Priority Need

Goal  (Addresses the Priority Need)

While the curriculum at NMS has been vertically and horizontally aligned, we have not sufficiently developed and implemented a rigorous curriculum that includes effective, varied, and research based instructional strategies involving all students that is measured by multiple classroom evaluations and assessments at high levels as evidenced by our 2005 Accountability Index of 82.7 and our KASC Achievement Gaps.

Northern Middle School will develop and implement a rigorous curriculum that includes effective, varied, and research-based instructional strategies involving all students that is measured by multiple forms of classroom evaluations and assessments at high levels as evidenced by:

2008 CATS results of:

Ø      Novice at 12%

Ø      To exceed the Accountability Index of 84.7

2008 NCLB results of:

Ø      73% of all students including all subpopulations at Proficient or above in Reading (2010 goal)

Ø       48% of all students including all subpopulations at Proficient or above in Math (2009 goal)

Causes and Contributing Factors

Objectives with Measures of Success

According to Analysis of Assessment Data (11/05) and School Improvement Team Review of the SISI document (10/05):

A.  Curriculum (Standard 1) – Although the school has made efforts to eliminate overlaps and gaps by aligning curriculum, the curriculum does not consistently accommodate the learning needs of all students with expectations for high academic performance at a proficient level.  The curriculum does not routinely elicit higher order thinking and problem solving skills from all students on a regular basis.  A challenging, intentional curriculum is not evident school wide and students may not understand the standards and expectations for proficiency.  (1.1g)

B.  Assessment (Standard 2) – Although the school strives to provide multiple authentic assessments, our classroom assessments of student learning are not sufficiently frequent, rigorous, authentic, and based on performance descriptors. 2.1a)  Classroom assessments do not consistently mirror KCCT structure and do not regularly target higher order thinking skills.  Collaboration in the design of assessment tasks is not evident school wide. (2.1b, c)  The results of classroom assessments are not adequately analyzed to make improvements for instructional purposes. (2.1h)

C.  Instruction (Standard 3) – While there is some evidence of differentiation, varied instructional strategies and learning activities do not consistently require students to use higher-order thinking skills, utilized effective, research-based practices, target all learning styles, and incorporate use of content appropriate technology and manipulatives.  (3.1a,b,e)

Northern Middle School will demonstrate sustained and continuous progress in our Academic Performance areas by May 2008:

A.1 The curriculum will provide the opportunity for higher order thinking and problem solving in all content areas for all students as measured by unit plans, lesson plans, analysis of assessments, student work, and observations.  Students will know and understand expectations for proficiency as measured by increased test scores.

A.2 NMS will review and revise curriculum alignment to ensure for a challenging and intentional curriculum within house  as well as with the four feeder elementary schools in each content area and with the High School Freshman Center as measured by documented meeting dates/times, correspondence, and minutes of the meeting.

B.1 Classroom assessments will be frequent, rigorous, authentic, and based upon student performance descriptors as measured by analysis of assessments, analysis of student work and products.

B.2 Multiple assessments designed through collaboration between grade level content teachers, to include KCCT format, will target higher order thinking skills and require writing across the content area with maximum use of scoring guides and rubrics as measured by lesson plans, classroom observations, student work, and analysis of assessments.

B.3 All formats of classroom assessment will be routinely analyzed to ensure that state standards are being taught and learned by students in order to impact instruction and revise curriculum as measured by analysis of assessments, analysis of student work, and committee meeting minutes.

C.1 All teachers will consistently use a variety of student-centered instructional strategies that address various learning styles, multiple intelligences, and research-based practices, which consistently require higher-order thinking and problem solving as measured by lesson plans, classroom observations, and student work.

C.2 All teachers will utilize content appropriate technology and manipulatives within instructional practices as evidence by lesson plans, classroom observations, and student work.

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

A.1

A.2

 A.1.a  All teachers will continue to use the Bloom’s taxonomy to develop essential questions

A.1.b. All teachers will model and display proficient work with each unit of study.

