Eli Terry Jr. Middle School School Improvement Plan

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1 Eli Terry Jr. Middle School District Goal 1: To systematically improve student performance and accelerate academic achievement for all students. School Goal: To systematically improve student performance as measured on the Connecticut Mastery Test (CMT). Foundational data: The following data reflects our March 2008, fourth generation Connecticut Mastery Test scores Connecticut Mastery Test Data Grade 5 District Goal District Proficient State Goal Reading Writing Mathematics Science Grade 6 District Goal District Proficient State Goal Reading Writing Mathematics Grade 7 District Goal District Proficient State Goal Reading Writing Mathematics Grade 8 District Goal District Proficient State Goal Reading Writing Mathematics Science

2 Eli Terry Jr. Middle School School wide objectives for completion of goal: Objective 1- Grade 6: By June 2009, students in grade six will improve their performance in reading from 56.2% to 62.2%, in writing from 62.2% to 67.2%, and in mathematics from 63.3% to 68.3% on the Connecticut Mastery Test. Objective 2- Grade 7: By June 2009, students in grade seven will improve their performance in reading from 63.3% to 68.3%, in writing from 57% to 62%, and in mathematics from 65.2% to 70.2% on the Connecticut Mastery Test. Objective 3- Grade 8: By June 2009, students in grade eight will improve their performance in reading from 72.6% to 77.6%, in writing from 54.3% to 62%, and in mathematics from 62.8% to 67.8% on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Identify students who performed at below basic, basic, proficient, goal and advanced levels on the March 2008 Connecticut Mastery Test in reading, writing, science, and mathematics. Principal, Assistant Principal, Teachers, Guidance October 2008 Analyze the results of the Connecticut Mastery Test to identify the strands which need remediation. Principal, Assistant Principal, Teachers, Guidance October 2008 Structure Title I assistance for maximum effectiveness. Principal, Assistant Principal October 2008 Create small student resource groups in grades 6, 7, and 8 based on 2008 mastery test results. Create portfolios to provide evidence of lessons, strategies, and assignments utilized to improve understanding of Connecticut Mastery Test concepts. Create portfolios to provide evidence of assessments utilized which directly correlate with the Connecticut Mastery Test standards, vocabulary and question structure to familiarize students with the test format. Principal, Assistant Principal, Guidance September 2008 Core Teachers Core Teachers Needs to achieve desired outcome: 2

3 Eli Terry Jr. Middle School Grade 6 Foundational data for Objective 1: The following data reflects our Connecticut Mastery Test score this past year: Grade 5 Reading 2008 CMT 56.2% Students at Goal Objectives for completion of goal: Objective 1: By June 2009, students in grade six will improve their performance in reading from 56.2% of the students meeting state goal to 62.2% of the students meeting state goal on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Model and provide opportunities to complete Cloze activities. Language Arts Teachers, Geography/Language Arts Teacher, Special Instruct students in the use of prior knowledge to assimilate unfamiliar material. Core Teachers Utilize Atwell s Readers Workshop model to teach reading concepts. Utilization of flexible, small-group instruction. Monitor student growth through district wide assessments (RPI twice a year). Utilize stories and articles to make connections-text to text, text to self, and text to world. Organize a Reading Counts/Greek and Latin Root Club with special privileges awarded to top performers in each class. Language Arts Teacher Language Arts Teachers, Geography/Language Arts Teacher, Special Language Arts Teachers, Geography/Language Arts Teacher, Special Language Arts Teacher, Special September May

4 Provide assistance to students in the selection of appropriate reading materials for SSR. Prepare individualized lessons during the daily Connecticut Mastery Test Resource period, targeting reading strands of weakness. Develop and implement reading activities which directly correlate with the Connecticut Mastery Test. Align reading homework with Connecticut Mastery Test standards. Develop and implement student assessments which directly correlate with the Connecticut Mastery Test reading standards, including redesigning assessments utilizing Connecticut Mastery Test vocabulary and question structure to familiarize students with the test format. Utilize teaching and learning strategies of the multiple intelligences to enhance learning. Utilize Connecticut Mastery Test Coach Skill Books to familiarize students with the Connecticut Mastery Test format. Provide extra help for students are having difficulty in reading. Schedule a visit to the library monthly. Eli Terry Jr. Middle School Language Arts Teachers, Geography/Language Arts Teacher, Special, Title I Tutors Language Arts Teachers, Geography/Language Arts Teacher, Special, Title I Tutors Language Arts Teachers, Geography/Language Arts Teacher, Special Language Arts Teachers, Geography/Language Arts Teacher, Special Core Teachers Language Arts Teachers, Geography/Language Arts Teacher, Special Language Arts Teachers, Geography/Language Arts Teacher, Special Monitor individual growth through DRA. Special 4

