Garrett County Public Schools

Department of Secondary Education

School Improvement Plan

Southern Middle School

2016-2017

Student Demographics

Total Students

538

8th Graders

188

7th Graders

175

6th Graders

176

Total Girls

251

Total Boys                                                        

288

Total FARMS

281

Staff Demographics

Total Staff

67

Administrators

2

Teachers                                                

39.5

School Psychologist

1

School Counselors

2

Paraprofessionals

5

Itinerate                                                        

2

Secretarial

3

Kitchen

8

Custodial

4.5

Special Programs

The learning environment is divided into five class periods and provides students extended time for reading enrichment or academic tutoring on a daily basis. The school uses a universal code of conduct and a student planner that serves as a medium to communicate school expectations to parents/guardians. Other programs include:

  • Academic Intervention
  • affective education
  • ALO program
  • anti-bullying campaign
  • band/chorus
  • Be Yourself Club
  • CPA program
  • gifted & talented
  • HEROS group for at-risk students
  • peer tutoring
  • Project AIM (Adult Identity Mentoring)
  • Rachel’s Challenge - FOR Club
  • RAMS period (Remediating, Accelerating, Mentoring, Supporting)
  • recycling club
  • ripple effects lessons
  • S.O.S. - Support Our Students Program (Alternative to Suspension)
  • school enrichment
  • Second Step - Character Education
  • Sereni-tea Group
  • student council
  • TAYS through Garrett College
  • WINNERS Program
  • yearbook
  • Youth In Action Team

UDL Statement

Garrett County Public Schools utilize Universal Design for Learning (UDL) practices when planning lessons and determining the differentiated strategies that are appropriate for each individual student’s needs as he/she works towards meeting MD College and Career Readiness State Standards.

SCHOOL SLO (STUDENT LEARNING OBJECTIVE)

Content Area

E/LA

Grade Level

6th, 7th, 8th

SLO Statement

Using extended Mondays and designated PD days within the calendar, each of the grade level teams will identify and monitor students for Response to Intervention (RTI) in the core content areas in order to decrease the total number of students who are identified as at-risk for retention.  

Interval

2016-17

SLO COMPONENT

DESCRIPTION

1.Data Review and Baseline Evidence

The goal of Garrett County Public School System is to institute a valid RTI program that meets the needs of its students. Essential Skills have been identified in each of the content areas. Students who are not meeting these standards, along with the other parameters that have been identified by each of the grade level teams, will be referred for RTI. Additionally, by the end of first semester, the administration and guidance staff will identify students who are in danger of retention (failing two or more content classes.) Previously, the total number of students who have been in danger of failing has been 39 students in 2014-15 and 27 in 2015-16.  

2. Student Population

All students enrolled at Southern Middle School

3. Learning Content (Standards)

From the American School Counselor Association (ASCA)

A:A3.1 – Take Responsibility for Actions.

A:B1.1 – Demonstrate the motivation to achieve individual potential.

A:B1.4 – Seek information and support from staff, family, and peers.

A:B2.5 – Use problem solving and decision making skills to assess progress toward goals.

A:C1.5 – Understand that school success is the preparation to make the transition from student to community member.

PS:A1.6 – Distinguish between appropriate and inappropriate behavior.

PS:A1.8 – Understand the need for self control and how to practice it.

PS:B1.2 – Understand consequences of choices and decisions.

PS:B1.3 – Identify alternative solutions to a problem.

PS:B1.5 – Demonstrate when, where, and how to seek help for solving problems and making decisions.

4. Target (Outcome)

The total number of students identified as “in danger of retention” will decrease by 30% as compared to the 2015-16 data.

Highly Effective

30% mastery (Decrease of 8 students; total 19 or less students)

Effective

19% - 26% mastery (Decrease of 4 students; a total of 22-20 students )

Developing

7% - 18 % mastery (Decrease of 2 students; a total 25-23 students)

5. Evidence of Growth

  • RTI log entries
  • team meeting notes
  • guidance notes
  • grade reports

6. Rationale

Due to the rigor of the Maryland State Curriculum and identified essential skills and knowledge needed to be successful, students benefit from the direct instruction of their teachers in the content areas.  Therefore, students who are not successful will receive additional support from content area teachers during homeroom and RAMS period through RTI intervention.