A.2.a NMS will coordinate meetings with 5^th grade representative teachers from feeder schools and with Freshman Center representatives during Records Days or as PD opportunities to discuss Curriculum Alignment between feeder schools and Freshman Center.

A.2.b Curriculum timelines will be reviewed/revised annually by all teachers based on needs determined by staff through analysis of student work, classroom assessments, and CATS data.

All students will develop higher order thinking skills. (lesson plans, student work, observations)

All students will understand the expectations of proficient work. (displays of student work)

Discussions between schools regarding gaps in curriculum and opportunity to network and improve instructional strategies. (school records)

Curriculum timelines will eliminate gaps and overlaps and curriculum will be vertically and horizontally aligned based on Core Content and Program of Studies.

Ms. Murphy / Ms. Hargis

Ms. Murphy / Ms. Hargis

Ms. Hargis / Ms. Nicholas

Ms. Hargis/ Ms. Nicholas

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

No cost

No cost

No cost

No cost

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

B.1

A.2.c Copies of curriculum timelines will be shared with feeder schools and with Freshman Center, posted on the school website, a hard copy kept on file in the library, and distributed to new teachers.

B. 1.a.  Teachers will routinely include a variety of classroom assessments for each unit of study to include formative and summative assessments.

B.1.b.  Each summative assessment will target higher order thinking skills and mirror KCCT like assessments to include Multiple Choice and Open Response. 

B.1.c All teachers will have access via website and electronic files to the state assessment template for developing KCCT like assessments.

B.2.a   Grade level teachers will design common assessments for each unit of study.  Each Open Response will have a scoring guide and focus on higher order thinking skills.

B.2.b  NMS will purchase annual subscriptions for lesson plan creator (web-based)

Curriculum content, expectations, and consistency will be communicated to all stakeholders and parents, students, and community members will be aware of these expectations.

Assessments will be frequent in all classrooms (Lesson plans, Unit plans, copies of assessments.

Assessments will be rigorous     and authentic and allow students opportunity to respond at high levels (Lesson plans, Unit assessments)

Authentic Assessments will mirror KCCT like tests and students will be familiar with this format for assessment. (Unit assessments)

Students will have opportunity to perform at high levels on authentic assessments regularly throughout the school year. (Unit assessments)

Teachers will have access to lesson and unit planning templates. (school records)

Ms. Nicholas / Ms. Mayfield

Ms. Murphy / Ms. Hargis

Ms. Murphy / Ms. Hargis

Ms. Nicholas / Ms. Mayfield

Ms. Murphy / Ms. Hargis

Ms. Murphy

8/06

8/06

8/06

8/06

8/06

8/06

5/08

5/08

5/08

9/06

5/08

5/08

No cost

No Cost

No Cost

No Cost

No Cost

$1000 annually; SEEK ,GEAR UP

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

B.2

B.3

C.1

B.2.c Teachers will utilize Open Response Banks at the District and State levels and resources provided through PD opportunities to develop multiple assessments throughout the school year and assess students at high levels.

B.3.a Content Departments will implement Item Analysis Protocol tool during department meetings to review, evaluate and revise unit tests, assignments, and OR questions.

B.3.b  Each department will conduct analysis of student work at a minimum of once per semester during content department meeting.

B.3.c     Assessments, once evaluated and revised through dept. meetings will be submitted to the curriculum specialist to be included in a test bank.

C.1.a Each unit of study will include a minimum of one differentiated lesson weekly to allow for multiple intelligences, learning styles, and individual student needs.

Students will experience higher order and rigorous assessments frequently. (Unit Assessments)

Analysis of assessments item will help to insure rigor on unit assessments. Collaboration in the design and reflection of assessment items will aid in the development of assessments and instructional strategies and high levels. (Dept. meeting minutes and Protocol tool)

Feedback from analysis will be used to improve instruction. (Dept. meeting minutes)

Teachers will incorporate open response questions in unit exams and throughout instruction (Lesson plans, copies of assessments)

Instructional impact on student learning will be increased and student interest will be increased. (Lesson plans, unit plans, classroom observations, student work)

Ms. Nicholas

Dept. Chairs

Ms. Nicholas;

Dept. Chairs

Dept. Chairs

Ms. Murphy / Ms. Hargis

8/06

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

5/08

No Cost

No Cost

No Cost

No Cost

No cost

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

C.1

C.2

C.1.b Each grade level team will implement one interdisciplinary unit during each school year.

