cameras are available for use in the classrooms. Technology Strengths
The computer lab is open before school for students two days a week. Technology Needs
Nottingham has a limited amount of functional technology. There are many out-dated computers that are not available to run programs for our students. There needs to be newer computers, iPad, mobile carts or chromebooks.
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Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR Released Test Questions Student Success Initiative (SSI), Grades 5 and 8, data Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Student failure and/or retention rates Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Male / Female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Homeless data Nottingham Middle School Generated by Plan4Learning.com
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Gifted and talented data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Attendance data Discipline records Student surveys and/or other feedback Employee Data Staff surveys and/or other feedback Highly qualified staff data Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Evaluation(s) of professional development implementation and impact Teacher STaR Chart Technology Data PDAS data Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Support Systems and Other Data Budgets/entitlements and expenditures data Study of best practices
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Goals Goal 1: Improve Academic Performance of All Students Performance Objective 1: All students shall increase their academic performance. Strategy Description System Safeguard Strategies 1) Provide an intervention class for students who have not mastered academic objectives in ELA using Read 180
TITLE I
Staff Responsible for Monitoring
1, 2, 3, 9, Principal, 10 Instructional Coach, Department Head, Teacher
Evidence that Demonstrates Success
Formative Reviews Nov Jan Mar June
Weekly Lesson Plans, STAAR Results, and Benchmark
Funding Sources: Title I - $2250.00 System Safeguard Strategies 1, 2, 3, 9, Counselor, PEIMS, 2) Prioritize scheduling for students receiving special services 10 LPAC, Special Ed. or ESL instruction into the appropriate ELA. Utilize inclusive support when necessary. System Safeguard Strategies 1, 2, 3, 8, 3) Use TEKS Resource System curriculum for core courses. 9 Use TEKS Resource System training to build lesson plans and goals for the year.
Student Schedules and Master Schedule
Principal, Counselor, Lesson Plans, Assessments Department Heads, Curriculum Coordinator
System Safeguard Strategies 4) All ELA classes will be blocked with Math class. Each class will be 70 minutes.
1, 2, 3, 10 Principal, Counselor, Master Schedule Teachers, Staff
5) Use TEKS Resources System Assessment tests for CBA
1, 2, 3, 10 Principal, Curriculum Aware Data from Eduphoria Coordinator, Teachers
6) Disaggregate data, construct item analysis, target instructional areas.
2, 8, 9
Principal, ,Counselor, CBA Data and Instructional Coach, Classroom Assessment Teachers
System Safeguard Strategies 1, 2, 3, 9, Principal, Counselor, Walkthroughs, 7) Increase the amount of Sheltered Instruction and ELPS 10 Staff TELPAS Scores, and strategies used with LEP students in classrooms by providing CBA data training. Funding Sources: Title III - $4500.00 8) Update LPAC training for ESL teachers.
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1, 2, 3, 9, C & I Department 10 Principal, ELA Department Leader
Sign-in sheets, agendas, and certificates
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System Safeguard Strategies 9) Provide supplies for teachers based on teacher and curriculum needs. Such as but not limited to: Mentoring Minds
1, 3
Administrators Department Leaders Teachers
CBA Results, Teacher surveys
Funding Sources: Title I - $1500.00, Title I - $1300.00, Title I - $3000.00
10) Provide appropriate ELA instruction for Dyslexia students 1, 2, 3, 9, Principal, ELA 10 department, C&I Department
Class Rosters, Progress Reports, Report Cards, and Walkthroughs
11) Increase ESL certification to increase content based instruction for LEP students.
1, 2, 3, 9, C & I Department 10
Registration paperwork, ESL Test results, Walk throughs, Lesson plans, and Observations
12) Increase student learning by creating a digital learning environment with flexible and convenient access to technology with and iPod/ iPad Mobile Learning Lab along with and Academic Learning Lab.
1, 2, 3, 9, Principal 10 Technology Teacher Classroom teachers
Daily class assignments, CBA results, Progress Reports, Report Cards, Mock STAAR tests, and STAAR Reading results
13) Provide a math skills class for students who have not mastered academic objectives in Math.
1, 2, 3, 9, Principal, Counselor, Lesson Plans and 10 Teachers Walkthroughs
14) Develop and implement common planning time for all core academic courses
1, 2, 3, 9 Counselor, Department Leaders, Teachers
Agendas, Meeting minutes, and Sign-in sheets
15) Align Math curriculum between Nottingham, Kimmie Brown, and WWJH
1, 2, 10
Agendas, Sign-in sheets, and Improved STAAR Math scores
Principal, Teachers
16) Utilize instructional support staff in all Special Education 1, 2, 9, 10 Principal, Counselor, Instructional Support Staff and schedule support facilitation classes according to student's IEP's in all Instructional Support core academic courses Staff, Special Ed. Dept 17) Upgrade and maintain technology in core classrooms for all students with priority given to Special Ed. students with iPods, Intel laptops, and iPads 18) Continue to upgrade and replace equipment in the Science Lab allowing for more hands-on activities and labs 19) Utilize STAAR materials assessments and interventions for low performing sub populations.
Nottingham Middle School Generated by Plan4Learning.com
1, 2, 3, 9, Principal, Teachers, 10 Special Education Dept. 1, 3, 9
Lesson Plans and Walkthroughs focused on technology use
Principal, Teachers, Department Leaders
Walkthroughs and Lesson Plans
Curriculum Coordinator, Principal, Department Head
Walkthroughs, Lesson Plans, CBA Data, and Intervention Plans
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20) To deliver increased opportunities for sub populations using supplemental educational resources such as, but not limited to, BrainPOP for students
Counselors, Teachers Lesson Plans
21) Provide off campus and in-district training for teachers to research and learn new teaching strategies and supplemental information to increase student success.
Curriculum Department
System Safeguard Strategies 22) Provide training to allow staff to develop strategies and interventions for students who have not mastered academic objectives. = Accomplished
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CBA Results, Sign-In sheets
1, 2, 3, 4, Teachers, 8, 9, 10 Principal, District Curriculum Department = Considerable
STAAR scores will be disaggregated to identify specific areas of student need. Individual test performance for special programs and populations. Student work samples. Instructional assessments, MOCK assessment.
= Some Progress
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= No Progress
= Discontinue
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Goal 2: Hire highly-qualified employees, while reducing the turnover rate through mentoring, compensation, and staff development. Performance Objective 1: Decrease employee turnover rate. Strategy Description
TITLE I
1) Continue with staff training that will meet the needs of our students. These trainings may include, but are not limited to: TEKS Resources System Training, Horizontal and Vertical Alignment Pre K - 12th (subject area), Project Share and Eduphoria, Sheltered Instruction Training. Other training as needed Increase Rigor through Differentiated Instruction Ignite Learning Training (subject specific) 2) Utilize DISD Mentor Program for new hires
1, 2, 3, 4, Curriculum 5, 8, 9, 10 Coordinator, Instructional Coach, Administrators, Teachers
5) Implement teacher recognition program
1, 3, 5, 8 DISD Human Resources Dept., Principal, Campus Mentor Coordinator
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Principal, Special ED. Director & Dept., Sp. Ed. Case Manager, ESL Case Manager, Teachers
Formative Reviews Nov Jan Mar June
Sign in sheets, C&I Tracking System, and Walkthroughs
Sign-in sheets and Mentor/Mentee Observations
Training, Agenda, Sign In Sheets, and Walkthroughs
1, 2, 3, 4, C&I Executive C & I Tracking System, 9 Director & Dept, Sign-in Sheets, and Principal, Counselor, Certificates Pre-Ap and Enriched teachers Principal, Counselor
= Accomplished
Evidence that Demonstrates Success
Funding Sources: Title I - $700.00, Title I - $3000.00, Title I - $800.00, Title I - $200.00, Title I - $580.00, Bilingual Ed (PI 25) $500.00, Title III - $4000.00, Title III - $1200.00, Title III - $250.00
3) Continue to review campus processes for educating special 1, 2, 9, 10 populations: Review student folders for special education students, Review students folders for ESL students, Review RTI folders, Review staffing for NMS Special Ed. Dept. 4) Increase the academic rigor and academic expectations through Pre-AP and enriched classes: Required GT and Pre-AP Training
Staff Responsible for Monitoring
= Considerable
Teacher Surveys
= Some Progress
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= No Progress
= Discontinue
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Goal 2: Hire highly-qualified employees, while reducing the turnover rate through mentoring, compensation, and staff development. Performance Objective 2: Recruit and maintain 100% "Highly Qualified" teachers and instructional paraprofessionals in order to meet state and federal requirements. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) Continue monitoring of "HQ" staff and credentials to be considered "HQ"
1, 2, 3, 10 Human Resources Department, Principal
2) Utilize DISD Mentor Program for new teachers
1, 3, 5, 9 DISD Human Sign-in sheets and Resource Department, Mentor/Mentee Observations Principal, Department Heads
3) Create Teacher Recognition Program
Principal, Counselor = Accomplished
Nottingham Middle School Generated by Plan4Learning.com
= Considerable
Formative Reviews Nov Jan Mar June
Copies of staff credentials
Teacher surveys
= Some Progress
26 of 37
= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 3: Promote and develop opportunities to increase parental involvement, foster a strong home-school partnership resulting in increased student achievement. Performance Objective 1: Continue to improve parental involvement, community relations and opportunities to participate in district/campus planning. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) Campus will use the number of parents attending parent meetings/activities to measure parental involvement.