7. Strategies

  • Utilization of E/LA lab during RAMS.
  • Utilization of math lab during RAMS.
  • Science tutoring during RAMS.
  • Social Studies tutoring during RAMS.
  • Teacher mentoring program
  • Utilization of peer tutoring.
  • Check out books with the appropriate Lexile level.
  • Assignment to Academic Intervention for additional academic support – available Tuesdays/Thursdays
  • Complete goal setting with guidance counselor.
  • Parent conference.
  • Team conference.

Notes:

SLO Establishment:      

____________________________          _______________________________         __________

Signature                                                        Principal Signature                                           Date

 

 

SLO Check:  

____________________________          _______________________________         __________

Signature                                                        Principal Signature                                           Date

 

SLO Evaluation:          

____________________________          _______________________________         __________

Signature                                                        Principal Signature                                            Date

 

OVERALL RATING OF SLO: (please circle)

 

   Highly Effective  100%            Effective 75%               Developing 50%            Ineffective 25%

                 17.5 points                            13 points                          9 points                          5 points

INDICATOR #1

Data evaluated:

  • The 2015-16 Support Our Students Program (S.O.S.)  Administrative Assignment Log.
  • Total number of students assigned to S.O.S. during the 2015-16 school year for behavior needs

Conclusions:

Maintain the S.O.S. program for students assigned for behavior infractions and in lieu of suspension.

GOAL 1:

Objectives:

  • To ensure student success in the S.O.S. Program

Strategies:

  • To staff S.O.S. with an instructional assistant during each class period
  • To make a teacher available within the S.O.S. program, based on the constraints of the master schedule
  • To inform teachers of a student’s assignment to the program in advance (when applicable)
  • To utilize the live-stream capabilities as much as possible
  • Conduct exit conferences prior to reassignment to regular classroom
  • Provide S.O.S. staff with a list of I.E.P. and 504 accommodations so student needs are met.
  • Rules/Expectations were created and posted in the room to maintain consistency among the different S.O.S. staff members.

Staff Development:

  •  Train all teachers and assistants on Google Hangouts/Classroom, Smart Recorder, and Pearson and Holt interactive texts in order to live stream lessons and enable their students to watch previous class lessons
  • Train the instructional assistants  how to manage the program.

EVALUATION 

Link to GC Strategic Plan:

Educational Services: 1.1, 3.1, 3.2, and 5.3

INDICATOR #2

Data evaluated:

  • The 2015-16 Year End Attendance Report
  • The 2014-15 Year End Attendance Report
  • The 2013-14 Year End Attendance Report
  • Total of unexcused absences by gender  
  • Total of unexcused absences by grade
  • Students’ academic performance
  • Total number of students retained due to attendance

Conclusions:

Students who have unexcused absences of 16 or more are in jeopardy of earning failing grades in both their content and related arts courses. Those students are also in danger of retention.

GOAL 2:

Objectives:

To decrease the number of absences of those students who have missed more than sixteen days of school. Throughout the year, we will establish and maintain contact with family members, medical providers, outside agencies, and state’s attorney to elicit their support in encouraging daily attendance.

Strategies:

  • Utilization of mentor teacher
  • Referral to guidance counselor
  • Referral to team leader
  • Referral to appropriate support agency
  • Peer helper
  • Meetings after four unexcused absences (four per term).
  • Parent/Teacher/Student/Guidance Counselor conference
  • Attendance contract
  • School incentives
  • Student incentives

Staff Development:

  • Attendance of the school counselors at the Western Maryland Guidance Counselor Conference.

EVALUATION 

Link to GC Strategic Plan

Educational Services 2.4, 2.5, and 3.2

INDICATOR #3

Data evaluated:

  • The SXS school performance report for the E/LA PARCC Assessment data.
  • Student written work samples.

Conclusions:

Students need direct instruction in writing skills and opportunities for reinforcement across the content areas.

GOAL 4:

Objectives:

To provide professional development opportunities through PLCs to improve student writing across all content areas.

Strategies:

  • School wide writing strategies taught to all E/LA staff on planned staff development days
  • Utilization of strategy within the E/LA classroom
  • SIMS Program
  • Classroom visuals of writing rubrics for every classroom
  • Spelling list for every classroom

Staff Development:

  • Department meetings
  • Team meetings
  • PLC meetings

EVALUATION 

Link to GC Strategic Plan

Educational Services 1.6 and 5.3

EVALUATION SHEET

#

GOAL

March Date

FORMATIVE

May/June

 Date

SUMMATIVE

SXS 2016-2017 School improvement Plan    

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