School Improvement Plan
East Garner Magnet Middle School
School Improvement Plan
Our mission is to provide our students with the 21st Century tools necessary to become life-long learners and responsible Global citizens.
We as East Garner Magnet Middle School envision a school community where students, teachers, parents, and community members strive to:
• Promote a positive and successful educational journey for all children
• Facilitate a community of inquiry
• Embrace diversity
• Foster self-confidence and self-discipline
• Connect success in school to future successes in life
• Develop global awareness
• Promote respect, responsibility, and right choices
• Value and support both students and faculty
• We believe that the involvement of the entire community is necessary to provide students with the total educational experiences needed for life-long learning and productive citizenship.
• We believe that education should be a student-centered learning process that embraces the concept that all students can learn while teachers become facilitators of learning rather managers of instruction.
• We believe that students' learning will increase in a collaborative environment that addresses varied student abilities through differentiation of instruction.
School Goal: By June 2014, EGMMS will meet or exceed 75% proficiency and all subgroups will meet their AMO targets as measured by the NCEOG test data.
Key Process: Build a sense of community and support among the Staff in order to maintain an attrition rate of no more than 12% by 2014 as measured by the NC Schools report card.
• Action Step - Members of the Teacher Retention sub-committee will provide time for professional research-based community building. This may be training/staff development delivered during a planning or staff meeting in areas identified by staff surveys.
• Action Step - PLTs will build camaraderie by setting norms, holding each other accountable, and operating under a professional learning community structure.
• Action Step - Staff will participate in the interview process for all new hires.
• Action Step - The scheduling committee will create duty-free lunch and planning time and work to address exceptions.
• Action Step - Members of the Teacher Retention sub-committee will develop, administer, analyze, and report results of a quarterly teacher survey evaluating working conditions at EGMMS.
• Action Step - The Teacher Retention sub-committee will plan and brainstorm next steps according to survey data.
Key Process - Actively involve families and community partners in the educational processes of our students at EGMMS.
• Action Step - The Community and Parent Involvement sub-committee will identify and contact a community list of resources to use for the 2012-2013 school year.
• Action Step - The EGMMS staff and PTSA will provide a minimum of three workshops to instruct and inform parents of Blackboard, SPAN, and Common Core by the end of the third quarter.
• Action Step - The Community and Parent Involvement sub-committee will create and distribute a survey to assess and prioritize parental needs and to provide appropriate resources and/or activities to address one area of parental need by second quarter.
Key Process - Create a progress monitoring system to ensure math interventions are
targeted and appropriate and math proficiency on Case 21 Benchmark assessments increases by at least 2% each quarter in all subgroups.
• Action Step - The Math Intervention Teacher will assess all level 2 students in order to determine targeted mediation as provided by WCPSS Intervention Services.
• Action Step - The Math Coach will assess all grade 7 and 8 Level 3 CCM 1 students to identify areas of deficiency. Based on the results the coach will determine and schedule intervention strategies.
• Action Step - The Math Intervention sub-committee will analyze the quarterly assessment data and develop math intervention strategies utilizing the support of SPED, LEP, and AG staff.
Key Process - Improve the effectiveness of our Professional Learning Teams.
• Action Step - The PLT sub-committee will use data from the PLT assessment to provide guidance and support for struggling PLTs.
• Action Step - The PLT sub-committee will choose one staff meeting per a quarter to share the successes experienced by individual PLTs.
Key Process - Using SPAN data (attendance and behavior), the PBiS sub-committee will
conduct a monthly analysis to determine areas of need and intervention.
• Action Step - Each classroom teacher will implement & reintroduce behavior intervention process by teaching & reteaching the 3 R's (Respect, Responsibility & Right Choices), the matrix and team behavior expectations.
• Action Step - The PBiS sub-committee will use SPAN data (attendance and behavior), committee will conduct monthly analysis to develop targeted lesson plans addressing areas of concern to be administered during P30.
• Action Step - The PBiS sub-committee will coordinate and plan Quarterly PBIS events to reward student behavior
Key Process - Refine our progress monitoring system to ensure P30 Literacy interventions
are targeted and appropriate and that literacy instruction is integrated across all content areas to support the needs of AYP/AMO student subgroups.
• Action Step - The LFA sub-committee will analyze the quarterly assessment data and develop literacy intervention strategies utilizing the support of SPED, LEP, and AG staff.
• Action Step - The grade level teams will administer digging deeper assessments (San Diego Quick, Mazi R) and use the data in conjunction with EOG and reading EVAAS scores to group students into red, yellow, green, or blue literacy remediation/enrichment groups.
• Action Step - The grade level teams will administer the Core Vocabulary assessment to all students at least twice during the year and utilize the results to inform vocabulary instruction.
• Action Step - The LFA sub-committee will continue to support teachers by enlisting a master teacher to provide staff development at each faculty meeting to reinforce literacy strategies across all content areas.
• Action Step - Implement Word UP! Afterschool Vocabulary Enrichment program and offer to students (years 1 - 3) who have scored a low 3 or high 2 on the previous year's Reading EOG