1, 2, 6, 10 Principal, Counselor, Administrators and Department Leaders, Office Staff Office Staff
2) Campus will employ strategies to increase parental participation including, but not limited to: Mustang Mania/ Open House, Meet the Teacher Night/Math Night, Choir Performance/ Reading Night, ESL/Special Education Information Meeting, Pre-AP Information Night, Band Expo
1, 2, 6, 10 Principal, Agendas and Counselor, Sign-in sheets Teachers, Department Leaders, Bilingual Coordinator
3) Have Parents serve on the Campus Improvement Team in order to help make decisions regarding the campus.
1, 2, 6, 10 Principal, Parent Agendas, minutes, and Representatives, Sign-in sheets Staff Representatives
4) Campus will participate in parent meetings and phone conferences with parents.
6, 10
5) Deliver campus information via: Email, Social Media, District and campus web-page, Campus Newsletter, Campus call-outs to parents, Radio, Reminder, Campus Web Site, Local Newspaper
1, 6, 10
6) Facilitate opportunities for PTO to support campus needs.
6
7) Continue with a parent orientation in the spring semester.
= Accomplished
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Principal, Teachers
Meeting documentation
Campus Staff
Attendance Observation
Administrators, Parents, Teachers
PTO Meeting Agendas and Sign-in sheets
Formative Reviews Nov Jan Mar June
1, 2, 6, 10 Principal, Counselor, Agenda Sign-In Sheets and Teachers = Considerable
= Some Progress
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= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 3: Promote and develop opportunities to increase parental involvement, foster a strong home-school partnership resulting in increased student achievement. Performance Objective 2: Continue to provide information, in multiple formats, to increase two-way communication between home and school. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) Provide newsletters for parents.
1, 6, 10
Campus Staff
Copies of newsletters
2) Send out information via: Email, Skyward, District/campus website
1, 6, 10
Principal, District Web Master, Campus Web Master
Copy of the information
Office staff
Use of the marquee
Principal
Copy of survey report
3) Display school information on the marquee.
6
4) Collect data through parent surveys.
1, 6, 10 = Accomplished
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= Considerable
= Some Progress
28 of 37
= No Progress
Formative Reviews Nov Jan Mar June
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives for health/wellness and security. Performance Objective 1: Provide safe, secure learning and working environment. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) Provide staff training on sexual harassment during inservice at the beginning of the year.
10
DISD Curriculum Department, Eduphoria
Sign in sheet
2) Use Raptor system to identify sexual predators to prevent them from access to students.
10
Administrator, Office Staff
Campus Raptor Data
3) Notification process for all that enter the school without a DISD badge.
1, 10
Office Staff
Sign-in book in the front office
4) Conduct safety drills.
1
Principal, Counselor, Safety Drill Log Teachers
5) Continue Red Ribbon Week.
1
Counselor
6) Recheck and enter district printed parent registration page. 7) Continue and encourage training regarding building positive relationship among staff and students. Such as: Capturing Kids Hearts. = Accomplished
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Formative Reviews Nov Jan Mar June
Schedule of events
1, 3, 6, 9 Director of technology Receipt of corrected blue sheet Office staff 1, 4
Principal
Number of discipline referrals reduced.
Funding Sources: Title I - $2200.00 = Considerable
= Some Progress
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= No Progress
= Discontinue
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Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives for health/wellness and security. Performance Objective 2: Continue to educate students and parents on Dating Violence. Strategy Description
TITLE I
1) Observe Teen Dating Violence Awareness and Prevention Week.
1, 2, 6
= Accomplished
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Staff Responsible for Monitoring Counselors
= Considerable
Evidence that Demonstrates Success
Formative Reviews Nov Jan Mar June
Awareness and prevention week activities
= Some Progress
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= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives for health/wellness and security. Performance Objective 3: Implement Health/Wellness district initiative. Strategy Description
TITLE I
1) Complete state requirements for Fitness Gram Assessment.
10
2) Worth the Wait Program taught in Science classes.
1, 2, 9
3) Campus involvement in Student Health Advisory Committee to provide input suggestions and advice for curriculum.
1, 10
= Accomplished
Nottingham Middle School Generated by Plan4Learning.com
Staff Responsible for Monitoring
Evidence that Demonstrates Success
PE Teachers
Completion of Fitness Gram, Lesson Plans
Counselor, Science Teachers
Lesson Plans
SHAC campus representative
Sign-In Sheet
= Considerable
= Some Progress
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= No Progress
Formative Reviews Nov Jan Mar June
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives for health/wellness and security. Performance Objective 4: Continue to implement Crisis Management efforts in the district. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) Implement a campus wide behavioral support system.
1, 2, 8, 9 Principal, Department Reduction of discipline Leaders, Counselor, Front Office Staff
2) Provide staff meetings on Campus Emergency Situations such as : Loss of student, student death, parent death, teacher or administrator death. Crisis Prevention, Law on Restraint, Positive Behavior, Safety Drills.
1, 2, 9, 10 Principal, Counselor, Sign in sheets and Teachers Agendas
= Accomplished
Nottingham Middle School Generated by Plan4Learning.com
= Considerable
= Some Progress
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= No Progress
Formative Reviews Nov Jan Mar June
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 5: Promote multiple proven pathways to graduation and credit recovery. Performance Objective 1: Reduce Drop-Out and Retention rate Strategy Description
TITLE I
1) Monitor attendance issues through the use of : Parent meetings and call outs. Increase attendance rate to 97%, Truancy letters and Truancy Officer Visits, Teacher and Campus absence calls, DISD automatic call for all absences
Staff Responsible for Monitoring
1, 2, 6, 9, Principal, 10 Attendance Clerk, District Truancy Officers, City Judge, Teachers
Evidence that Demonstrates Success
Formative Reviews Nov Jan Mar June
Principal's Report, Attendance Committee agendas and minutes, PEIMS Reports, and DISD Automatic Call report
2) Provide priority scheduling and case management for LEP 1, 2, 3, 10 Principal, Counselor, Student Schedules and and Special Education students PEIMS Clerk Campus Records 3) Utilize instructional staff and appropriate intervention strategies for at-risk students such as but not limited to: Read 180, Innovative Math, Pull-outs
1, 3, 4, 9, Principal, Counselor, 10 Instructional Coach, Teachers, Support Facilitators
Walkthroughs, CBA data, Progress reports, and report cards
4) Honorable Character Program: Mustang Money, Nottingham Nobles.