C.1.c All teachers will receive content specific PD opportunities to enhance instructional strategies as requested by individuals or by departments.

C.1.d All teachers will participate in PD opportunities to enhance collaboration.

C.1.e NMS will seek and pilot a remedial reading program to target novice reduction.

C.2.a All teachers will routinely include labs, manipulatives, and other hands-on activities for students during each unit of study.

C.2.b All teachers will incorporate Encyclomedia / United Streaming at a minimum of once during each unit of study.

All students will demonstration interdisciplinary relationships of skills and concepts.  (Lesson plans, student work, unit plans)

Staff will build capacity within to enhance teacher and student performance. (PD records, lesson plans)

Varied instructional strategies will be implemented to narrow the achievement gaps. (Lesson plans, PD records)

Improved reading skills will have a positive impact on student achievement across all content areas. (data analysis)

Varied and high interest instructional strategies will allow students to experience higher order and rigorous activities.  (Lesson plans, classroom observations)

Classroom instruction will be enhanced with the use of technology resources to support the curriculum. (Lesson plans, classroom observations, curriculum timelines)

Ms. Murphy / Ms. Hargis

Ms. Hargis

Ms. Hargis / Ms. White

Donna Collins/ Ms. Nicholas

Ms. Murphy / Ms. Hargis / Ms. Nicholas

Ms. Murphy / Ms. Hargis

8/06

8/06

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

5/08

5/08

No cost

Up to $3000 annually PD/GEAR UP

Up to $500 annually PD/GEAR UP

$1000 Textbook, ESS, Grant, SEEK

$5000 annually SEEK allocations for departments.

No cost

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

C.2

C.2.c  Each teacher will untilize the PRS for student use at least once during the school year.

C.2.d Teachers will receive professional development on use of technology applications (PRS, Web Quest, United Streaming, etc.) as requested by individuals or departments.

C.2.e NMS will purchase scan converters and DVD players for each classroom.

C.2.f.  NMS will purchase one PRS system each school year.

C.2.g.  NMS will purchase equipment (computer, projector, cart, hubbie) to create a total of 7 COWS (Computer on Wheels.

C.2.h.  NMS will be rewired to update cable connections or pursue satellite and/or wireless capabilities school-wide.

Student interest level will be increased with student use of technology. (Classroom observations)

Teacher and student use of technology will increase over time to enhance instructional practices and learning outcomes for students.  (PD records, lesson plans, and classroom observations)

All classrooms will be equipped with technology tools to enhance teaching and learning. (school records)

Students will have more opportunity to utilize the Personal Response System.

Over time, all classrooms will be equipped with technology tools to enhance teaching and learning.

All teams will have equipment available to incorporate technology to enhance teaching and learning.

Julie Dick

Ms. Mayfield

J. Dick

J. Dick

J. Dick

Ms. Murphy

8/06

8/06

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

5/08

5/08

No cost

No cost

$128.37 per converter and $35.00 per DVD  - SEEK

$2000 each SEEK and/or GEAR UP

$2308.00 each  SEEK and/or GEAR UP

Central Office building and maintenance funds.

Priority Need

Goal  (Addresses the Priority Need)

While the school continually works with families and community groups to remove barriers to learning, the school’s learning community does not consistently communicate and apply high expectations of excellence in academics, attitude, and attendance, for all students.  Reflection and self-evaluation of classroom practices, student achievement, and professional development opportunities, are not consistently used to improve teaching and learning, as evidenced by our Accountability Index of 82.7.

