School Improvement Plan

School Name: Cornerstone Middle School, Putnam County Schools
Accountability status: In Good Standing
Analysis of last year’s
final results:

Areas of Greatest Progress:
Areas of Greatest Challenge:

Accountability:
AMO’s met:
5-8 Aggregate Math, 7thMath
Gap Closures met:
All v. BHN Math (Alg. 1), ED v. Non-ED Math (Alg. 1), SWD v.
Non-SWD ELA

Achievement:
Proficient/Advanced Improvements
3-8 Aggregate Math 3.2

Value Added TVAAS Results:
Math 5thgrade: 63.6/4.7 gain
Math 6thgrade: 60.2/1.0 gain
Math 7thgrade 59.3 / 0.2 gain
Math 8thgrade 62.1/1.6 gain

ELA 6thgrade: 50.9/5.4 gain

SS 5thgrade: 64.0/7.5 gain
SS 6thgrade: 61.3/6.7 gain

Science 5thgrade: 61.5/2.4 gain
Science 6thgrade: 62.2/5.3 gain

5thgrade composite: 60.6/2.8 gain
6thgrade composite: 58.6/6.2 gain

TEAM:
86% of faculty are Levels 3,4 or 5 in overall effectiveness

1. Which area(s) are above the expected levels of performance?
AMOs were met in 5-8 Aggregate Math and 7thMath. Gap Closures met were All v. BHN Math (Alg. 1), ED v. Non-ED Math (Alg. 1) and SWD v. Non-SWD ELA. Growth above expectations in SS (5th& 6th), ELA (6th), Science (5th& 6th) and Math (5th, 6th& 8th).

2. Describe the area(s) that show a positive trend in performance.
All grade levels of math and all subjects in 6thgrade have above expectation in growth. 5thScience and SS also were above expectation in growth.

3. Which area(s) indicate the overall highest performance?
5-8 Aggregate Math has increased in achievement and has high growth. 6thELA has high growth and achievement.

4. Which subgroup(s) show a trend toward increasing performance?
BHN in Math showed the most performance increases.

5. Between which subgroup is the achievement gap closing?
Gap decrease in All v BHN Math of 7.6%, ED v Non-ED Math of 6.3% and SWD v Non-SWD ELA of 3.5%.

6. Which of the above reported findings are consistent with findings from other data sources?
Algebra I EOC scores were above the state predicted scores in 2013 and the 8thgrade ACT Explore Math was also above the state predicted score. This correlates with positive math scores throughout the school except the 7thMath.


Accountability:
AMO’s not met:
5-8 Aggregate ELA, 7thELA
Gap Closures not met:
All v. BHN ELA, ED v. Non-ED ELA, SWD v. Non-SWD Math

Achievement:
Proficient/Advanced Improvements
3-8 Aggregate ELA -1.4
7thELA -19.3
7thMath -4

Value Added TVAAS Results:
SS 7thgrade: 54.2/-14.5 gain

Science 7thgrade: 51.2/-12.7 gain

RLA 5thgrade: 53.1/-3.5 gain
RLA 7thgrade 42.0/-6.3 gain
RLA 8thgrade 48.2/-4.7 gain

Composite 7thgrade 51.7/-8.4

TEAM:
14% of faculty are levels 1 or 2 in overall effectiveness

1. Which areas(s) are below the expected levels of performance?
AMO’s not met were 5-8 Aggregate ELA and 7thELA. Gap Closures not met were All v. BHN ELA, ED v. Non-ED ELA and SWD v. Non-SWD Math. Growth below expectations in SS (7th), Science (7th), ELA (5th, 7th& 8th).

2. Describe the area(s) that show a negative trend in performance.
5th, 7thand 8thELA, 7thScience and SS have below expectations in growth. Achievement in 5-8 Aggregate ELA, 7thELA and 7thMath decreased % proficient.

3. Which area(s) indicate the overall lowest performance?
7thELA and 7thMath have the lowest percentage of proficiency. 7thScience, ELA and SS have highest levels of negative growth.

4. Which subgroup(s) show a trend toward decreasing performance?

BHN and ED students in ELA as well as SWD students in math showed the largest gap increase.

5. Between which subgroup is the achievement gap becoming greater?
The gap has increased 3.9 for BHN in ELA, 6.1 for ED in ELA and 12.7 for SWD in Math.

6. Which of the above reported findings are consistent with findings from other data sources?
All data sources including evaluation of AMO’s, TVAAS Gains, and percentage of students proficient and advanced correlate to show a significant decrease in Language Arts scores.