1, 2, 3, 8, Principal, Teachers, 9, 10 Staff Members
Announcements and Website
= Accomplished
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= Considerable
= Some Progress
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= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 5: Promote multiple proven pathways to graduation and credit recovery. Performance Objective 2: Provide and monitor appropriate interventions for At-Risk students. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) RTI process for students.
1, 2, 3, 8, Principal, Counselor, RTI paperwork and 9, 10 Counselor Secretary, Student Referrals Teachers
2) 504 Identification
1, 2, 9, 10 Principal, Counselor, 504 paperwork and the number of students identified as 504 Teachers
3) Homeless Identification
1, 9, 10
Counselor PEIMS Clerk
1, 2, 3, 9, Bilingual coordinator, ESL purple folders 10 Teachers, ESL Case Manager ESL Instructional Aide
5) Continue to employ instructional aides to facilitate the needs of at-risk students
1, 2, 9, 10 Principal, Human Resources Dept., Special Ed. Director
Nottingham Middle School Generated by Plan4Learning.com
= Considerable
Nov Jan Mar June
McKinney Vento paperwork
4) Monitor ESL students and LPAC Meetings
= Accomplished
Formative Reviews
Employment Records
= Some Progress
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= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 5: Promote multiple proven pathways to graduation and credit recovery. Performance Objective 3: Increase student attendance. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
Formative Reviews Nov Jan Mar June
1) Develop incentive programs and activities to reward 1, 2, 3, 6, Principal, Counselor, Attendance Data, student attendance, academic performance, and good behavior 8, 9, 10 PEIMS Clerk, Discipline Data, Teachers, Students Court Appearances, and Truancy Letters 2) District automatic calls on each day of absence
= Accomplished
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1, 2, 9
Attendance Clerk, District Technology Dept.
= Considerable
Daily call out reports
= Some Progress
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= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
System Safeguard Strategies Goal
Performance Objective
1
1
1
Provide an intervention class for students who have not mastered academic objectives in ELA using Read 180
1
1
2
Prioritize scheduling for students receiving special services or ESL instruction into the appropriate ELA. Utilize inclusive support when necessary.
1
1
3
Use TEKS Resource System curriculum for core courses. Use TEKS Resource System training to build lesson plans and goals for the year.
1
1
4
All ELA classes will be blocked with Math class. Each class will be 70 minutes.
1
1
7
Increase the amount of Sheltered Instruction and ELPS strategies used with LEP students in classrooms by providing training.
1
1
9
Provide supplies for teachers based on teacher and curriculum needs. Such as but not limited to: Mentoring Minds
1
1
22
Provide training to allow staff to develop strategies and interventions for students who have not mastered academic objectives.
Nottingham Middle School Generated by Plan4Learning.com
Strategy Description
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Campus Funding Summary Title I Goal
Objective
Strategy
Resources Needed
Account Code
Amount
1
1
1
Scholastic-Read 180
2114-11-042-30-6249
$2,250.00
1
1
9
Sunburst-Ignite
2114-11-042-30-6399
$1,500.00
1
1
9
TASB-Mocks
2114-11-042-30-6399
$1,300.00
1
1
9
Triumph Learning-Digital
2114-11-042-30-6399
$3,000.00
2
1
1
Subs
2114-13-042-30-6112
$700.00
2
1
1
Region VI-Reading Coach-Julie Griffith
2114-13-042-30-6299
$3,000.00
2
1
1
Region 13- AIE Conference & Hotel
2114-13-042-30-6411
$800.00
2
1
1
Region 4-Math Conference
2114-13-042-30-6411
$200.00
2
1
1
Region 6-TEKS Resource Conference
2114-13-042-30-6411
$580.00
4
1
7
Flippen Group - Capturing Kids Hearts
2114-13-042-30-6411
$2,200.00
Sub-Total
$15,530.00
Title III Goal
Objective
Strategy
Resources Needed
Account Code
Amount
1
1
7
Title 3
2
1
1
Math Strategies for ELL students-Lois Mosely
2634-13-042-25-6299
$4,000.00
2
1
1
Reading Strategies for ELL students
2634-13-042-25-6299
$1,200.00
2
1
1
Instructional Strategies for ELL students - Seidlitz Education
2634-13-042-25-6411
$250.00
$4,500.00
Sub-Total
$9,950.00
Bilingual Ed (PI 25) Goal
Objective
Strategy
2
1
1
Resources Needed Title 3 Symposium - Conference & Hotel
Account Code
Amount
1994-13-042-25-6411
$500.00
Sub-Total Grand Total
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$500.00 $25,980.00
Campus #146902042 October 28, 2014 8:50 am
Board Approval Date: October 21, 2014 Public Presentation Date: October 21, 2014
Nottingham Middle School Generated by Plan4Learning.com
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Table of Contents Comprehensive Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Culture and Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Curriculum, Instruction, and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Family and Community Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Context and Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehensive Needs Assessment Data Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 1: Improve Academic Performance of All Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 2: Hire highly-qualified employees, while reducing the turnover rate through mentoring, compensation, and staff development. . . . . . . . . . . . . Goal 3: Promote and develop opportunities to increase parental involvement, foster a strong home-school partnership resulting in increased student achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives for health/wellness and security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 5: Promote multiple proven pathways to graduation and credit recovery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . System Safeguard Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Campus Funding Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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3 3 7 10 12 14 16 18 20 22 22 25 27 29 33 36 37
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Comprehensive Needs Assessment Demographics Demographics Summary
1. What do enrollment numbers indicate? Nottingham Middle School has an enrollment of 394 students. 2. What are the breakdowns by ethnicity? African American Hispanic White American Indian Asian Pacific Islander 2 or more races
students (8.4%), students (33.5%), students (56.3%). students (1%) students (0%) students (0%) students (.7%)
3. How has the enrollment changed over the past three years? Over the past three years there has been a growth in total student population. The Hispanic sub-pop has seen a growth of 6.5% in total student population. African American student population has decreased slightly. White student population has remained. The number of Economically Disadvantaged students has increased from 246 to 256. The number of Limited English Proficient students has increased from 38 to 57. The number of At Risk students has decreased from 187 to 163. The mobility rate of students has remained the same at 13% over a 3 year period. Nottingham Middle School Generated by Plan4Learning.com
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4. What is the number of students in each special program? How do these program numbers look broken up by ethnicity, gender, or other category? Are we over- or underrepresented in certain groups? Why? Special Programs: Bilingual and ESL programs total student population has 57 students Career and Technology education total student population has 0 students Gifted and Talented education has 20 students. Special Education has 52 students 5. What is the data for special programs over time? The number of students enrolled in ESL programs has increased over three years and will continue to grow. Special Education has increased over the past three years. The number of students in Gifted and Talented programs has increased over time and we will continue to take measures to grow our program. 6. What does the data reflect regarding students who exit from special programs? How many? Who are they? What trend or pattern do we see? No Data 7. Who are our at-risk students? What is their at-risk category? At risk students represent 40.4% of the total student population and have increased from 37.5%. All the students who are at risk meet two of the categories that classify students who are at risk. 8. Who are our Migrant students? No Migrant students have been reported. 9. What is the mobility rate for this campus? What is the stability rate? How are these numbers represented for Migrant students? Nottingham Middle School Generated by Plan4Learning.com
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The mobility rate is 13.6% of the student population. 10. What are the staff demographics? Total Minority Staff represents 6.2% of staff members African American teachers 3.7% Hispanic teachers 1.1% White teachers 95.2% Asian Teachers 0 Two or more races 0 Continued effort should be placed on the recruitment and hiring of minority teachers when possible. 11. What are the teacher/student ratios? How do these ratios compare to performance? ELA: student to teacher ratio-at state average- lower than our 2009/2010 s/t ratio and it is closer to the state’s average. Math: student to teacher ratio- slightly above state average- lower than our 2009/2010 s/t ratio Science: student to teacher ratio-slightly above state average- lower than our 2009/2010 s/t ratio Social Studies: student to teacher ratio-below state average-lower than our 2009/2010 ratio.
