SCHOOLWIDE TITLE I PLAN JONESVILLE MIDDLE SCHOOL

Transcription

1 SCHOOLWIDE TITLE I PLAN JONESVILLE MIDDLE SCHOOL

2 1 Jonesville Middle School SchoolWide Title I Plan Committee Members Dr. Lynn Metcalfe, Principal Brian Huff, Principal Designee LaVerne Brown, Classroom Teacher Casey Epperly, Guidance Counselor Jill Graham, Classroom Teacher Mary Day, Reading Specialist Charlcia Jones, Media Specialist Jolene Lambert, Math Specialist Cheryl Hines, Special Education Teacher Debi Burgan, School Nurse Sarah Graham, Student Representative Ryan Bales, Student Representative Donavan Willis, Student Representative Amy Willis, Parent Representative David Graham, Parent Representative

3 I. Comprehensive Needs Assessment 2 Based upon data (Virginia Standards of Learning (SOL) tests, School Report Card from the Virginia Department of Education (VDOE), benchmark tests, STAR Math and Reading assessments and student grades), the primary academic focus of Jonesville Middle School (JMS) is an overall improvement in the alignment of instruction with the VDOE Curriculum Framework. This in an ongoing process with the goal of increasing mathematics and English test scores. II. Schoolwide Reform Strategies Additional technology will be incorporated into mathematics and reading instruction. This will include SmartBoards, Neo2 s, online remediation and reinforcement programs such as SuccessMaker (which addresses reading and math), STAR Math and Reading, Accelerated Reading, Flanagan Math, IXL (math and language arts). Holt McDougal Literature resources, and Pearson Math are also available. Professional development training will be provided on these resources as necessary. Increased computer adaptive technology allows differentiation for gifted students. Students can work beyond grade level, up to high school level content. Title I Specialists will provide targeted interventions to specific students who are struggling to meet proficiency standards. Specialists will also offer before and/or after school tutoring in areas of Mathematics and Reading to all students including those receiving Special Education services. Special Education teachers will instruct students eligible under the Individuals with Disability Education Act (IDEA) in a variety of settings including the self-contained classroom, inclusion classrooms, and resource rooms. They will develop Individualized Education Programs (IEPs) based on individual areas of difficulty, adapt lessons to accommodate students, provide differentiated instruction, provide accommodations and modifications to assist students in accessing the grade level curriculum, and ensure that our school is complying with requirements under IDEA. Professional development will target improving classroom formative assessments.

4 III. Instruction by Highly Qualified Teachers 3 All teachers at JMS have met requirements for Highly Qualified status as mandated by the No Child Left Behind Law (NCLB). Fifty-three percent of teachers have a Bachelor s Degree, 37.5% have obtained a Master s Degree, 6% have obtained an EdS Degree and 3% have a Doctoral Degree. Instruction delivered by highly qualified teachers afford gifted students greater opportunities to meet their academic potential. IV. Professional Development for All Staff The Professional Development Plan at JMS is designed to prepare and support faculty as they empower students to meet or exceed state and local standards. Further, JMS places emphasis on developing strategies to improve community involvement. These goals will be achieved through participation in high quality professional development activities offered throughout the school year and during summer months. Each teacher is required to document the accrual of 120 hours of professional development/workday time per year. Professional development activities will align with current research and focus on improved learning for all students. These activities will prepare educators to apply research-based strategies to instructional planning and practice. Professional development aimed at increasing stakeholder involvement in the education of our students will be provided. V. Strategies to Attract High-Quality Teachers to High-Need Schools The Lee County School System strives to hire highly qualified faculty and staff. Principals are encouraged to interview prospective teachers as early as possible in order for all positions to be filled by highly qualified teachers. VI. Strategies to Increase Parent Involvement Parent involvement is critical to students educational success. Parent awareness and involvement in academic, social and extracurricular activities are encouraged. Parents are invited to attend Open Houses and Family Nights throughout the school year. They are encouraged to take advantage of the Parent Resource Center located in the library of JMS. Electronic resources are available as well. Parents may view

