STAKEHOLDER INVOLVEMENT FOR SCHOOL PLAN
(Mandated Component)
List the name of persons who were involved in the development of the school renewal plan. A participant for each numbered category is required.
POSITION NAME
1.PRINCIPAL: Megan Carrero
2.ASSISTANT PRINCIPAL: Jonathan Wilburn
3.PARENT/GUARDIAN: Amanda Kaminer
4.TEACHERS: Jessica Goings, Meredith Pearce, Margaret Carson, & Laurie D’Amico
5.SCHOOL IMPROVEMENT COUNCIL: Amanda Kaminer
6.Read to Succeed Reading Coach: N/A
7.School Read to Succeed Literacy Leadership Team Lead: Rachel Caughman
8.OTHERS* (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university partners, etc.)
** Must include the School Read to Succeed Literacy Leadership Team.
POSITION NAME
7th Grade Language Arts Teacher Jessica Goings
8th Grade Language Arts Teacher Meredith Pearce
Special Education Teacher Laurie D’Amico
ESOL Teacher Margaret Carson
*REMINDER:If state or federal grant applications require representation by other stakeholder groups, it is appropriate to include additional stakeholders to meet those requirements and to ensure that the plans are aligned.
ASSURANCES FOR SCHOOL PLAN
(Mandated Component)
Act 135 Assurances
Assurances, checkedby the principal, attest that the district complies with all applicable Act 135 requirements.
__X___Academic Assistance, PreK–3
The district makes special efforts to assist children in PreK–3 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation).
__X___Academic Assistance, Grades 4–12
The district makes special efforts to assist children in grades 4–12 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation).
__X___Parent Involvement
The district encourages and assists parents in becoming more involved in their children’s education. Some examples of parent involvement initiatives include making special efforts to meet with parents at times more convenient for them, providing parents with their child’s individual test results and an interpretation of the results, providing parents with information on the district’s curriculum and assessment program, providing frequent, two way communication between home and school, providing parents an opportunity to participate on decision making groups, designating space in schools for parents to access educational resource materials, including parent involvement expectations as part of the principal’s and superintendent’s evaluations, and providing parents with information pertaining to expectations held for them by the school system, such as ensuring attendance and punctuality of their children.
_ X____Staff Development
The district provides staff development training for teachers and administrators in the teaching techniques and strategies needed to implement the school/district plan for the improvement of student academic performance. The staff development program reflects requirements of Act 135, the EAA, and the National Staff Development Council’s revised Standards for Staff Development.
_ X____Technology
The district integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning.
__X___Innovation
The district uses innovation funds for innovative activities to improve student learning and accelerate the performance of all students. Provide a good example of the use of innovation funds.
__X___Collaboration
The district (regardless of the grades served) collaborates with health and human services agencies (e.g., county health departments, social services departments, mental health departments, First Steps, and the family court system).
_X____Developmental Screening
The district ensures that the young child receives all services necessary for growth and development. Instruments are used to assess physical, social, emotional, linguistic, and cognitive developmental levels. This program normally is appropriate at primary and elementary schools, although screening efforts could take place at any location.
__X___Half-Day Child Development
The district provides half-day child development programs for four-year-olds (some districts fund full-day programs). The programs usually function at primary and elementary schools, although they may be housed at locations with other grade levels or completely separate from schools.
_ X____Developmentally Appropriate Curriculum for PreK–3
The district ensures that the scope and sequence of the curriculum for PreK–3 are appropriate for the maturation levels of students. Instructional practices accommodate individual differences in maturation level and take into account the student's social and cultural context.
__X___Parenting and Family Literacy
The district provides a four component program that integrates all of the following activities: interactive literacy activities between parents and their children (Interactive Literacy Activities); training for parents regarding how to be the primary teachers for their children and full partners in the education of their children (parenting skills for adults, parent education); parent literacy training that leads to economic self-sufficiency (adult education); and an age-appropriated education to prepare children for success in school and life experiences (early childhood education). Family Literacy is not grade specific, but generally is most appropriate for parents of children at the primary and elementary school levels and below, and for secondary school students who are parents. Family Literacy program goals are to strengthen parent involvement in the learning process of preschool children ages birth through five years; promote school readiness of preschool children; offer parents special opportunities to improve their literacy skills and education, a chance to recover from dropping out of school; and identify potential developmental delays in preschool children by offering developmental screening.
__X___Recruitment
The district makes special and intensive efforts to recruit and give priority to serving those parents or guardians of children, ages birth through five years, who are considered at-risk of school failure. “At-risk children are defined as those whose school readiness is jeopardized by any of, but no limited to, the following personal or family situation(s): Educational level of parent below high school graduation, poverty, limited English proficiency, significant developmental delays, instability or inadequate basic capacity within the home and/or family, poor health (physical, mental, emotional) and/or child abuse and neglect.
__X___Coordination of Act 135 Initiatives with Other Federal, State, and District Programs
The district ensures as much program effectiveness as possible by developing a district-wide/school-wide coordinated effort among all programs and funding. Act 135 initiatives are coordinated with programs such as Head Start, First Steps, Title I, and programs for students with disabilities.