Demographics Needs
Recommendations Based on the Data obtained from our DISD Campuses we will continue to see a growth rate of 6% to 8%. This is a conservative estimate. This growth rate of the future will present a need for hiring of additional staff in order to keep our students per teacher ratio at present levels. The Hispanic population has shown growth over the past three years. Improving our ESL program will be especially needed in core subject areas. Recommendations Our LEP population is 57 and this number has increased over a three year period and will continue to grow. Additional resources such as supplies, technology, and staffing will be needed to bridge the gap that will come with an increase in the LEP student Nottingham Middle School Generated by Plan4Learning.com
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population. All Reading Language Arts teachers will have ESL endorsement. Expansion of the number of students, enrolled in Pre –AP classes. There may be a need to look at different methods of classifying GT/ Pre-Ap students. Recommendation A need to get all Reading Language Arts teachers ESL endorsements A need to review methods for identifying Gifted and Talented students. GT students are under identified. Recommendations Continue to identify and meet the needs of our at risk student population. Expand the opportunities for these students to succeed by offering counseling, tutoring and intervention programs. Recommendations Efforts through creation of the master schedule and hiring of staff should be made to get our student to teacher ratio equal to state average. Accountability with STAAR testing will be challenging and meeting the needs of our students will need to be a priority. Academic meeting will be conducted for collaboration and alignment of curriculum. Having these periods and the expected growth rate of our student population will result in higher student to teacher ratios and a need for additional staff and creative ideas for the master schedule will be needed to address this situation.
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Student Achievement Student Achievement Summary
Student Achievement 1
How is student achievement data disaggregated?
2013/2014 STAAR results, current Eduphoria data and benchmark results are used to disaggregate data at Nottingham Middle School. The data is reviewed to identify STAAR focus groups and help teachers to address individual student needs for continued support. In addition, the information will be used to create awareness among teachers through data conferences. Departments devised an action plan based on sub populations, available programs, curriculum; TEKS/STAAR objectives not mastered and identified teachers and resources to be used to provide remediation. Departmental and individual data meetings were held with principal, counselor, department leaders, and district curriculum personnel in order to develop ideas for interventions. Nottingham has created a Campus Intervention Team to address school rating and develop a system for improvement. 2
How does student achievement data compare from one data source to another?
Benchmark, teacher assessments, and STAAR test scores appear to be indicators of student performance on STAAR. Mock STAAR scores have been compared to actual performance upon receiving the data and passing standard from the state. 3
What does the data indicate when disaggregated by ethnicity, gender, socioeconomic status, special program or other category?
A review of the Texas Education Agency Accountability System report for 2014 year data reflects the following information. Acceptable performance in areas. Reading and Math scores passed index 1 benchmark Reading and Math scores passed index 3 benchmark Areas of Concern: Reading and Math performance in index 2 did not meet the state standards. Nottingham Middle School Generated by Plan4Learning.com
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4
In which areas are we showing growth? At what rate? Compared to which standard of achievement?
Using TEA’s accountability calculation, growth was seen in index 1 and 3 for Reading and Math. Growth measure was compared with student’s prior year performance on STAAR and to campus group for index 2. 5
Which students are making progress? Why?
Student expectations have been raised to meet graded level requirements and rigor. Implementation of sufficient accommodations and interventions has assisted in student progress. Tutorials and intervention classes were implemented to increase performance. The class meet time for reading and math was increased. Attending academic conferences and regional service center workshops will help all Nottingham students. 6
What impact are intervention programs having on student achievement? Which students are benefiting or not? Why?
Teachers are beginning to better utilize differentiated instruction to meet the needs of their students. Response to Intervention processes are becoming more defined and more widely used to help facilitate and address struggling learners of all sub-populations. Research-based programs have had great impact on student achievement (RTI). Students who do not qualify for special education services but need additional supports are benefiting most from these procedures and programs. Prescribed interventions on target populations did result in an increase. The use of varied instructional strategies and small group instruction has played a major role in student achievement. 7
What does the longitudinal student achievement data indicate?
Long term trends show positive growth for most sub-populations; however there are outliers in which certain areas have experienced a temporary drop counter to the trend. (ELL's and Special Education) 8
What does the data reflect within and among content areas?
Mathematics and Reading scores have not grown consistently and the data shows that we need to apply so best practices to raise performance. Both Math and Reading classes will be extended to 70 minutes to allow for more instructional time for students and subpopulations. 9
What does the data indicate when disaggregated at various levels of depth?
Incorporating increased rigor in classroom instruction is a continuing goal as the faculty strives to increase the number of commended Nottingham Middle School Generated by Plan4Learning.com
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students in all areas. As a result of the implementation of the STAAR progress growth measure, increased rigor has been emphasized and implemented in all core subject areas.
Student Achievement Strengths
Acceptable performance in areas. Reading and Math scores passed index 1 benchmark Reading and Math scores passed index 3 benchmark Student Achievement Needs
Areas of Concern: Reading and Math performance in index 2 did not meet the state standards.
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School Culture and Climate School Culture and Climate Summary
School Culture and Climate
1) Each department works collaboratively to facilitate the alignment of curriculum in all subject areas to improve and enhance classroom instruction. By implementing best practices and ensuring successful learning of all students, STAAR results have improved, student performance at each grading cycle, and student success throughout the year. Participation in student groups will positively effect student’s academic performance. 2) As a campus, faculty and students need to strive daily to be fair, consistent, and equitable in both academics and ethnicity groups of students. The rules and expectations should be the same for every student. It is recommended that our involvement in professional development courses that are geared toward building better student relationships such as Capturing Kids Hearts or similar programs, are continued. 3) It was recommended that the disciplinary statistics be tracked from school year to school year for trends. After analyzing the new data, there were more recorded tardies this year and less disruptive behavior, truancy, and disrespectful infractions. The data will assist in determining what areas need to be improved or if we are having success with our current disciplinary policies. 4) A safe environment of learning is assured for all students and staff through participating in regular fire drills, lock down procedures, and imminent weather procedures. Students and staff remain vigilant regarding issues such as bullying, self-harm, and abuse and address these needs and concerns as they arise. The school needs to provide a safe and anonymous environment where students feel they can report inappropriate circumstances to the staff. 5) Nottingham Middle School will build tradition of setting high standards and goals and to continue obtaining these, students and staff need to display respect toward each other in and outside of the classroom. For our students to reach this high level of expectations, our teachers must provide rigorous instruction and support. These expectations are relevant as students transition to secondary schools. 6) The students who attend school regularly tend to be involved in school clubs or organizations. Staff and student rapport enriches the Nottingham Middle School Generated by Plan4Learning.com
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student’s school experience and creates a sense of belonging and acceptance. Students who are typically picked up after the buses should be encouraged to invest their time and energy into a club/organization/activity.
School Culture and Climate Strengths
Positive incentive program for students who are performing well and doing a good job following the student code of conduct, maintaining grades, and attending is in place. School Culture and Climate Needs
Paint - more color, but still professional in the hallways, student designed and created murals in designated areas, allow teachers to repaint their classrooms (either funded or teacher purchased). Replace exterior doors to the building. There are some intercoms throughout the school that are not working. During the summer, they will be tested and updated to fix the issues. Install ceiling mounted projectors in the remaining classrooms. Purchase more document cameras to improve instruction. Periodically check and maintain the damage to ceiling tiles due to water and mold.