5 students grades and attendance through PowerSchool Parent Portal. Accelerated Reader progress is also electronically accessible. 4 The Parent Involvement Plan, teacher contact information, quarterly newsletter, activities calendar, menus and tutoring schedules are available through the school website. VII. Provide Student Assessment Results to Parents JMS parents may access their child s grades, discipline and attendance records through the PowerSchool Parent Portal. Accelerated Reader records are available for online viewing. Progress reports are sent home at the midpoint of each nine weeks and report cards are sent home at the end of each nine weeks. IEP Progress Reports are sent home at the same intervals as progress reports and report cards. Individual student SOL scores are provided to parents through the Report to Parents: Virginia Standards of Learning Assessments. The guidance counselor is available to further explain assessment results to parents. STAR Math and Reading assessment reports are available upon request. Announcements concerning dates for reports distribution and other important upcoming dates are made through the school newsletter, school website and through the AlertNow system, an automated calling system. VIII. Eighth Grade Transition to High School JMS offers several high school credit courses. Teachers at the middle school collaborate closely with teachers at the high school level to ensure consistency. Beginning in the sixth grade, JMS students receive a copy of requirements for high school courses. In seventh grade, students begin a career plan, an adaptable plan/outline for their high school career. In early spring, the guidance counselors from Lee High School (LHS) visit the eighth grade students to discuss scheduling. Beginning with the school year, JMS implemented Algebra Readiness Diagnostic Testing (ARDT) to assess content mastery and preparedness for high school mathematics courses.

6 Students who play sports at JMS are invited to LHS throughout the year for special recognition at high school games. In addition, several eighth grade students participate in junior varsity sports at Lee High. Eighth grade students also attend The Reality Store, Lee High s community sponsored program designed to make students aware of financial and life responsibilities. JMS Fine Arts students participate in Kaleidoscope, the Lee County Schools Fine Arts Festival held each spring at LHS. 5 The week before school starts in the fall, Lee High conducts a ninth grade orientation for student and their parents in the evening. IX. Involving Teachers in Decisions Regarding Assessment Frequent interdisciplinary (grade-level) and departmental (subject area) meetings, involving all faculty, allow for collaborative planning and decision making on all school related issues. JMS faculty and staff attend county-wide meetings and workshops throughout the year for collaboration on issues concerning student academic assessment and achievement. Teachers also work on county pacing guides for their subject areas. Teachers collaborate to determine student eligibility for alternative SOL assessments such as the Virginia Alternative Assessment Program (VAAP) and the Virginia Grade Level Alternative (VGLA). The school guidance counselor works with teachers to coordinate scheduling and grouping for SOL testing. X. Additional Assistance to Students Not Mastering Standard in a Timely Manner Beginning with the school year, sixth and seventh grade mathematics classes have implemented a modified block schedule to provide additional time for skill mastery. Eighth grade students not enrolled in Algebra are enrolled in a math remediation period. Additionally, sixth grade reading also has a remediation block. Mathematics and reading tutoring is available. Special Education students are given prioritized scheduling, ensuring back to back blocks of reading in sixth grade and mathematics in sixth and seventh grades, which allows time for individualized instruction, preteaching, reteaching and remediation provided by the Special Education teacher.

7 Intervention specialists write individualized intervention plans for students who did not pass or showed limited proficiency on math or English SOL tests in spring of Special Education teachers create IEPs for students found eligible for services, using assessment data to develop IEP goals. Individualized differentiated instruction is provided and appropriate modifications and accommodations are made. Remediation personnel have been secured to provide additional small group/oneon-one support. Additionally, technological assistance resources such as IXL for math and English and SuccessMaker are available for remediation purposes. 6 XI. Coordination and Integration of Federal, State and Local Funds Federal, State and Local funds are allocated with the goal of improving instruction and promoting academic achievement. Example expenditures include classroom materials, remediation personnel and materials, curriculum aligned technology programs (IXL), enrichment activities for gifted students, professional development, parent involvement resources, and the Algebra Readiness assessment.