5 Provide independent reading time with self-pacing and selfselection. Provide students with opportunities to utilize stories, tables and graphs to make real-life connections. Three instructional days per week will be devoted to teaching reading in the geography content area. Focus on note taking skills in geography to demonstrate how to utilize facts to form a general understanding with nonfiction text. Eli Terry Jr. Middle School Special Computer Teacher Geography/Language Arts Teacher Geography/Language Arts Teacher Needs to achieve desired outcome: Access to computers with Reading Counts Scholastic Program Professional development on current BEST practices Connecticut Mastery Test practice resources, sample workbooks, and instructional materials Professional Development Differentiated instruction training in reading. 5

6 Eli Terry Jr. Middle School Grade 6 Foundational data for Objective 2: The following data reflects our Connecticut Mastery Test score this past year: Grade 5 Writing 2008 CMT 62.2% Students at Goal Objectives for completion of goal: Objective 2: By June 2009, students in grade six will improve their performance in writing from 62.2% of the students meeting state goal to 67.2% of the students meeting state goal on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Instruct students on the utilization of the CMT expository rubric to monitor their own writing. Instruct and model appropriate expository writing techniques. Provide weekly practice and modeling in revising and editing. Assess editing and revision skills on all written assignments. Utilize Anderson s method of teaching editing through content and Writers Notebooks., Computer Teacher Language Art Teachers Use flexible, small-group instruction. Language Art Teachers Three instructional days per week will be devoted to teaching writing. Prepare individualized lessons during the daily Connecticut Mastery Test Resource period, targeting writing strands of weakness. Develop and implement writing activities which directly correlate with the Connecticut Mastery Test. Language Art Teachers, Computer Teacher Language Arts Teachers, Computer Teacher, Special 6

7 Eli Terry Jr. Middle School Align writing homework with CMT standards. Language Arts Teachers Develop and implement student assessments which directly correlate with the Connecticut Mastery Test writing standards, including redesigning assessments utilizing Connecticut Mastery Test vocabulary and question structure to familiarize students with the test format. Utilize teaching and learning strategies of the multiple intelligences to enhance learning. Utilize CMT Coach Skill Books to familiarize students with the Connecticut Mastery Test format. Provide extra help for students are having difficulty in writing. Utilize material in Empowering Writers to enhance composing skills. Utilize pre-test with assessment, revising and editing exercises, from The Language of Literature Anthology. Share writing through peer editing and presentation. Assign monthly writing prompts (expository) emphasizing and critiquing composing skills. Core Teachers Language Arts Teacher, Special, Computer Teacher Provide students with monthly writing journal entries. Computer Teacher Provide students with opportunities to share their writing through PowerPoint presentations. Computer Teacher Needs to achieve desired outcome: Professional development on current BEST practices Connecticut Mastery Test practice resources, sample workbooks, and instructional materials Professional Development Differentiated instruction training in writing. 7

8 Eli Terry Jr. Middle School Grade 6 Foundational data for Objective 3: The following data reflects our Connecticut Mastery Test score this past year: Grade 5 Mathematics 2008 CMT 63.3% Students at Goal Objectives for completion of goal: Objective 3: By June 2009, students in grade six will improve their performance in mathematics from 63.3% of the students meeting state goal to 68.3% of the students meeting state goal on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Additional instruction to logically explain open-ended questions on math concepts. Provide students with the appropriate mathematical vocabulary to assist in their understanding of measurement and estimation. Introduce the metric system of measurements including how to read a metric ruler and the units used. Introduce common tools for measurements. Provide students with opportunities to measure using the SI (metric) system of measurement, specifically finding length, width, height, area, volume, and density. Provide students with opportunities to measure using the customary system of measurement specifically finding length, width, height, area, volume, and density. Provide students with opportunities to find temperature in the Celsius and Fahrenheit scales. Mathematics Teachers, Science Teachers Mathematics Teachers, Science Teachers Mathematics Teachers, Science Teachers Mathematics Teachers, Science Teachers Mathematics Teachers, Science Teachers Science Teachers 8