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Curriculum, Instruction, and Assessment Curriculum, Instruction, and Assessment Summary
All lessons and classroom activities are aligned to the TEKS. At least three TEKS based assessments are given each nine weeks in all areas. Core area teachers use data gathered through assessments which have been properly aligned to the TEKs covered to help inform decisions concerning instruction and remediation. Many teachers feel that they need additional training on the AWARE component of Eduphoria. Technology usage needs to be student-centered. Technology is incorporated into the general classroom; however, there is a need for the appropriate technology upgrades in order to effectively integrate the use of technology into all areas. Meetings with a Math and Reading consultant are held regarding curriculum, instruction and STAAR results. Information from STAAR tests and benchmarks, as well as teacher input, are used to evaluate and develop curriculum. In addition to CBA's, separate tests are necessary for some advanced courses for evaluation and alignment to meet the needs of advanced and GT learners. Continue to have planning meetings by academic subject areas. In addition, there is a need of time for team leaders from the various campuses to meet on a regular basis for vertical planning and alignment. There is a need for parental partnership in all areas, but specifically in meeting the learning needs and expected outcomes for achievement with our Pre-Ap and GT students. The RTI process has been established for students who are identified as needing assistance beyond the primary classroom instruction. In addition to and as part of the RTI process, there are support facilitated classes, tutorials and remediation classes for specific areas available to any student with a need for assistance. The emphasis of design and delivery is on teacher lesson plans. Further, academic team planning enhances lesson plans. Designed assessments will be developed taking into consideration the individual scopes & sequences of the specific level of each of the core courses. CBA's developed in subject areas with the consideration of individual scopes & sequences of the specific level of each of the core courses. Special effort will be taken to ensure that assessments are designed, developed, and used in a fair and equitable manner that eliminates biases. Students' perceptions noted are that they are growing weary of testing. Nottingham Middle School Generated by Plan4Learning.com
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Each core area has a scope & sequence. Assessments are created to provide a comprehensive and representative sampling of student performance that allows for data based conclusions about achievement. Curriculum, Instruction, and Assessment Strengths
Academic Team Meetings TEKS Resource system Instructional Coaches
Curriculum, Instruction, and Assessment Needs
Training for teachers on how to increase rigor in classroom and effective use of small groups.
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Family and Community Involvement Family and Community Involvement Summary
1. Parents and community members participate on the District Education Improvement Committee (DEIC),Campus Education Improvement Committee (CEIC), Student Health Advisory Committee (SHAC), and other with campus programs. Parent Expo occurs at the community center to offer parents an overview of the coming school year. Mustang Mania and district open house occurs at NMS prior to the beginning of the school year. NMS has a web page containing district information. Parents also participate in the Parent Teacher Organization. Skyward Family Access provides parents an on-line resource for monitoring their student's academic progress in the classroom. Reading and Math nights are coupled with other events, such as choir performances and band concerts, to inform parents about topics of study and projects occurring in those core courses. Community members have organized Homework Depot to assist students with homework in the afternoon when school is over. In the spring, parent and student orientation meetings are conducted to explain the registration process and course requirements for the coming school year. 2. Parents are included in the decision making process through the DEIC and CEIC. Communication is provided through parent conferences, e-mails, phone call-out system, letters, and through the media. Special programs are explained through parent advisory meetings. 3. The school counselors have resources available to address family needs. Homeless students are identified through the McKinney Vento program and services are provided for students who meet these qualifications. School supplies are available to students throughout the district. Through the school nurse, students have access to free or reduced price vaccinations and health screening such as eye exams and hearing tests. 4. The language other than English that is most frequently spoken, is Spanish. Documents in both languages and bilingual personnel are available to assist with communication, when needed. 5. Student may join student organization and participate in any student activity such as Juvenile Diabetes Research Fund (JDRF). MHMR and Special Education organizations are available for helping students. Support facilitators are available in all core areas. 6. Locally there are churches with food banks and clothing, Woodrow Wilson Junior High has "The Closet", a district-wide resource available for student clothing. The county juvenile probation department donates school supplies. A group of individuals and businesses sponsors "Bikes for Christmas," a program that makes bikes and gifts available for students at Christmas. Spirit of Sharing in Liberty County offers clothing and household items at reasonable prices. Rotary Club members often participate as guest speakers. The Lions Club makes eye glasses available for students that need, but cannot afford glasses. Wal-Mart/Sam's Club provide assistance through grants and other resources. Another major event includes a series of activities that raise funds to support the Juvenile Diabetes Research Foundation (JDRF). Homework Depot assists students with homework in the afternoon when school is Nottingham Middle School Generated by Plan4Learning.com
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over. In the spring, parent and student orientation meetings are conducted to explain the registration process and course requirements for the coming school year. Family and Community Involvement Strengths
Dayton ISD is part of a grant with Communities In Schools. With this grant we are able to hire a trained community member to serve as a mentor to our students that struggle the most in school. Family and Community Involvement Needs
We need to have more events for parents to come and see the kids perform in campus groups. Create a functioning PTO. Establish an avenue for parents as partners to volunteer at school.
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School Context and Organization School Context and Organization Summary
School Context 1. To what degree does the district/school support the organization and how? The CIC is supported by the district by providing top down information through the district improvement committee. The information is transferred either through the principal or CIC liaison. 2. How does the data reflect about classes, schedules, and student/staff teams? Data is used in various formats to influence classes and scheduling. Incoming sixth graders with low STAAR scores are placed in an Innovative Math and/or Innovative Reading (Read 180) class. STAAR data is disaggregated and used to refine curriculum. Any TEKS with especially poor results are spiraled back in for further review. In addition, all students are monitored individually to verify information needed for tutorials. 3. How is adequate time devoted to subjects in which students show poor performance? Teachers are available before and after school to provide opportunities for tutorials that assist students with class assignments as well as to help students prepare for STAAR. Innovative Math and Innovative Reading (Read180) classes are available for students that are struggling in these areas based on assessment results. Think Through Math and Istation are used to assess student progress and to provide interventions. Reading Wranglers incorporate academic terminology across the curriculum. 4. How do teachers have a voice in decision making and school policies? Needs of individual teachers can be brought to the attention of department chairs who relay that information to the principal during leadership team meetings. Many campus decisions are reached in meetings of the leadership team which consists of the campus principal, campus counselor, instructional coaches and department chairs. Information from these meetings is shared with the campus through email and discussed in monthly campus wide meetings. Nottingham Middle School Generated by Plan4Learning.com
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5. What role do teachers have in deciding what assessments will be used to evaluate individual students or the program as a whole? Campus assessments come in several varieties, including teacher made exams, campus based CBA's, and C&I developed benchmarks. The teacher made exams are either developed in teams or individually, allowing evaluation of programs as a whole when developed in a team. The campus based CBA's can also accomplish this goal. These two tests allow the teachers to have a leading role in deciding what assessments are to be used to evaluate students. 6. Do school committees and decision making bodies make it easy for teachers, parents, paraprofessionals, support staff, and students to be heard, and, in turn, for all groups to be part of solutions to identified problems? NMS has an open door approach to campus policy. Administrators are willing to meet with anyone who seeks solutions to individual and campus issues. Parents and teachers participate as members of the DEIC and assist in the development of the district needs assessment. 7. What are the students', parents', and community perceptions of the school? While a district survey was conducted in 2012-2013, no current data is available to identify the perceptions of NMS. A survey needs to be developed and administered in order to obtain this data for the purpose of identifying and addressing concerns. 8. What do school expectations reveal? As noted above, a survey was conducted in 2012-2013, and no current data is available for NMS. The development and administration of a survey would also be helpful in identifying expectations of the campus. School Context and Organization Strengths
There are several teachers who are members of DISD's DEIC, Reading Wranglers Trainer of Trainers, and SHAIC committee.