Underlying Reasons for Progress:
Underlying Reasons for Challenge:

1) All math teachers participate in vertical PLCs. benchmarks, and Learning Focused.

2) Continue improving and using the county wide middle level math pacing guides for common core standards.

3) All core grade levels shared common plan times to collaborate on student performance and needs based on achievement test data and class academic achievement.

4) 6thgrade ELA teachers utilized crosswalks SPIs along with the common core pacing guides.

5) All core subject teachers are required to research benchmark data and identify areas of students’ strength and weakness including gaps in assessed standards.

6) All math teachers give 4 ½ week benchmarks and utilize that data to identify areas of students’ strength and weakness including gaps on assessed standards.

7) SWD students began a new program for SRA(FLEX) that includes an extra 45 minutes a day of reading instruction utilizing this program.

8) All content area teachers are utilizing the Learning Focused model in order to plan common core enriched lessons and units.

9) All stakeholders work together to coordinate all available federal, state, and local programs for the most efficient support of all resources.


1) 7thgrade social studies has not reached the expected performance level. The team did not find and correct the redundancies and/or gaps in the curriculum between grade levels. Did not utilize pacing guide that maps out for the year learning targets and SPIs.

2) 7thgrade science has not reached the expected performance level. The team did not find and correct redundancies and/or gaps in the curriculum between grade levels.

3) School leadership did not adequately train or support these teachers with clear pacing guides and benchmarks.

5th, 7thand 8thgrades ELA had new teachers at that grade level content.

4) These students possibly were in multiple RTI situations, specifically spending most of the RTI time on ELA.

5) These subgroups were not efficiently tracked to effectively provide the right opportunities for progress. SWD is a large sub group for CMS, so it is difficult to schedule inclusion teachers in every inclusion class.

Goals for 2013-14 school year:

Overall Achievement Goals: (Aligned to First to the Top Goals)

1. CMS student Mathematics achievement scores on the TCAP test for 5-8thgrades will increase from 56.3% in 2013-2014 to 66% in 2014-2015.

2. CMS student ELA achievement scores on the TCAP test for 5th-8thgrades will increase from 48.1% in 2013-2014 in 58% in 2014-2015.

Subgroup Goals: (List each subgroup individually)

  1. CMS will increase from 56.4% P/A in 2013-2014 to 64.4% P/A in 2014-2015 by moving students from below proficient to proficient on TCAP.
  2. CMS will close the economically disadvantaged gap from 16.8% to 15.8% in ELA.
  3. CMS will close the ED gap from 11.1% to 10.4% Math.
  4. CMS will decrease SWD achievement gap from 32% to 30% Math and 9.2% to 8.6% ELA.