9 Eli Terry Jr. Middle School Provide opportunities for students to approximate (estimate) using the metric and customary systems. Provide students with opportunities to utilize data from the World Series, Olympics and the NFL to create various tables and appropriate graphs on the computer. Provide students with opportunities to utilize graphs to draw conclusions and make predictions. Prepare individualized lessons during the daily CMT Resource period, targeting mathematic strands of weakness. Develop and implement mathematic activities which directly correlate with the Connecticut Mastery Test. Align mathematics homework with CMT standards. Develop and implement student assessments which directly correlate with the Connecticut Mastery Test mathematics standards, including redesigning assessments utilizing Connecticut Mastery Test vocabulary and question structure to familiarize students with the test format. Utilize teaching and learning strategies of the multiple intelligences to enhance learning. Utilize CMT Coach Skill Books to familiarize students with the Connecticut Mastery Test format. Provide extra help for students are having difficulty in mathematics. Incorporate Equivalent Fractions, Decimals and Percents and Classification and Logical Reasoning into daily boardwork examples. Provide an invitation-only, after school CMT Review Group for students who have scored either proficient, basic, or below basic in order to reinforce strands of weakness. Mathematics Teachers, Science Teachers Computer Teacher Mathematics Teachers, Computer Teacher, Science Teachers, Science Teachers, Science Teachers Core Teachers Mathematics Teacher Mathematics Teacher 9

10 Utilize fraction, decimal, and percent manipulatives in order to instruct equivalency. Provide a real-life application to problems of classification and logical reasoning. Eli Terry Jr. Middle School Needs to achieve desired outcome: Professional development on current BEST practices Connecticut Mastery Test practice resources, sample workbooks, and instructional materials Professional Development Differentiated instruction training in mathematics. Mathematics Teacher Mathematics Teacher 10

11 Grade 7 Eli Terry Jr. Middle School Foundational data for Objective 1: The following data reflects our Connecticut Mastery Test score this past year: Objectives for completion of goal: Grade 6 Reading 2008 CMT 63.3% Students at Goal Objective 1: By June 2009, students in grade seven will improve their performance in reading from 63.3% of the students meeting state goal to 68.3% of the students meeting state goal on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Utilize stories and articles to make connections-text to text, text to, Geography self, and text to world. Teacher Model and provide opportunities to complete Cloze activities., Science Teachers Instruct students in the use of prior knowledge to assimilate unfamiliar material. Prepare individualized lessons during the daily Connecticut Mastery Test Resource period, targeting reading strands of weakness. Develop and implement reading activities which directly correlate with the Connecticut Mastery Test. Develop and implement student assessments which directly correlate with the Connecticut Mastery Test reading standards, including redesigning assessments utilizing Connecticut Mastery Test vocabulary and question structure to familiarize students with the test format. Core Teachers Language Arts Teachers, Geography Teacher, Special, Title I Tutors Language Arts Teachers, Geography Teacher, Special, Title I Tutors Language Arts Teachers, Geography Teacher, Special September March

12 Eli Terry Jr. Middle School Utilize teaching and learning strategies of the multiple intelligences to enhance learning. Core Teachers Utilize Connecticut Mastery Test Coach Skill Books to familiarize students with the Connecticut Mastery Test format. September March 2009 Provide extra help for students having difficulty in reading. Utilize weekly reading assignments reading non-fiction passages and answering questions based on reading comprehension. Science Teachers Provide students the opportunities to read non-fiction articles and September March Geography Teacher answer CMT related questions from Reading Rally books Provide students the opportunities to read newspaper articles and make predictions. Geography Teacher Monitor student growth through district wide assessments (RPI twice a year). Language Arts Teacher September May 2009 Provide students with appropriate reading leveled text during SSR. Language Arts Teacher Provide students with opportunities to gather information from the text that supports their opinion of a character, situation, etc. Model appropriate answers for the open-ended questions. Provide review groups to go over homework or where some students are having difficulty. Provide students with opportunities to peer edit each other s work and find the support from the text that the student used, to support his/her answer. Align reading homework with CMT standards. Needs to achieve desired outcome: Professional development on current BEST practices Connecticut Mastery Test practice resources, sample workbooks, and instructional materials Professional Development Differentiated instruction training in mathematics. 12