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Technology Technology Summary
Nottingham Middle School has 2 classroom labs, projectors, document cameras, Chromebooks, web cameras and an i-Pad cart. The science department has an i-Pod Touch cart and a Classmate cart. Technology proficiency for the staff is based on STaR surveys. This year most students are enrolled in a 12 week course of Introduction to Keyboarding. Introduction to Digital Media is also a semester course offered to students as an elective choice. The staff consensus is that hardware and software needs updating desperately. Additionally, although the campus is now wireless, the connection is slow and unreliable. There are not enough wireless hubs and the classrooms in the outer buildings do not get wireless service. Several barriers have prevented effective use of technology. The campus wireless connection needs more bandwidth. Connectivity causes barriers. Access to technology and the lack of available technology decreases the opportunity to incorporate usage in the classroom. Hardware and software are not as compatible as they once were. The district requires 12 hours for professional development. E-courses facilitate the ease with which staff members can complete required staff development. NMS has a campus technology coach that provides training regarding computer programs and technology resources for the classroom. All content areas are using technology, but at varying levels. Technology makes curriculum relevant for students, and is the students' medium of choice. Faster and more reliable wireless is needed so students can use their own devices. The iPad cart offers opportunities to incorporate technology in classrooms, but more such carts are needed to serve more students, in more classrooms.
Signatures of both student and guardian are required on a Responsible Use Policy for computers and networks. Student servers offer the use of Broncomail for students and these accounts are protected with user names and passwords. Students want more access to computers for research and recreation outside a lab class. Several items were noted: on-line Staff Development courses, TEKS Resource for Curriculum Development and TEKS goals and objectives. PDAS is entered, reviewed and signed in Eduphoria. Eduphoria Aware has local data loaded with assessment results for staff
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review. Projectors and classroom computers further support curriculum and instruction. Document cameras are available for use in the classrooms. Technology Strengths
The computer lab is open before school for students two days a week. Technology Needs
Nottingham has a limited amount of functional technology. There are many out-dated computers that are not available to run programs for our students. There needs to be newer computers, iPad, mobile carts or chromebooks.
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Comprehensive Needs Assessment Data Documentation The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Current and/or prior year(s) campus and/or district improvement plans Campus and/or district planning and decision making committee(s) meeting data State and federal planning requirements Accountability Data Texas Academic Performance Report (TAPR) data Performance Index Framework Data: Index 1 - Student Achievement Performance Index Framework Data: Index 2 - Student Progress Performance Index Framework Data: Index 3 - Closing Performance Gaps Performance Index Framework Data: Index 4 - Postsecondary Readiness System Safeguards and Texas Accountability Intervention System (TAIS) data Critical Success Factor(s) data Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR Released Test Questions Student Success Initiative (SSI), Grades 5 and 8, data Local diagnostic reading assessment data Local diagnostic math assessment data Local benchmark or common assessments data Student failure and/or retention rates Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Male / Female performance and participation data Special education population, including performance, discipline, attendance, and mobility Migrant population, including performance, discipline, attendance and mobility At-Risk population, including performance, discipline, attendance and mobility ELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc Section 504 data Homeless data Nottingham Middle School Generated by Plan4Learning.com
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Gifted and talented data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators Attendance data Discipline records Student surveys and/or other feedback Employee Data Staff surveys and/or other feedback Highly qualified staff data Campus leadership data Campus department and/or faculty meeting discussions and data Professional development needs assessment data Evaluation(s) of professional development implementation and impact Teacher STaR Chart Technology Data PDAS data Parent/Community Data Parent surveys and/or other feedback Parent Involvement Rate Support Systems and Other Data Budgets/entitlements and expenditures data Study of best practices
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Goals Goal 1: Improve Academic Performance of All Students Performance Objective 1: All students shall increase their academic performance. Strategy Description System Safeguard Strategies 1) Provide an intervention class for students who have not mastered academic objectives in ELA using Read 180
TITLE I
Staff Responsible for Monitoring
1, 2, 3, 9, Principal, 10 Instructional Coach, Department Head, Teacher
Evidence that Demonstrates Success
Formative Reviews Nov Jan Mar June
Weekly Lesson Plans, STAAR Results, and Benchmark
Funding Sources: Title I - $2250.00 System Safeguard Strategies 1, 2, 3, 9, Counselor, PEIMS, 2) Prioritize scheduling for students receiving special services 10 LPAC, Special Ed. or ESL instruction into the appropriate ELA. Utilize inclusive support when necessary. System Safeguard Strategies 1, 2, 3, 8, 3) Use TEKS Resource System curriculum for core courses. 9 Use TEKS Resource System training to build lesson plans and goals for the year.
Student Schedules and Master Schedule
Principal, Counselor, Lesson Plans, Assessments Department Heads, Curriculum Coordinator
System Safeguard Strategies 4) All ELA classes will be blocked with Math class. Each class will be 70 minutes.
1, 2, 3, 10 Principal, Counselor, Master Schedule Teachers, Staff
5) Use TEKS Resources System Assessment tests for CBA
1, 2, 3, 10 Principal, Curriculum Aware Data from Eduphoria Coordinator, Teachers
6) Disaggregate data, construct item analysis, target instructional areas.
2, 8, 9
Principal, ,Counselor, CBA Data and Instructional Coach, Classroom Assessment Teachers
System Safeguard Strategies 1, 2, 3, 9, Principal, Counselor, Walkthroughs, 7) Increase the amount of Sheltered Instruction and ELPS 10 Staff TELPAS Scores, and strategies used with LEP students in classrooms by providing CBA data training. Funding Sources: Title III - $4500.00 8) Update LPAC training for ESL teachers.
Nottingham Middle School Generated by Plan4Learning.com
1, 2, 3, 9, C & I Department 10 Principal, ELA Department Leader
Sign-in sheets, agendas, and certificates
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System Safeguard Strategies 9) Provide supplies for teachers based on teacher and curriculum needs. Such as but not limited to: Mentoring Minds
1, 3
Administrators Department Leaders Teachers
CBA Results, Teacher surveys
Funding Sources: Title I - $1500.00, Title I - $1300.00, Title I - $3000.00
10) Provide appropriate ELA instruction for Dyslexia students 1, 2, 3, 9, Principal, ELA 10 department, C&I Department
Class Rosters, Progress Reports, Report Cards, and Walkthroughs
11) Increase ESL certification to increase content based instruction for LEP students.
1, 2, 3, 9, C & I Department 10
Registration paperwork, ESL Test results, Walk throughs, Lesson plans, and Observations
12) Increase student learning by creating a digital learning environment with flexible and convenient access to technology with and iPod/ iPad Mobile Learning Lab along with and Academic Learning Lab.
1, 2, 3, 9, Principal 10 Technology Teacher Classroom teachers
Daily class assignments, CBA results, Progress Reports, Report Cards, Mock STAAR tests, and STAAR Reading results
13) Provide a math skills class for students who have not mastered academic objectives in Math.
1, 2, 3, 9, Principal, Counselor, Lesson Plans and 10 Teachers Walkthroughs
14) Develop and implement common planning time for all core academic courses
1, 2, 3, 9 Counselor, Department Leaders, Teachers
Agendas, Meeting minutes, and Sign-in sheets
15) Align Math curriculum between Nottingham, Kimmie Brown, and WWJH
1, 2, 10
Agendas, Sign-in sheets, and Improved STAAR Math scores
Principal, Teachers
16) Utilize instructional support staff in all Special Education 1, 2, 9, 10 Principal, Counselor, Instructional Support Staff and schedule support facilitation classes according to student's IEP's in all Instructional Support core academic courses Staff, Special Ed. Dept 17) Upgrade and maintain technology in core classrooms for all students with priority given to Special Ed. students with iPods, Intel laptops, and iPads 18) Continue to upgrade and replace equipment in the Science Lab allowing for more hands-on activities and labs 19) Utilize STAAR materials assessments and interventions for low performing sub populations.
Nottingham Middle School Generated by Plan4Learning.com
1, 2, 3, 9, Principal, Teachers, 10 Special Education Dept. 1, 3, 9
Lesson Plans and Walkthroughs focused on technology use
Principal, Teachers, Department Leaders
Walkthroughs and Lesson Plans
Curriculum Coordinator, Principal, Department Head
Walkthroughs, Lesson Plans, CBA Data, and Intervention Plans
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20) To deliver increased opportunities for sub populations using supplemental educational resources such as, but not limited to, BrainPOP for students
Counselors, Teachers Lesson Plans
21) Provide off campus and in-district training for teachers to research and learn new teaching strategies and supplemental information to increase student success.