District Strategic Plan Waiver Requests
The SBE has the authority to waive regulations pursuant to R. 43-261 (C) District and School Planning which states:
Upon request of a district board of trustees or its designee, the State Board of Education may waive any regulation that would impede the implementation of an approved district strategic plan or school renewal plan.
X Not Applicable
1.
/Teachers teaching more than 1500 minutes
2.
/Teachers teaching more than 4 preps
3.
/Extension for initial District Strategic and School Renewal Plans
4.
/High School Principal over two schools or grades more than 9-12
5.
/Other (Write in justification space)
6.
/Other (Write in justification space)
TABLE OF CONTENTS
(Mandated Component)
Include a table of contents to ensure inclusion of all required elements, including Read to Succeed.
1. Executive Summary of Needs Assessment FindingsPages 7 - 11
2. Mission, Vision, and BeliefsPages 12 - 13
3. Performance Goal #1: Student Achievement (Math)Pages 14 - 26
4. Performance Goal #2: Student Achievement (ELA)Pages 27 - 36
5. Performance Goal #3: Teacher/Administrator QualityPages 37 - 42
6. Performance Goal #4: School ClimatePages 43 - 47
7. Read to Succeed PlanPages 47 - 57
EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS
(Mandated Component)
Must also address Read to Succeed.
Needs Assessment for Student Achievement by Grade RangeData Sources / Strength / Weakness/Improvement Need
Grades 6 - 8
State Standardized Language Arts Scores / Students in Grades 7 and 8 outperformed the state average by scoring either “Meets or Exceeds” when assessed on state standards in English, compared to 43% for the state.
- Grade 7 = 43.3% Meets or Exceeds
- Grade 8 = 54.3% Meets or Exceeds
- Grade 6 = 40.5%
State Standardized Math Scores / Across all grade levels, 37.2% of students met state standards in math, compared to 42.6% for the state.
- Grade 6 = 31.7% Meets or Exceeds
- Grade 7 = 39.4% Meets or Exceeds
- Grade 8 = 40.1% Meets or Exceeds
State Standardized Social Studies Scores / Across all grade levels, 82.4% of students met state standards in Social Studies, compared to 74.4% for the state.
- Grade 6 = 83.2% Met or Exemplary
- Grade 7 = 85.0% Met or Exemplary
- Grade 8 = 79.1% Met or Exemplary
State Standardized Science Scores / Across all grade levels, 75.4% of students met state standards in English, compared to 67% for the state.
- Grade 6 = 67% Met or Exemplary
- Grade 7 = 81.7% Met or Exemplary
- Grade 8 = 77.6% Met or Exemplary
Read to Succeed / Teachers work together in teams to collect and analyze data, establish goals and look fors for students and create action plans for students. / Teachers and students collaborate to set measurable short term goals aimed at growing students’ reading behaviors and make strategic plans outlining how these goals will be accomplished.
Grade 8
End-of-Course Algebra I and English I / The school wide successful passage rate of students scoring a 70 or above of 100% in 2015-16 for students enrolled in Algebra I and English I.
Needs Assessment for Teacher/Administrator Quality
Tenets of Profile of the SC Graduate / Strength / Weakness/Improvement Need
Opportunities and resources to develop world-class knowledge and skills as defined in the Profile of the South Carolina Graduate. / All students have access to iPads as a part of the district Lex2Next 1:1 Technology iniative. All students also have access to WICOR (Writing, Inquiry, Collaboration, Organization, & Reading) strategies as a part of AVID College Readiness System. Project Lead the Way has a strong presence on our campus, and all students have access to this coursework in the Related Arts schedule.
Opportunities and resources to develop life and career characteristics as defined in the Profile of the South Carolina Graduate. / Students are assigned to an advisory group with staff members so they can be mentored and have an adult advocate within the school based on common interests (ie., music, physical fitness, social media, leadership, history, etc.). Students have numerous opportunities to participate in college field trips to expand their options of college enrollment and attendance. Students have access to multiple opportunities to hear guest career speakers throughout the school year. / Our school needs to continue to build and foster community and business partnerships to provide students and staff with opportunities to develop life and career characteristics.
Needs Assessment for School Climate
Recommended Data Sources / Strength / Weakness/Improvement Need
Teacher Attendance Rate / The teacher attendance rate for 2015-16 was 95.8%, which is slightly below the average attendance rate for the district (96.1%). A monitoring and incentive system will continue to be implemented to support a positive trajectory in teacher attendance.
Percent of Teachers, Students, and Parents Satisfied with the Physical Environment / For the 2015-16 school year, 82.8% of parents, were satisfied with the social and physical environment as compared to 88.1% for other schools in our district and 88.8% of schools throughout the state.
Percent of Teachers, Students, and Parents Satisfied with Home-school
relations / For the 2015-16 school year, 85.9% of parents, were satisfied with the home-school relations as compared to 87.1% for other schools in our district and 86.1% for schools throughout the state.