Northern Middle School will continue to build a professional learning community that meets the holistic needs of all students by:  supporting a climate of excellence and student achievement, working with families/community groups, and implementing best practices from professional development opportunities.  These improvements in the learning environment will result in an increase to exceed our accountability index of 84.7 (2008)

Causes and Contributing Factors

Objectives with Measures of Success

According to our Analysis of Assessment Data (11/05), The School Improvement Team Review of the SISI Document (10/05), and Student Surveys (5/05)

A.  School Culture (Standard 4)– Northern Middle School is commended for a positive school culture that values and protects instructional time and celebrates student’s success and academic achievements.  However, high expectations of excellence are not consistent for all students, and standards of behavior and family involvement are not consistent school wide. (4.1a,c,g)

B.  Student, Family and Community Support (Standard 5) - Strong connections between families, community, and school are supported and should be maintained.  However, ESS programs are not maximized to support student achievement for all at-risk students.  Alternative approaches and strategies are frequently considered but are not applied consistently school wide. Students report that bullying is frequent and not reported to adults regularly.  Students report that they or a parent are abused at home.  Interaction between home and school is often reactive.  Trend data indicates a significant increase in the use of tobacco, alcohol, or drug use from 6^th to 8^th grade. (5.1a,b,d)

C.  Professional Growth, Development, and Evaluation (Standard 6) – Ample professional development opportunities that support teacher growth plans and identified needs of the school are offered to support continuous growth.  Teachers go beyond their required professional development, but the acquired knowledge and skills are not consistently and intentionally integrated and imbedded in classroom practices. (6.1e)

By 2008, NMS will continue to maintain a safe, secure, and orderly learning environment that promotes high expectation of success for all students by:

A.1  Developing and communicating school-wide standards and expectations for students in attendance, attitude (behavior), academics, and achievement that result in improved test scores according to CATS data analysis and reduced disciplinary infractions.

A.2 Celebrating and communicating the success of all students and staff for attendance, attitude, academics, and achievement according to school records (Renaissance data, attendance rate, student GPA, etc.)

B.1 Maintaining and broadening the scope of communication, interaction, and involvement of parents and community members as evidenced by school records.

B.2 Maximizing ESS programs to increase student achievement according to student grades and improved CATS scores.

B.3 Reducing barriers to learning including bullying and substance use according to student survey data.

C.1 Providing ongoing professional development opportunities for  staff that meet the identified needs of teachers and our school according to professional growth plans and school PD plan.

C.2  Imbedding new knowledge and adjusting classroom practices to enhance and improve student learning as evident in classroom observations and lesson plans.

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

A.1

A.1.a Maintain and promote the Straight A’s campaign with a focus on Attendance, academics, and Attitude for overall Achievement.  Teams will capitalize on these areas as a focus for student success.

A.1.b NMS will improve visibility of the Straight A campaign throughout the school building with banners, posters, novelty items such as bracelets, pencils, bumper stickers, lanyards, etc.

A.1.c   Develop standards and expectations for common areas of hallways, cafeteria, and restrooms.

A.1.d Communicate, teach, and reinforce the standards and expectations through signs, posters, classroom instruction, practice, practice, and practice etc.

All students will demonstrate successful attributes in order to enhance student achievement.  (Student grades, attendance records, discipline records)

Students will see constant reminders of the Straight-A expectations. (School Observations)

All students will be accountable to the same behavior expectations in common areas. (discipline referrals, staff observations)

All students will understand the standards of acceptable behaviors in the common areas.  (discipline referrals, staff observations)

Team Leaders

Shelly Hargis

Team Leaders

Team Leaders

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

No cost

$1000 General Fund, Student Vending, SEEK

No cost

$500 for signs General Fund, Student Vending, or SEEK

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

A.2

A.1.e NMS will participate in Positive Behavior Intervention Supports (PBIS) through the Guidance of the KY Center For Instructional Discipline.

A.2.a Each team will select and recognize a Straight A student of the month.  These students will be recognized in newsletters, on the team/school webpages, and receive a token of appreciation.