Curriculum Department
System Safeguard Strategies 22) Provide training to allow staff to develop strategies and interventions for students who have not mastered academic objectives. = Accomplished
Nottingham Middle School Generated by Plan4Learning.com
CBA Results, Sign-In sheets
1, 2, 3, 4, Teachers, 8, 9, 10 Principal, District Curriculum Department = Considerable
STAAR scores will be disaggregated to identify specific areas of student need. Individual test performance for special programs and populations. Student work samples. Instructional assessments, MOCK assessment.
= Some Progress
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= No Progress
= Discontinue
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Goal 2: Hire highly-qualified employees, while reducing the turnover rate through mentoring, compensation, and staff development. Performance Objective 1: Decrease employee turnover rate. Strategy Description
TITLE I
1) Continue with staff training that will meet the needs of our students. These trainings may include, but are not limited to: TEKS Resources System Training, Horizontal and Vertical Alignment Pre K - 12th (subject area), Project Share and Eduphoria, Sheltered Instruction Training. Other training as needed Increase Rigor through Differentiated Instruction Ignite Learning Training (subject specific) 2) Utilize DISD Mentor Program for new hires
1, 2, 3, 4, Curriculum 5, 8, 9, 10 Coordinator, Instructional Coach, Administrators, Teachers
5) Implement teacher recognition program
1, 3, 5, 8 DISD Human Resources Dept., Principal, Campus Mentor Coordinator
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Principal, Special ED. Director & Dept., Sp. Ed. Case Manager, ESL Case Manager, Teachers
Formative Reviews Nov Jan Mar June
Sign in sheets, C&I Tracking System, and Walkthroughs
Sign-in sheets and Mentor/Mentee Observations
Training, Agenda, Sign In Sheets, and Walkthroughs
1, 2, 3, 4, C&I Executive C & I Tracking System, 9 Director & Dept, Sign-in Sheets, and Principal, Counselor, Certificates Pre-Ap and Enriched teachers Principal, Counselor
= Accomplished
Evidence that Demonstrates Success
Funding Sources: Title I - $700.00, Title I - $3000.00, Title I - $800.00, Title I - $200.00, Title I - $580.00, Bilingual Ed (PI 25) $500.00, Title III - $4000.00, Title III - $1200.00, Title III - $250.00
3) Continue to review campus processes for educating special 1, 2, 9, 10 populations: Review student folders for special education students, Review students folders for ESL students, Review RTI folders, Review staffing for NMS Special Ed. Dept. 4) Increase the academic rigor and academic expectations through Pre-AP and enriched classes: Required GT and Pre-AP Training
Staff Responsible for Monitoring
= Considerable
Teacher Surveys
= Some Progress
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= No Progress
= Discontinue
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Goal 2: Hire highly-qualified employees, while reducing the turnover rate through mentoring, compensation, and staff development. Performance Objective 2: Recruit and maintain 100% "Highly Qualified" teachers and instructional paraprofessionals in order to meet state and federal requirements. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) Continue monitoring of "HQ" staff and credentials to be considered "HQ"
1, 2, 3, 10 Human Resources Department, Principal
2) Utilize DISD Mentor Program for new teachers
1, 3, 5, 9 DISD Human Sign-in sheets and Resource Department, Mentor/Mentee Observations Principal, Department Heads
3) Create Teacher Recognition Program
Principal, Counselor = Accomplished
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= Considerable
Formative Reviews Nov Jan Mar June
Copies of staff credentials
Teacher surveys
= Some Progress
26 of 37
= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 3: Promote and develop opportunities to increase parental involvement, foster a strong home-school partnership resulting in increased student achievement. Performance Objective 1: Continue to improve parental involvement, community relations and opportunities to participate in district/campus planning. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) Campus will use the number of parents attending parent meetings/activities to measure parental involvement.
1, 2, 6, 10 Principal, Counselor, Administrators and Department Leaders, Office Staff Office Staff
2) Campus will employ strategies to increase parental participation including, but not limited to: Mustang Mania/ Open House, Meet the Teacher Night/Math Night, Choir Performance/ Reading Night, ESL/Special Education Information Meeting, Pre-AP Information Night, Band Expo
1, 2, 6, 10 Principal, Agendas and Counselor, Sign-in sheets Teachers, Department Leaders, Bilingual Coordinator
3) Have Parents serve on the Campus Improvement Team in order to help make decisions regarding the campus.
1, 2, 6, 10 Principal, Parent Agendas, minutes, and Representatives, Sign-in sheets Staff Representatives
4) Campus will participate in parent meetings and phone conferences with parents.
6, 10
5) Deliver campus information via: Email, Social Media, District and campus web-page, Campus Newsletter, Campus call-outs to parents, Radio, Reminder, Campus Web Site, Local Newspaper
1, 6, 10
6) Facilitate opportunities for PTO to support campus needs.
6
7) Continue with a parent orientation in the spring semester.
= Accomplished
Nottingham Middle School Generated by Plan4Learning.com
Principal, Teachers
Meeting documentation
Campus Staff
Attendance Observation
Administrators, Parents, Teachers
PTO Meeting Agendas and Sign-in sheets
Formative Reviews Nov Jan Mar June
1, 2, 6, 10 Principal, Counselor, Agenda Sign-In Sheets and Teachers = Considerable
= Some Progress
27 of 37
= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 3: Promote and develop opportunities to increase parental involvement, foster a strong home-school partnership resulting in increased student achievement. Performance Objective 2: Continue to provide information, in multiple formats, to increase two-way communication between home and school. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) Provide newsletters for parents.
1, 6, 10
Campus Staff
Copies of newsletters
2) Send out information via: Email, Skyward, District/campus website
1, 6, 10
Principal, District Web Master, Campus Web Master
Copy of the information
Office staff
Use of the marquee
Principal
Copy of survey report
3) Display school information on the marquee.
6
4) Collect data through parent surveys.
1, 6, 10 = Accomplished
Nottingham Middle School Generated by Plan4Learning.com
= Considerable
= Some Progress
28 of 37
= No Progress
Formative Reviews Nov Jan Mar June
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives for health/wellness and security. Performance Objective 1: Provide safe, secure learning and working environment. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) Provide staff training on sexual harassment during inservice at the beginning of the year.
10
DISD Curriculum Department, Eduphoria
Sign in sheet
2) Use Raptor system to identify sexual predators to prevent them from access to students.
10
Administrator, Office Staff
Campus Raptor Data
3) Notification process for all that enter the school without a DISD badge.
1, 10
Office Staff
Sign-in book in the front office
4) Conduct safety drills.
1
Principal, Counselor, Safety Drill Log Teachers
5) Continue Red Ribbon Week.
1
Counselor
6) Recheck and enter district printed parent registration page. 7) Continue and encourage training regarding building positive relationship among staff and students. Such as: Capturing Kids Hearts. = Accomplished
Nottingham Middle School Generated by Plan4Learning.com
Formative Reviews Nov Jan Mar June
Schedule of events
1, 3, 6, 9 Director of technology Receipt of corrected blue sheet Office staff 1, 4
Principal
Number of discipline referrals reduced.
Funding Sources: Title I - $2200.00 = Considerable
= Some Progress
29 of 37
= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives for health/wellness and security. Performance Objective 2: Continue to educate students and parents on Dating Violence. Strategy Description
TITLE I
1) Observe Teen Dating Violence Awareness and Prevention Week.
1, 2, 6
= Accomplished
Nottingham Middle School Generated by Plan4Learning.com
Staff Responsible for Monitoring Counselors
= Considerable
Evidence that Demonstrates Success
Formative Reviews Nov Jan Mar June
Awareness and prevention week activities
= Some Progress
30 of 37
= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives for health/wellness and security. Performance Objective 3: Implement Health/Wellness district initiative. Strategy Description
TITLE I
1) Complete state requirements for Fitness Gram Assessment.