13 Grade 7 Eli Terry Jr. Middle School Foundational data for Objective 2: The following data reflects our Connecticut Mastery Test score this past year: Objectives for completion of goal: Grade 6 Writing 2008 CMT 57% Students at Goal Objective 2: By June 2009, students in grade seven will improve their performance in writing from 57% of the students meeting state goal to 62% of the students meeting state goal on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Provide students with opportunities and model correct s, Computer grammatical skills in revising and editing personal writing. Teacher Provide a minimum of one persuasive writing assignment per month. Language Arts Teachers Instruct students on the utilization of the CMT persuasive rubric to monitor their own writing. Language Arts Teachers Provide weekly practice and modeling in revising and editing. Language Arts Teachers Instruct and model appropriate persuasive writing techniques. Language Arts Teachers Hold student accountable for writing in clear, complete sentences in all content areas. Core Teachers Utilize an Article Revision project in Microsoft Word. Computer Teacher Provide students with opportunities to share writing thru presentation and individual critique. Provide students with periodic persuasive essays, creative writing projects and independent writing for lab activities. Language Arts Teachers Science Teachers 13

14 Eli Terry Jr. Middle School Create reading assessments that require students to support generalities with details- reinforcing persuasive essay format. Prepare individualized lessons during the daily Connecticut Mastery Test Resource period, targeting writing strands of weakness. Develop and implement writing activities which directly correlate with the Connecticut Mastery Test. Language Arts Teachers, Computer Teacher Language Arts Teachers, Computer Teacher, Special Align writing homework with CMT standards. Language Arts Teachers Develop and implement student assessments which directly correlate with the Connecticut Mastery Test writing standards, including redesigning assessments utilizing Connecticut Mastery Test vocabulary and question structure to familiarize students with the test format. Utilize teaching and learning strategies of the multiple intelligences to enhance learning. Core Teachers Utilize Connecticut Mastery Test Coach Skill Books to familiarize students with the Connecticut Mastery Test format. Provide extra help for students are having difficulty in writing. Needs to achieve desired outcome: Professional development on current BEST practices Connecticut Mastery Test practice resources, sample workbooks, and instructional materials Professional Development Differentiated instruction training in mathematics. 14

15 Grade 7 Eli Terry Jr. Middle School Foundational data for Objective 3: The following data reflects our Connecticut Mastery Test score this past year: Grade 6 Mathematics 2008 CMT 65.2% Students at Goal Objectives for completion of goal: Objective 3: By June 2008, students in grade seven will improve their performance in mathematics from 65.2 of the students meeting state goal to 70.2% of the students meeting state goal on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Provide students with the opportunity to analyzing data from the Stock market to Create Charts in Microsoft Excel and an Analysis Report in Microsoft Word. Computer Teacher Provide students with opportunities to utilize graphs to draw conclusions and make predictions. Basic Skills Assessment administered in August 2007 and May Mathematics Teachers, Computer Teacher Mathematics Teachers August 2008 & May 2009 Utilize Math Minutes program. Mathematics Teachers One day each week to be dedicated exclusively to Connecticut Mastery Tests. Implemented exit questions to focus on areas of weakness on the Connecticut Mastery Test. Utilize daily Problem of the Day targeting specified CMT strands. Mathematics Teachers 15