A.2.b Host a community breakfast once per year to share the mission and success of our school while showcasing student work and building a professional learning community.

A.2.c G/T students will publish a school newspaper once a month to increase student interest and promote student attendance, attitude, and academics.  This is a newspaper for the students, by the students.

School-wide strategies will be developed for interventions of students with barriers to learning. (School records)

Students will receive on-going recognition for achieving expectations of attendance, attitude, and academics.  (School records)

Selected community groups will be invited to breakfast as a token of our appreciation and support.  Selected teams or student groups will prepare presentations, performances, or displays to showcase. (participation records, displays, product records)

Students will be involved in promoting a positive school culture and learning environment through production, publication, and sell of a school newspaper that is student produced and student centered with a focus on the straight A’s campaign.  (monthly newspaper, observation)

Shelly Hargis

Jennifer Butcher

Kathy Sampson, YSC

Pam Butcher

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

No cost

$200 annually Student vending

$50 annually General Fund

Pays for itself through student sales

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

A.2

B.1

A.2.d The Renaissance Program will continue to focus on celebrating student success through promotion of attendance, attitude, academics, and achievement.  Some activities include Gold/Silver cards, Academic Rally each grading term, and Finley’s Reward. 

A.2.e NMS and Renaissance will host a celebration at the end of the school year for highly recognized students maintaining a 4.0 GPA all year.   

A.2.f The NMS News Crew will recognize one Straight A student each week on the newscast.

B.1.a All students/families will receive a positive personal phone contact once a school year from the team/teacher by Oct. 15 The first contact is a welcoming effort to meet and greet the parents. 

B.1.b All teachers will send a minimum of one positive comment card per week to students who exemplify academic, attitude, attendance, achievement, or character expectations.

Students will continue to focus on setting goals for success and will receive incentives and rewards for meeting high standards of achievement. (progress reports, observations, Renaissance records of student achievement)

Students with exceptional performance will receive special recognition for their achievements.  We will celebrate their success with family and community members. (student progress reports)

Students with exceptional performance will receive special recognition weekly in front of their peers.  (newscast)

Students and families will feel comfortable and welcome at Northern Middle School and will feel informed about their child’s learning environment. (team records, parent surveys)

Students and families will recognize that Northern Middle School values and celebrates achievements and are proud to have their children in our school.  (school records, parent surveys)

JO Rose,YSC

JO Rose, YSC

Julie Dick

Team Leaders

Karen Morris

8/06

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

5/08

+$10,000   Student Fundraising and Community Sponsors and Donations

$150 Renaissance

$100 Student Vending

No cost

$700 annually for postage and printing - General

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

B.1

B.1.c YSC will send home a monthly newsletter to all families and make home visits as needed.

B.1.d All teachers will conduct a minimum of 3 home visits prior to school starting for identified at-risk students in our achievement gaps to build connections and limit barriers to learning as identified in our PD plan.  All teachers will receive training in conducting effective home visits.

B.1.e The school website, team, and teacher web pages will be updated at a minimum of once per month.

B.1.f Each team will send home a monthly newsletter following a school-wide template.

B.1g Each team will mail out a welcome brochure or letter to their students prior to the start of school.

Students and families will receive regular communication from the school and stay informed about upcoming events and need to know information. (newsletter)

Selected students will receive a home visit from their teachers designed to bridge a gap between home and school and help students have a positive beginning of school.  Teachers will give students school supplies on each home visit.  (progress reports, parent/student surveys,  immediate feedback for teachers)

Families and community will have updated information about NMS. (website, parent/student surveys)

Families will receive regular communication from team teachers to keep them informed. (newsletters, parent/student surveys)

Students and families will receive additional information about their team for the upcoming school year to alleviate apprehensions and bridge the gap between home and school.

Kathy Sampson

Kathy Sampson

Julie Dick

Team Leaders

Team Leaders

8/06

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

5/08

$500 ea. YSC and student vending; $1500 mileage YSC

$500 pd funds for mileage

No cost

No cost

Postage $330 SEEK

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

B.1

B.2

B.1.h NMS will purchase STI caller to communicate important updates and information to parents as needed.