Plan for this school year:
Key strategies to achieve goals:
  1. Strategy: Rostering Students in Pearson Implementation Plan: ELA and Math teachers at the beginning of the year target students within 5 questions of becoming proficient or advanced.
    Desired Outcomes: To provide these students with proper intervention through essentials/RTI classes/before and after school programs. (specifically focusing on ELA intervention)
    Cost: 21stCentury Grant
    oals Achievements/Challenges: This best helps teachers to track and assess individual student needs, specifically related to achieving CMS Goals./ The challenges are teachers continually using this data and assessment data throughout the year to provide intervention to students towards the goals.
  1. Strategy: Monthly Content Level PLCs
    Implementation Plan: All teachers meet monthly with in a content level PLC setting. Focus is placed on the transition and implementation to the Common Core standards. Learning Focus is supporting teachers’ data driven instruction through lesson plan development, teaching strategies, pacing guides, and using 4 ½ week benchmark assessments. The Math Coach continues working with math teachers on these goals.
    Desired Outcomes: Focused teaching and focused learning
    Cost: Title Funds – Learning Focus-$1450; Math Coach - $43,030
    Goals Achievements/Challenges: PLCs provide vertical team planning time to review and refine teaching/learning strategies, utilizing Learning Focus Toolbox as the plan tool./The challenges are encouraging and motivating all teachers to use this time and materials effectively with fidelity.
  1. Strategy: FLEX SRA Program
    Implementation Plan: The SRA program is implemented in grades 5-8. Students are screened to determine SPED/ non-SPED students that are in need of intervention. Students are receiving remedial instruction (decoding or comprehension) based on the screening results. Mastery level tests provided in the SRA program are used to monitor student progress. CMS is utilizing the FLEX program. Each student will receive 90 minutes of instruction in this program daily.
    Desired outcomes: SWD increase in reading/ELA
    Cost: Title Funds - $1,700; $140 per student/District SPEDGoals Achievements/Challenges: This program provides specific additional time for SWD to improve reading skills./Challenges include scheduling and funds to implement with non SWD.
  1. Strategy: Standards Based Classroom.
    Implementation: All faculty members are implementing a standards-based classroom approach to teaching the common core curriculum utilizing commoncore.org and other materials.
    Desired outcomes: Improve student learning and performance on high stakes test.
    Cost: $9000/FttT
    Goals Achievements/Challenges: This focuses on the specific standards of the high stakes assessments./Challenges are the transition to new common core state standards and still teaching SPIs.
  1. Strategy: Utilizing Formative Assessment
    Implementation: The faculty (all HQ) has been trained and is actively incorporating a variety of formative assessments.
    Desired outcomes: To better assess student learning and in turn help teachers identify students who may need intervention or re-teaching.
    Cost: None
    Goals Achievements/Challenges: This will improve student learning by guiding teachers on their instruction./ Tracking the assessments for continued development of the instruction.
  1. Strategy: Communication with Stakeholders
    Implementation plan: Communication between school and its stakeholders is an area of focus. Teachers are sending failure notices on a weekly basis, provide family engagement events, encourage volunteers and frequently work with local first responders.
    Desired outcomes: Open and safe learning environment for all stakeholders.
    Cost: Family Engagement $1500/Title 1
    Goals Achievements/Challenges: This will improve communication and continually encourage better teaching for improved student learning./ Maintaining consistent clear communication with all stakeholders.
  1. Strategy: School Wide Positive Behavior
    Implementation plan: Implementation of School Wide Positive Behavior program that focuses on the development of life skills that directly enhances a safe and conducive learning. This program is utilized by all Baxter schools helping with transitioning of students from 4th– 5thgrade and 8th– 9thgrade, school to school.
    Cost: Sources from PTO and Community as needed
    Desired outcomes: Development life skills and a safe and conducive learning environment.
    Goals Achievements/Challenges: This program provides for a safe learning environment. / Consistency and fidelity from grade to grade is a challenge.
    Strategy: ELA Transition to CCSS
  1. Implementation plan: ELA is assisted by ENI to develop CCSS pacing guides. ELA utilizes the STAR/AR program
    Desired Outcomes: ELA to transition to CCSS and provide appropriate placement and content to students.
    Cost: ENI-FttT $121,000; Title $100,000; FttT- STAR/AR $68,000
    Goals Achievements/Challenges: This will help ELA teachers to learn the CCSS and provide better and appropriate instruction to all students./ Monitoring instruction of SPIs not included in the CCSS pacing guide.
  1. Strategy: Attract and Retain Highly Qualified Teachers
    Implementation plan: County-wide implementation of strategic compensation (PASS) to pay teachers for their success in student learning. High quality professional development and ENI Reading Professional development to improve student learning.
    Desired Outcomes: Improve student learning and attract and retain the best teachers.
    Cost: Title-ENI PD $100,000; ENI PD-FttT $121,000
    Goals Achievements/Challenges: Train present teachers to succeed in student learning at a high level and attract highly motivated/talented educators./ Attracting experienced educators from outside to buy into strategic compensation.
  1. Strategy: Improve Writing and test taking skills on Personal Learning Devices.
    Implementation plan: The school will invest in technology of a classroom set of personal learning devices (i.e. ipad, chrome books, or other) in all ELA classrooms to help in developing student skills in writing assessments and other on line assessments. These devices will also help with academic intervention and increasing testing skills.
    Desired outcomes: This will increase student learning in writing, reading and testing skills and provide daily practice in PARCC like assessments.
    Cost: $73,300
    Goals Achievements/Challenges: This will improve future online test taking skills by the students. These will also be invaluable for benchmarking and writing./ Effectively scheduling opportunities to utilize technology and working on improving infrastructure of wifi.
Key benchmarks for progress on strategies:
Benchmark:
Timeline:
1. Student progress will be monitored using a variety of assessment tools including but not limited to Blackboard for Math and ELA benchmarks.
4 ½ weeks: Blackboard & Compass benchmark tests are administered
2. All teachers will participate and follow the guidelines of the common core initiative
Monthly PLC with content level teachers.
3. Monthly data chats led by school administration.
July 2013 – May 2014
4. Review of TEAM evaluation data with correlation to refinement areas for PD and standards and objectives indicator.
Administrative team meetings using CODE data analysis
5. Quarterly Family Engagement activities that are academically focused.
Attendance & family friendly survey results
6. Imbedded reading and academic core subject activities within classrooms and the home.
AR and Compass custom reports, measuring use and success
Website by SchoolMessenger Presence. © 2019 Intrado Corporation. All rights reserved.