16 Prepare individualized lessons during the daily Connecticut Mastery Test Resource period, targeting mathematic strands of weakness. Develop and implement mathematic activities which directly correlate with the Connecticut Mastery Test. Align mathematics homework with Connecticut Mastery Test standards. Develop and implement student assessments which directly correlate with the Connecticut Mastery Test mathematics standards, including redesigning assessments utilizing Connecticut Mastery Test vocabulary and question structure to familiarize students with the test format. Utilize teaching and learning strategies of the multiple intelligences to enhance learning. Utilize Connecticut Mastery Test Coach Skill Books to familiarize students with the Connecticut Mastery Test format. Provide extra help for students are having difficulty in mathematics. Provide students the opportunity to complete the Metric Measurement Unit consisting of metric discussions and activities. Provide students opportunities to integrate metric measurements into other science discussions and activities. Utilize Metric Monday; consisting of metric conversion, metric base unit, metric estimation, and choosing units of best measure. Eli Terry Jr. Middle School, Science Teachers, Science Teachers, Science Teachers Core Teachers Science Teachers October 2008 Science Teachers Science Teachers 16

17 Eli Terry Jr. Middle School Incorporate customary measurements conversions in comparison to metric measurements. Develop and implement a unit on the metric system in cooperation with the 7th grade math teacher. Provide review groups to go over homework or where students are having difficulty. Utilize manipulative to show the relationships of calculating fractions/integers. Provide students with opportunities to find the relationships between fractions and decimals through small group instruction. Science Teachers Science Teachers Special Special Special Needs to achieve desired outcome: Professional development on current BEST practices Connecticut Mastery Test practice resources, sample workbooks, and instructional materials Professional Development Differentiated instruction training in mathematics. 17

18 Grade 8 Eli Terry Jr. Middle School Foundational data for Objective 1: The following data reflects our Connecticut Mastery Test score this past year: Grade 7 Reading 2008 CMT 72.6% Students at Goal Objectives for completion of goal: Objective 1: By June 2009, students in grade eight will improve their performance in reading from 72.6% of the students meeting state goal to 77.6% of the students meeting state goal on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Model and provide opportunities for students to make text-text, Language Arts Teachers, Civics text-self and text-world connections. Teacher Model and provide opportunities to complete Cloze activities. Language Arts Teachers, Civics Teacher Instruct students in the use of prior knowledge to assimilate unfamiliar material. Core Teachers Prepare individualized lessons during the daily Connecticut Mastery Test Resource period, targeting reading strands of weakness. Develop and implement reading activities which directly correlate with the Connecticut Mastery Test. Align reading homework with Connecticut Mastery Test standards. Utilize teaching and learning strategies of the multiple intelligences to enhance learning. Language Arts Teachers, Civics Teacher, Special Education Teacher, Title I Tutors Language Arts Teachers, Civics Teacher, Special Education Teacher, Title I Tutors Core Teachers 18

19 Eli Terry Jr. Middle School Utilize Connecticut Mastery Test Coach Skill Books to familiarize students with the Connecticut Mastery Test format. Provide extra help for students are having difficulty in reading. Provide on-going Latin roots study as related to vocabulary word comprehension. Monitor student growth district wide assessments (RPI twice a year). Develop and implement student assessments which directly correlate with the Connecticut Mastery Test reading standards, including redesigning assessments utilizing Connecticut Mastery Test vocabulary and question structure to familiarize students with the test format. Spanish Teacher Language Arts Teacher September May 2009 Language Arts Teachers, Civics Teacher, Special Needs to achieve desired outcome: Professional development on current BEST practices Connecticut Mastery Test practice resources, sample workbooks, and instructional materials Professional Development Differentiated instruction training in mathematics. 19

20 Grade 8 Eli Terry Jr. Middle School Foundational data for Objective 2: The following data reflects our Connecticut Mastery Test score this past year: Grade 7 Writing 2008 CMT 54.3% Students at Goal Objectives for completion of goal: Objective 2: By June 2009, students in grade eight will improve their performance in writing from 54.3% of the students meeting state goal to 62% of the students meeting state goal on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Instruct and model appropriate persuasive writing techniques. Language Arts Teachers Provide students with opportunities and model correct grammatical skills in revising and editing personal writing. Language Arts Teachers Instruct students on the utilization of the CMT persuasive rubric to monitor their own writing. Language Arts Teachers Provide weekly practice and modeling in revising and editing. Language Arts Teachers Hold student accountable for writing in clear, complete sentences in all content areas. Core Teachers Prepare individualized lessons during the daily Connecticut Mastery Test Resource period, targeting writing strands of, Civics Teacher weakness. Develop and implement writing activities which directly correlate with the Connecticut Mastery Test. Align writing homework with Connecticut Mastery Test standards., Spanish Teacher Language Arts Teachers 20