Executive Summary of Needs Assessment
(Summary of Conclusions)
Student Achievement
Grades 6 - 8
Assessment data, discipline data, school report card data, professional development needs assessment data, and parent/teacher surveys were used as a basis to determine the needs of the school in the areas of student achievement, climate, and teacher and administrator quality. Based upon this data, emphasis will be placed upon improving grade level performance.
▪ 2015 PASS and SCREADY results indicate that the progress needs to be made in Reading (6th Grade), Writing (6th Grade), and Math (all grade levels).
- Teachers are engaging in a wealth of reading, writing, and inquiry strategies through AVID College Readiness System and have external and internal professional development on how to embed these strategies in to their content classes. Teachers are also engaging in a collaboration with another middle school in our district to write assessments, develop curriculum, and analyze data from common formative assessments to guide instruction.
Grade 8
▪ Currently, End of Course Exam passage rates are at 100% for English I and Algebra I. Our school will continue to offer rigorous, credit-bearing coursework to more students with the support of AVID College Readiness System.
Teacher/Administrator Quality
▪ The Lex2Next 1:1 Technology Initiative will continue to provide students with access to information for research, a method to effectively and efficiently communicate, and a way to develop college and career readiness skills.
- The Administration will continue to provide parents and stakeholders with valid, up-to-date information about how they can be involved with their students’ learning and overall adolescent development.
School Climate
▪ The parent surveys indicate an improvement in our overall school climate and perception of Fulmer Middle School. Our students will continue to participate in the Student Perception Survey that is administered each Spring by our district to collect data for teachers to analyze and gain a better understanding of students’ needs.
MISSION, VISION, VALUES, AND BELIEFS
Mission
The mission of Fulmer Middle School, in partnership with the community, is to assure each student the opportunity to learn in a safe, positive, nurturing environment where respect and self-discipline build maturity and a foundation for life-long learning.
Vision
Our Fulmer Middle School mission is built upon a foundation of continuous improvement and life-long learning – for all students as well as adults. The enclosed Vision and Values created by our faculty and staff members provides the “imagination” of what it is we hope to become as a school community. It is our vision for the future.
Beliefs
I. Curriculum
In an exemplary school the curriculum:
A. Involves teaching strategies that are hands-on, real world, motivating, and interdisciplinary.
B. Establishes consistent content for all subject areas.
C. Focuses on instruction that is student-centered, engaging, and meaningful.
D. Uses technology and resources to meet all students’ needs and is challenging.
E. Involves common goals and teacher collaboration.
F. Involves assessment that is authentic, varied, fair, and related to the content taught, that assesses students’ understanding and provides a variety of opportunities for students to demonstrate mastery.
G. Involves common assessments with consistent grading policies that are used as teaching tools and data driven.
II. Students
In an exemplary school students:
A. Display responsibility through showing respect to self and others, coming prepared, following school and class rules, and promoting a positive learning environment.
B. Show an academic attitude by showing a desire and commitment to learn, accepting ownership of their own learning, and valuing their own ideas and ideas of others.
III. Staff
In an exemplary school all staff:
A. Are cooperative, positive, flexible, and willing to work together.
B. Show respect to all and are friendly, caring, and helpful to others.
C. Consistently enforce rules and follow rules that apply to them.
D. Show a commitment to students and provide good role-modeling.
E. Support professional development opportunities.
IV. Instructional Leader
In an exemplary school instructional leaders:
A. Are decisive and clear communicators.
B. Are encouraging, supportive, and respectful of others and their ideas.
C. Provide opportunities for productive team meetings and professional development.
D. Lead the way in clearly communicating and consistently enforcing behavioral expectations.
E. Are effective leaders and good listeners.
F. Are open to change and work together with faculty.
V. School Environment
In an exemplary school the school environment:
A. Encourages and embraces respect for all students and teachers.
B. Treats teachers as professionals.
C. Has classrooms with low student-teacher ratio, colorful and clean rooms, and accessible and modern technology.
D. Provides a warm, friendly, and welcoming environment that nurtures students and teachers.
E. Provides a clean and safe place in which students and teachers feel physically, mentally, and socially healthy.
F. Allows parents, teachers, students, and the community to develop ownership of the school through collaboration.
G. Has simple, consistent, and realistic rules established that reward good behavior and help maintain a positive and disciplined working environment.
VI. Home – School Relations
In an exemplary school home-school relations:
A. Are improved with positive communication between parents and teachers with realistic expectations on both sides.
B. Parental involvement is encouraged through homework assistance, conference attendance, positive respect for staff and school, and reinforcement of school and classroom guidelines.
C. Faculty provides a welcoming environment and show a professional and caring attitude.
D. Parent volunteers are utilized.
VII. Community Involvement
In an exemplary school community involvement:
A. Requires good communication between the school and the community.
B. Offers resources through service learning opportunities, mentors, classroom speakers, business contributions to curriculum, and finances.
C. Rewards and recognizes businesses and community partners.
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SCHOOL RENEWAL PLAN FOR Fulmer Middle SchoolDATE:2017/2018 – 2021/2022Performance Goal Area:Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.)