B.1.i NMS will send home intervention letters by team at a minimum of once each grading term through the Guidance Office.

B.2.a All teachers will make a personal phone call to students with failing grades during the last week of each grading term prior to Academy.  A phone log and folder will be provided to each teacher.

B.2.b All students with an  “F” grade will be referred for Academies and  after school tutoring as offered.

B.2.c NMS will continually seek  and explore ways to maximize ESS and tutoring programs. (Before or After School Homework Help, etc.)

B.2.d Each department will develop a unit of study for each Academy based on gaps and data analysis.

Parent will be informed of upcoming events and information by phone contact.

Parents will be informed of their child’s lack of progress and deficiencies (behavior and academic) prior to each academy. (school records)

Teachers will keep parents informed of student’s need to attend Academy.  Parents will appreciate the personal phone contact.  (school records)

Students will have an opportunity to improve skills and concepts from core content.  (ESS records, student progress reports, grades)

Alternative approaches to current practices will be considered on an on-going basis.  (school records)

All ESS teachers will have access to the same curriculum needs

Angela Murphy

Phil Scott, Debbie Wiles

Debbie Wiles

Debbie Wiles

Administration Team

Dept. Chairs; Teresa Nicholas and Debbie Wiles

08/06

08/06

8/06

8/06

8/06

8/06

05/08

05/08

5/08

5/08

5/08

5/07

GEAR UP - 2500

Postage $500 SEEK, Student Vending

No cost

No cost

ESS funding and GEAR UP

Binders & Dividers $100 ESS or SEEK

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

B.3.a NMS Counselors will present a Bully Free Classroom Guidance Program to all teams during the first semester of school.

B.3.b A student survey will be conducted to identify students perceived as bullies by their peers.

B.3.c Counselors and Team teachers will develop monitoring plans for those identified students and will monitor them on a regular basis (daily, weekly).

B.3.d Purchase a “Bully Free Classroom” Resource for each team and consider other sources for a supplemental advisory program.

B.3.e Teachers will incorporate Bully Free curriculum in advisory classes.

B.3.f NMS Administration Team will conduct a Classroom Guidance rotation on drugs for the 7^th and 8^th grade team by January. 

Students will be made aware of the bullying policy and what actions are disallowed at NMS.

Closer supervision of identified students will decrease opportunities for students to bully others.

Fewer incidents of bullying will occur at NMS. (school records and school surveys)

Each teacher will have a resource available for classroom use to pull ideas for reinforcement and instruction. (school records)

An awareness and reduction in bullying incidents will occur. (school guidance, discipline records, survey data)

An awareness and reduction in drug incidents will occur.  (discipline records)

Debbie Wiles, Phil Scott

Debbie Wiles, Phil Scott

Debbie Wiles, Phil Scott, and Team Leaders

Shelly Hargis

Team Leaders

Debbie Wiles

8/06

8/06

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

5/08

5/08

No cost

No cost

No cost

$240

SEEK

No cost

No cost

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

B.3

B.3.g NMS Counseling Staff and YSC will seek community involvement in presenting drug awareness and drug resistance information sessions as in-class guidance. (UNITE, Health Dept., Discovery Center)

B.3.h NMS will conduct student surveys annually to obtain current safe school and drug data to guide our decisions for student assistance programs.

B.3.i NMS will offer the alcohol awareness and resistance BRUNO simulator to 8^th graders annually.

B.3.j NMS will send at least one representative to the KY Safe Schools Conference annually.

C.1.a A comprehensive professional development plan will be developed annually to offer a variety of opportunities to meet the needs of teacher growth plans and school needs.