21 Develop and implement student assessments which directly correlate with the Connecticut Mastery Test writing standards, including redesigning assessments utilizing Connecticut Mastery Test vocabulary and question structure to familiarize students with the test format. Utilize teaching and learning strategies of the multiple intelligences to enhance learning. Utilize Connecticut Mastery Test Coach Skill Books to familiarize students with the Connecticut Mastery Test format. Provide extra help for students are having difficulty in writing. Provide students with opportunities to complete persuasive writing pieces included in unit test on Don Quixote. Provide students with opportunities to complete persuasive writing pieces pertaining to slavery in Spain, conquistadors and the art of bullfighting. Provide students a choice of graphic organizers that can be used in planning persuasive essays for more efficient use of time. Eli Terry Jr. Middle School Core Teachers Language Arts Teachers, Civics Teacher, Special Spanish Teacher Spanish Teacher Language Arts Teachers Needs to achieve desired outcome: Professional development on current BEST practices Connecticut Mastery Test practice resources, sample workbooks, and instructional materials Professional Development Differentiated instruction training in mathematics. 21

22 Grade 8 Eli Terry Jr. Middle School Foundational data for Objective 3: The following data reflects our Connecticut Mastery Test score this past year: Objectives for completion of goal: Grade 7 Mathematics 2008 CMT 62.8% Students at Goal Objective 3: By June 2009, students in grade eight will improve their performance in mathematics from 62.8% of the students meeting state goal to 67.8% of the students meeting state goal on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Provide students with the opportunity to experience Connecticut Mastery Test format, through review homework assignments Mathematics Teachers including multiple choice, grid-in, and open ended questions. Develop activities utilizing scientific notation (Place Value). Science Teachers Develop activities where students must practice measurements and conversions with metric and customary measurement Science Teachers values. Provide practice in writing clear explanations of the students thinking and mathematical knowledge on open-ended type questions. Mathematics Teacher Provide students with the appropriate mathematics vocabulary to assist in their understanding of word problems. Provide students with opportunities to practice using the 8th Grade Formula Chart as well practice using the Connecticut Mastery Test 4th Generation Rulers. Mathematics Teacher Mathematics Teacher 22

23 Provide students with opportunities to solve CAPT type problems to prepare them for CAPT in high school. Provide students with opportunities to practice solving word problems and evaluate them using the CMT scoring rubrics. Prepare individualized lessons during the daily Connecticut Mastery Test Resource period, targeting mathematic strands of weakness. Develop and implement mathematics activities which directly correlate with the Connecticut Mastery Test. Align mathematics homework with Connecticut Mastery Test standards. Develop and implement student assessments which directly correlate with the Connecticut Mastery Test mathematics standards, including redesigning assessments utilizing Connecticut Mastery Test vocabulary and question structure to familiarize students with the test format. Utilize teaching and learning strategies of the multiple intelligences to enhance learning. Utilize Connecticut Mastery Test Coach Skill Books to familiarize students with the Connecticut Mastery Test format. Provide extra help for students having difficulty in mathematics. Eli Terry Jr. Middle School Mathematics Teacher March June 2009 Mathematics Teacher, Science Teachers, Science Teachers, Science Teachers Core Teachers Provide hands on activities that correlate with the CMT. Mathematics Teachers Needs to achieve desired outcome: Professional development on current BEST practices Connecticut Mastery Test practice resources, sample workbooks, and instructional materials Professional Development Differentiated instruction training in mathematics. 23

24 Grade 8 Eli Terry Jr. Middle School Foundational data for Objective 3: The following data reflects our Connecticut Mastery Test score this past year: Grade 8 Science 2008 CMT 53% Students at Goal Objectives for completion of goal: Objective 3: By June 2009, students in grade eight will improve their performance in science from 53% of the students meeting state goal to 58.9% of the students meeting state goal on the Connecticut Mastery Test. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Re-evaluate current 8th grade science curriculum and further develop activities that follows the concepts and skills outlined Science Teachers in the Connecticut State Standards. Develop science inquiry based activities that focus on experimental design and provide students with opportunities to analyze, draw conclusions, and discuss the validity of results. Science Teachers Develop questions that model practice science questions on the NAEP website and CMT released items. Science Teachers Needs to achieve desired outcome: Professional development on current BEST practices Connecticut Mastery Test practice resources, sample workbooks, and instructional materials Professional Development Differentiated instruction training in mathematics. 24