10
2) Worth the Wait Program taught in Science classes.
1, 2, 9
3) Campus involvement in Student Health Advisory Committee to provide input suggestions and advice for curriculum.
1, 10
= Accomplished
Nottingham Middle School Generated by Plan4Learning.com
Staff Responsible for Monitoring
Evidence that Demonstrates Success
PE Teachers
Completion of Fitness Gram, Lesson Plans
Counselor, Science Teachers
Lesson Plans
SHAC campus representative
Sign-In Sheet
= Considerable
= Some Progress
31 of 37
= No Progress
Formative Reviews Nov Jan Mar June
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 4: Provide a safe learning and working environment for students, employees and parents, while continuing the implementation of district initiatives for health/wellness and security. Performance Objective 4: Continue to implement Crisis Management efforts in the district. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) Implement a campus wide behavioral support system.
1, 2, 8, 9 Principal, Department Reduction of discipline Leaders, Counselor, Front Office Staff
2) Provide staff meetings on Campus Emergency Situations such as : Loss of student, student death, parent death, teacher or administrator death. Crisis Prevention, Law on Restraint, Positive Behavior, Safety Drills.
1, 2, 9, 10 Principal, Counselor, Sign in sheets and Teachers Agendas
= Accomplished
Nottingham Middle School Generated by Plan4Learning.com
= Considerable
= Some Progress
32 of 37
= No Progress
Formative Reviews Nov Jan Mar June
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 5: Promote multiple proven pathways to graduation and credit recovery. Performance Objective 1: Reduce Drop-Out and Retention rate Strategy Description
TITLE I
1) Monitor attendance issues through the use of : Parent meetings and call outs. Increase attendance rate to 97%, Truancy letters and Truancy Officer Visits, Teacher and Campus absence calls, DISD automatic call for all absences
Staff Responsible for Monitoring
1, 2, 6, 9, Principal, 10 Attendance Clerk, District Truancy Officers, City Judge, Teachers
Evidence that Demonstrates Success
Formative Reviews Nov Jan Mar June
Principal's Report, Attendance Committee agendas and minutes, PEIMS Reports, and DISD Automatic Call report
2) Provide priority scheduling and case management for LEP 1, 2, 3, 10 Principal, Counselor, Student Schedules and and Special Education students PEIMS Clerk Campus Records 3) Utilize instructional staff and appropriate intervention strategies for at-risk students such as but not limited to: Read 180, Innovative Math, Pull-outs
1, 3, 4, 9, Principal, Counselor, 10 Instructional Coach, Teachers, Support Facilitators
Walkthroughs, CBA data, Progress reports, and report cards
4) Honorable Character Program: Mustang Money, Nottingham Nobles.
1, 2, 3, 8, Principal, Teachers, 9, 10 Staff Members
Announcements and Website
= Accomplished
Nottingham Middle School Generated by Plan4Learning.com
= Considerable
= Some Progress
33 of 37
= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 5: Promote multiple proven pathways to graduation and credit recovery. Performance Objective 2: Provide and monitor appropriate interventions for At-Risk students. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
1) RTI process for students.
1, 2, 3, 8, Principal, Counselor, RTI paperwork and 9, 10 Counselor Secretary, Student Referrals Teachers
2) 504 Identification
1, 2, 9, 10 Principal, Counselor, 504 paperwork and the number of students identified as 504 Teachers
3) Homeless Identification
1, 9, 10
Counselor PEIMS Clerk
1, 2, 3, 9, Bilingual coordinator, ESL purple folders 10 Teachers, ESL Case Manager ESL Instructional Aide
5) Continue to employ instructional aides to facilitate the needs of at-risk students
1, 2, 9, 10 Principal, Human Resources Dept., Special Ed. Director
Nottingham Middle School Generated by Plan4Learning.com
= Considerable
Nov Jan Mar June
McKinney Vento paperwork
4) Monitor ESL students and LPAC Meetings
= Accomplished
Formative Reviews
Employment Records
= Some Progress
34 of 37
= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
Goal 5: Promote multiple proven pathways to graduation and credit recovery. Performance Objective 3: Increase student attendance. Strategy Description
TITLE I
Staff Responsible for Monitoring
Evidence that Demonstrates Success
Formative Reviews Nov Jan Mar June
1) Develop incentive programs and activities to reward 1, 2, 3, 6, Principal, Counselor, Attendance Data, student attendance, academic performance, and good behavior 8, 9, 10 PEIMS Clerk, Discipline Data, Teachers, Students Court Appearances, and Truancy Letters 2) District automatic calls on each day of absence
= Accomplished
Nottingham Middle School Generated by Plan4Learning.com
1, 2, 9
Attendance Clerk, District Technology Dept.
= Considerable
Daily call out reports
= Some Progress
35 of 37
= No Progress
= Discontinue
Campus #146902042 October 28, 2014 8:50 am
System Safeguard Strategies Goal
Performance Objective
1
1
1
Provide an intervention class for students who have not mastered academic objectives in ELA using Read 180
1
1
2
Prioritize scheduling for students receiving special services or ESL instruction into the appropriate ELA. Utilize inclusive support when necessary.
1
1
3
Use TEKS Resource System curriculum for core courses. Use TEKS Resource System training to build lesson plans and goals for the year.
1
1
4
All ELA classes will be blocked with Math class. Each class will be 70 minutes.
1
1
7
Increase the amount of Sheltered Instruction and ELPS strategies used with LEP students in classrooms by providing training.
1
1
9
Provide supplies for teachers based on teacher and curriculum needs. Such as but not limited to: Mentoring Minds
1
1
22
Provide training to allow staff to develop strategies and interventions for students who have not mastered academic objectives.
Nottingham Middle School Generated by Plan4Learning.com
Strategy Description
36 of 37
Campus #146902042 October 28, 2014 8:50 am
Campus Funding Summary Title I Goal
Objective
Strategy
Resources Needed
Account Code
Amount
1
1
1
Scholastic-Read 180
2114-11-042-30-6249
$2,250.00
1
1
9
Sunburst-Ignite
2114-11-042-30-6399
$1,500.00
1
1
9
TASB-Mocks
2114-11-042-30-6399
$1,300.00
1
1
9
Triumph Learning-Digital
2114-11-042-30-6399
$3,000.00
2
1
1
Subs
2114-13-042-30-6112
$700.00
2
1
1
Region VI-Reading Coach-Julie Griffith
2114-13-042-30-6299
$3,000.00
2
1
1
Region 13- AIE Conference & Hotel
2114-13-042-30-6411
$800.00
2
1
1
Region 4-Math Conference
2114-13-042-30-6411
$200.00
2
1
1
Region 6-TEKS Resource Conference
2114-13-042-30-6411
$580.00
4
1
7
Flippen Group - Capturing Kids Hearts
2114-13-042-30-6411
$2,200.00
Sub-Total
$15,530.00
Title III Goal
Objective
Strategy
Resources Needed
Account Code
Amount
1
1
7
Title 3
2
1
1
Math Strategies for ELL students-Lois Mosely
2634-13-042-25-6299
$4,000.00
2
1
1
Reading Strategies for ELL students
2634-13-042-25-6299
$1,200.00
2
1
1
Instructional Strategies for ELL students - Seidlitz Education
2634-13-042-25-6411
$250.00
$4,500.00
Sub-Total
$9,950.00
Bilingual Ed (PI 25) Goal
Objective
Strategy
2
1
1
Resources Needed Title 3 Symposium - Conference & Hotel
Account Code
Amount
1994-13-042-25-6411
$500.00
Sub-Total Grand Total
Nottingham Middle School Generated by Plan4Learning.com
37 of 37
$500.00 $25,980.00
Campus #146902042 October 28, 2014 8:50 am