An awareness and reduction in drug incidents will occur.  (discipline records, student survey data)

NMS staff will be more informed to guide the Counseling and Guidance needs of the student body.  (Guidance Program)

Students will develop awareness and resistance skills for alcohol involvement.  (Student survey data)

NMS will be informed of the latest trends and programs in KY Safe Schools. (School records)

Teachers will have ample opportunities to gain new knowledge to enhance teaching and learning.  (PD records)

Kathy Sampson, YSC

Debbie Wiles, Counselor

Shelly Hargis and SRO

Shelly Hargis

Shelly Hargis

8/06

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

5/08

No cost

No cost

No cost

$600 PD funds

PD allocation determined by district - $14000 annually

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

C.1

C.2

C.1.b A technology workshop will be offered in the summer prior to the start of school for teachers to learn new strategies for implementing teacher and student use of technology.

C.1.c NMS will collaborate with District level coordinators and SMS to provide a Middle School Summit during the summer.

C.2.a Administrators and curriculum specialist will review lesson plans and conduct walk-through observations throughout the school year to document research based instructional strategies and as a follow-up to applied practices from teacher growth plans and PD opportunities.

C.2.b All regular ed. teachers will observe in a colleagues classroom a minimum of once a school year to gain new knowledge and broaden professional learning experiences.

C.2.c Teachers attending conferences or workshops outside the building will be expected to share information and new knowledge with staff through dept. meetings and faculty meeting. “Sharing the Wealth” will be on faculty agendas.

By occurring in the summer, teachers will be better prepared to implement and imbed new ideas and activities related to technology.  (PD records)

Teachers will have opportunity to network with colleagues and participate in a MS district wide PD event based on analysis of data and student learning needs.  (PD records)

Teachers will receive immediate feedback from observations designed to enhance curriculum, instruction, and assessment to improve student learning.

Teachers will continuously seek new ideas for their classroom and observing colleagues will foster on-going collaboration to improve teaching strategies.  (observation forms)

Teachers will continually and consistently provide information to each other from professional development opportunities, observations, resources, classes, workshops, conferences, etc. (agendas)

Shelly Hargis

Shelly Hargis

Shelly Hargis

Shelly Hargis

Angela Murphy

8/06

8/06

8/06

8/06

8/06

5/08

5/08

5/08

5/08

5/08

$500 PD Funds

$1000 PD Funds

No cost

No cost

No cost

Priority Need

Goal  (Addresses the Priority Need)

There is evidence for support of teaching and learning at high levels. CSIP activities, school beliefs, and SBDM policies will continue to support the schools mission and direction of high student achievement through research based instructional practice and overall school structure of time, space, and other resources.

All school decisions will support the school mission through a focus on teaching and learning that fosters high expectations for all students, ensuring proficient performance for students and staff, while utilizing research based best practices.  The focus will result in student achievement as measured by increased CATS accountability index to exceed our established goal of 84.7 for the 2008 biennium.

Causes and Contributing Factors

Objectives with Measures of Success

According to the School Improvement Team review of SISI document (10/05) and on-going Teacher Interviews:

A.  Leadership (Standard 7) -  The leadership consistently provides resources for both teachers and students and ensures a safe, orderly, and equitable learning environment. (7.1g, h)  Policy review and revision will maintain an intentional focus on improving student academic performance. (7.1a, i, j)

B.  School Organization and Fiscal Resources (Standard 8) – All allocation and monitoring of resources (time, space, personnel, and fiscal) are continually assessed and allocated equitably and purposefully based on the SBDM policy, vision, mission, and learning needs of our students. Increased opportunities for vertical and horizontal planning needs to occur across content and grade configurations.  (8.1a, b, c, d, e 8.2 a, b, c, d) 

C.  The CSIP activities are more clearly defined and focused on the goal of  proficiency. (9.3 a, c, 9.4 b, 9.5 a, d)  The CSIP is regularly reviewed for reporting purposes, but there is a need to expand the impact of the reviews, make adjustments for improved student achievement, and communicate the results to all stakeholders. (9.6d)

By May 2008,

A.  School leadership will continually monitor and modify the instructional programs, organizational practices, SBDM policies, and physical facilities of the school, as needed, to sustain continuous school improvement as evidenced by CATS and NCLB data.