25 Eli Terry Jr. Middle School District Goal 2: Welcome and engage students, families, and the community in education. School Goal: To foster collaboration among parents/school/community through proactive, ongoing and open communication. Foundational data: Throughout school year: An average of three teachers attended the PTA meetings. Teachers were entering assignments on Power School on a weekly basis. Our school s had less than a quarter of teachers updating their section of the website on a consistent basis. No placement criteria for specific course requirements existed. The school calendar of events was not placed on the website informing the parents of monthly activities. The sixth grade students did not have time built in their schedules to have their teachers check consistent use of their organizers. The teachers were not required to turn in a log of communication with parents via and phone conversations. Folders, containing all notices and school communications, were not sent home with students on a specific day. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Principal, Assistant Principal, Core More than half the faculty updating information on Teachers, Unified Arts Teachers, Special Eli Terry Jr. Middle School web-site. s, Office Secretary, Library Media Assignments/grades posted on Power School s Power Parent on a daily basis. Core Teachers, Unified Arts Teachers, Special s Inform parents of placement criteria for specific course requirements. Create monthly newsletters to inform parents and the community of school activities and events. Principal, Assistant Principal, School Counselors September 2008 & June 2009 Library Media September May

26 Provide parents with important and emergency information utilizing the Alert Now system. Attend various sporting events throughout the fall, winter, and spring. Comment about student performance on both the midterms and report cards. Provide direct parent communication with student s parent/guardian at least one time. Create a class/grade level website. Thursday folders, containing all notices and school communications, will consistently be sent home with students. Keep a log of communication with parents via e- mail and phone conversations. Join the Eli Terry Jr. Middle School PTA. At least five members of the faculty attend monthly PTA meetings and report meeting minutes to the team. Respond promptly to parent s concerning student issues. Check and maintain consistent use of student organizers. Mail all mid-term reports and trimester report cards home. Monitor and increase teacher use of Parent Parent/Power School. Eli Terry Jr. Middle School Principal Principal, Assistant Principal, Core Teachers, Unified Arts Teachers, Special s Core Teachers, Unified Arts Teachers, Special s Core Teachers, Special Education Teachers Core Teachers, Unified Arts Teachers, Special s October June 2009 Core Teachers Core Teachers, Unified Arts Teachers, Special s Core Teachers, Unified Arts Teachers, Special s Principal, Assistant Principal, Core Teachers, Unified Arts Teachers, Special s Principal, Assistant Principal, Core Teachers, Unified Arts Teachers, Special s Core Teachers, Special Education Teachers September 2008 School Counselors October June 2009 Principal, Assistant Principal 26

27 Place the school calendar on website each month with monthly activities. Contact press to publicize functions taking place within the school. Create time at professional development for teachers to be trained in the creation of team/individual website. Encourage faculty to be more visible at functions of the school (concerts, PTA, sporting events, etc.) Schedule a time at the end of the school day for sixth graders to have their teachers check consistent use of their organizers. Eli Terry Jr. Middle School Office Secretary Principal Principal, Assistant Principal October 2008 & November 2008 Principal, Assistant Principal Principal, Assistant Principal Needs to achieve desired outcome: Training and support on the utilization of Power School Power Parent Training and support with new website software 27

28 Eli Terry Jr. Middle School District Goal 3: Develop an on-going building and grounds, maintenance and capital improvement plan to meet the needs of the schools and community. School Goal: Develop an on-going building, grounds, and maintenance improvement plan to meet the needs of the Eli Terry Jr. Middle School students, parents, and community. Foundational data: In the school year, the Middle School relocated to the former Terryville High School. The renovations took place prior to the move and the structured remodeling plan did not renovate all of the areas within the building. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Collaborate with the faculty to identify the needs of the building after the renovation project has Principal September January 2009 been completed. Identify the needs of the building in writing to the superintendent, business manager, and the district Principal January 2009 maintenance supervisor. Collaborate with the superintendent and business manager to create a three year budget plan to complete building improvements. Principal November 2008 Needs to achieve desired outcome: 28

29 Eli Terry Jr. Middle School District Goal 4: Utilize accountability systems for providing, assessing, and supporting quality instruction. School Goal: Utilize accountability systems for providing, assessing, and supporting quality instruction. Foundational data: The following data reflects our March 2008, fourth generation Connecticut Mastery Test scores Connecticut Mastery Test Data Grade 5 District Goal District Proficient State Goal Reading Writing Mathematics Science Grade 6 District Goal District Proficient State Goal Reading Writing Mathematics Grade 7 District Goal District Proficient State Goal Reading Writing Mathematics Grade 8 District Goal District Proficient State Goal Reading Writing Mathematics Science

30 Eli Terry Jr. Middle School ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Develop individual professional growth goals that specifically address Connecticut Mastery Test data Core Teachers October 2008 analysis of students. Create a which focuses Principal, Assistant Principal, Core individual teachers on the specific student Teachers Connecticut Mastery Test weakness. October 2008 Monitor student growth through district wide assessments. Core Teachers September May 2009 Teachers create portfolios to provide evidence of lessons, strategies, and assignments utilized to improve student understanding of Connecticut Core Teachers Mastery Test concepts. Teachers create portfolios to provide evidence that assessments were redesigned utilizing Connecticut Mastery Test vocabulary and question structure to Core Teachers familiarize students with the test format. Analyze and track student growth through the Connecticut Mastery results in reading, writing, Principal, Assistant Principal September 2008 & August 2009 and mathematics. Analyze and track results of individual teachers from year to year utilizing the Connecticut Mastery results in reading, writing, and mathematics. Principal, Assistant Principal September 2008 & August 2009 Needs to achieve desired outcome: 30

31 Eli Terry Jr. Middle School District Goal 5: Develop and improve district programs to enhance the student educational experience. School Goal: Generate enrichment activities, clubs, and programs to support and enhance youth development at Eli Terry Jr. Middle School. Foundational data: Throughout school year: The PTA did not sponsor the Project Poetry Live enrichment program for the seventh grade. The schedule with grade level team meetings built into the school day did not interfere with clubs and programs after school. There was minimal collaboration with the districts school to career supervisor and outside sources which could provide after school enrichment activities for the students. There was no late bus program for after school activities. Parents were only informed of after school clubs and activities by posting the school s morning news information on the website daily and through monthly newsletters. There were less than ten after school activities supervised by teachers excluding interscholastic sports. ACTIONS PERSON(S) RESPONSIBLE TIME FRAME Organize and assist the PTA with various school wide enrichment activities. Organize and assist with the PTA sponsored Project Poetry Live enrichment program for the seventh grade. Create unified art teacher goals which support and promote the Project Poetry Live enrichment program for the seventh grade. Encourage teachers to supervise clubs and programs after school to increase the number of activities, to more than ten, in which students can participate. Principal, Assistant Principal, Teachers, Guidance Principal, Assistant Principal, Teachers, Guidance Unified Arts Teachers October 2008 Principal, Assistant Principal 31

32 Modify the bus duty schedule utilized in previous school years to provide the faculty with the time to supervise clubs and programs after school. Provide and purchase the necessary supplies to support after school activities. Collaborate with the districts school to career supervisor to create after school programs for Eli Terry Jr. students which could be funded and supervised by outside sources (PAL Basketball, Park and Recreation Open Gym Night.) Collaborate with the districts school to career supervisor to maximize the use of the late bus program with after school events. Create a line item within the budget to support after school clubs and activities. Inform parents of after school clubs and activities by posting the Eli Terry Jr. morning news information on the website daily, sending home monthly newsletters, and by having teachers send information home to parents weekly in Thursday folders containing all notices and school communications. Organize and supervise grade level field days in June. Eli Terry Jr. Middle School Assistant Principal October 2008 Principal, Assistant Principal Assistant Principal October May 2009 Assistant Principal October May 2009 Principal, Assistant Principal November 2008 Principal, Assistant Principal, Office Secretary, Library Media, Core Teachers Physical s June 2009 Needs to achieve desired outcome: 32

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