B.  The organization of the school and allocation of resources will be maximized to provide sufficient course offerings for students, and planning opportunities for staff according to our identified student needs as measured by improved CATS and NCLB data.

C.  The CSIP for 2006-2008 will be communicated to all stakeholders and maintain a focus on improved student learning that includes multiple activities that are specifically designed to narrow achievement gaps and lead our school toward continuous improvement according to CATS data.

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

A.1.

A.1. All SBDM Council policies will be reviewed/revised annually with intentional focus given to curricular and instructional policies.

Policies will be revised with attention given to parameters for grades, homework, extra-credit, etc. to be consistent school-wide.  (SBDM Policies)

Angela Murphy

8/06

5/08

No cost

A.2.

A.2. All sources of data will be shared with Council members as it becomes available and used to direct decisions for school improvement.

Data such as the KPR, Analysis of Assessment, NCLB Report, I & I reports, PAM results, Preliminary Portfolio Scores, etc., will be shared with the Council to facilitate decision making that is data driven and student centered. (SBDM agendas, minutes)

Teresa Nicholas

8/06

5/08

No cost

A.3.

A.3. All staff will receive policy information for review and input prior to the Council meetings.

Every staff member will have opportunity for input in revising policies to focus on improved student learning. (SBDM policy, record of notification)

Angela Murphy

8/06

5/08

No cost

B.1.

B.1. The master schedule will offer high flexibility for teams to meet the instructional needs of students.

Teams will be able to group students for instructional learning needs such as extended time for projects, labs, presentations, etc. (master, team, exploratory  schedules)

Debbie Wiles   &

Phil Scott

8/06

5/08

No cost

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

B.2.

B.2. Opportunities for greater versatility among exploratory classes will be considered annually.

The addition of courses and curriculum will be explored based on staffing and funding sources. (master schedule, course offerings)

Angela Murphy

8/06

5/08

SEEK/ Grants/ ESS/ GEAR UP

$15,000+

B.3.

B.3. All policies and decisions will be focused on protecting and valuing instructional time for students.

Non-instructional activities and classroom interruptions will be limited and must have Principal approval. (master schedule, team meeting minutes)

Angela Murphy

8/06

5/08

No cost

B.4.

B.4. Fiscal resources will be allocated based on identified achievement gaps and student needs.

Areas with greater need will receive additional funding and/or staffing to close the gap and improve student learning. (SBDM SEEK Allocation; Data Analysis)

Angela Murphy

8/06

5/08

SEEK, PD, GEAR UP

B.5.

B.5. Revenue from alternate funding sources (grants,  GEAR UP, ESS, etc.) will be considered as they are available to maximize learning opportunities for students.

Applications will be submitted for appropriate grants that are designed to improve student learning (PRIDE, Schools to Work, TIP, etc.).

(Grant Applications)

Angela Murphy

8/06

5/08

No cost

B.6.

B.6. Allocations of staff in conjunction with personnel funding from district level, creative scheduling, and alternative sources of revenue will be considered annually to meet these staffing needs: additional exploratory class (CSI, Science Lab),  release time for AD, and a technology resource teacher.

Additional staff in these areas would allow for a greater focus school-wide on meeting teacher and student technology needs and critical thinking and problem solving activities for students. (school records)

Angela Murphy

8/06

5/08

GEAR UP, SEEK, District allocations

Objective Label

Strategy/Activity

Expected Impact in Terms of Progress and Success

Responsible Person

Start Date

End Date

Estimated Resources and Costs

C.1.

C.1. Monthly review of CSIP progress will be a charge of standing committees. 

Departments will know, understand, and implement the activities as outlined in the CSIP. (Committee Agendas, Minutes)

Shelly Hargis

8/06

5/08

No cost

C.2.

C.2. I & I reports will be shared with all staff quarterly.

Progress on meeting our targets will be reported regularly and all stakeholders will have knowledge of this information.

(I & I report, agendas, minutes)

Shelly Hargis

8/06

5/08

No cost