ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
2
3
School Improvement Goals 
4
Goal 1 
5
Leland Middle School will increase Math proficiency levels to match the 2019 testing year for 6th grade from 26 % to no less than 53% proficient by the end of the 2021-2022 school year.
6
Leland Middle School will increase Math proficiency levels for 7th grade from 36% to no less than 58% by the end of the 2021-2022 school year.
7
Leland Middle School will increase 8th grade math from 20% to no less than 50% by the end of the 2021-2022 school year.
8
Leland Middle School will increase Math 1 from 75% to no less than 95% by the end of the 2021-2022 school year.
9
Strategies: 
10
Increased 6th & 7th Grade Core Math block to 80 minutes 
11
225 Students will participate in Math 180 (Course 1 or Course 2) 
12
WIN focus is on math in addition to Math 180 sections 
13
PDP Goal incorporating math into their class regardless of content area taught 
14
NC Star Indicators 
15
A1.07 - All teachers employ effective classroom management and reinforce classroom rules and procedures by positively teaching them.
16
Wise Ways: Classroom management is more than posting a list of “dos and don’ts” on the classroom wall and expecting all students will happily and consistently follow every rule. That is not to say that rules should not be posted—they should. In fact, in a study by Marzano (2000 as cited in Hattie, 2009), there is an effect size of d = 0.76 on student achievement when “rules and procedures…involved stated expectations regarding behavior and well articulated rules and procedures that were negotiated with students” (p. 102).
17
A4.01 - The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers. 
18
Wise Ways:  Schools must ensure that each of its teachers is faithfully implementing effective teaching practices and aligning them to the same standards and skills as their peers teaching other tiers of intervention. With a focus on student response to instructional practices, as opposed to student deficits or failures, then schools improve the success rates of struggling students and the accuracy of identifying students who truly have disabilities.
19
A2.04 - Instructional Teams develop standards aligned units of instruction for each subject and grade level.
20
Wise Ways: Do instructional teams develop and refine instructional units that are standards-aligned? Do standards-aligned units of instruction include objectives and criteria for mastery? Do unit plans include both pre- and post-tests to gauge student mastery, and are results used to adjust instruction as necessary? Do units of instruction include a variety of differentiated learning activities for each unit objective? Are materials developed, well organized, and readily shared among teachers? Are special education and ELL teachers included on instructional teams as teams work to create standards-aligned instructional units?
21
FAM-S  Results Crosswalk to A1.07
22
#10 The leadership team ensures professional development and coaching for all staff on multi-tiered instruction and intervention relative to their job roles/responsibilities. (1 Emerging/Developing) 
23
# 29 Core academic practices exist that are defined across grade levels/spans and content areas by essential components of instruction, curriculum and environment.  (2 Operationalizing)
24
These are refined based on both student outcome and implementation data for continuous improvement (2 Operationalizing)
25
#30 Core behavior practices exist that are defined schoolwide or across all grade levels/spans by essential components of instruction, curriculum and environment.
26
These are refined based on both student outcome and implementation data for continuous improvement. (2 Operationalizing)
27
#31 Core social-emotional practices exist that are defined schoolwide or across all grade levels/spans by essential components of instruction, curriculum and environment. These are refined based on both student outcome and implementation data for continuous improvement. (1 Emerging/Developing) 
28
FAM-S https://docs.google.com/spreadsheets/d/1LT32yTkvzTqTVXBtDt7b8VgtCw2yz-7An9xWKgYIoNY/edit#gid=563160393 Results Crosswalk to  A4.01 (Cross walk-https://drive.google.com/file/d/1hlR0XY_kJoBnS7oWYtMznNVVM7Dd0gSg/view)
29
# 29 Core academic practices exist that are defined across grade levels/spans and content areas by essential components of instruction, curriculum and environment.
30
These are refined based on both student outcome and implementation data for continuous improvement (2 Operationalizing)
31
#30 Core behavior practices exist that are defined schoolwide or across all grade levels/spans by essential components of instruction, curriculum and environment.
32
These are refined based on both student outcome and implementation data for continuous improvement. (2 Operationalizing)
33
#31 Core social-emotional practices exist that are defined schoolwide or across all grade levels/spans by essential components of instruction, curriculum and environment. These are refined based on both student outcome and implementation data for continuous improvement. (1 Emerging/Developing) 
34
#32 Supplemental academic practices exist that are defined across grade levels/spans and content areas by essential components of instruction, curriculum and environment. These practices are specified in standard treatment intervention protocols. These practices are refined based on both student outcome and implementation data for continuous improvement.  (1 Emerging/Developing)
35
#33Supplemental behavior and social-emotional practices exist that are defined schoolwide or across grade levels/spans by essential components of instruction, curriculum and environment. These practices are specified in standard treatment intervention protocols. These practices are refined based on both student outcome and implementation data for continuous improvement. (1 Emerging/Developing)
36
#34 Intensive academic practices exist that are defined across grade levels/spans and content areas by essential components of instruction, curriculum, environment and learner. These practices are specified in intervention protocols. These practices are refined based on both student outcome and implementation data for continuous improvement.  (1 Emerging/Developing)
37
#35 Intensive behavior/social-emotional practices exist that are defined across grade levels/spans and content areas by essential components of instruction, curriculum, environment and learner. These practices are specified in intervention protocols. These practices are refined based on both student outcome and implementation data for continuous improvement. (1 Emerging/Developing)
38
FAM-S Results Crosswalk to A2.04 
39
#10 The leadership team ensures professional development and coaching for all staff on multi-tiered instruction and intervention relative to their job roles/responsibilities. (1 Emerging/Developing) 
40
#29 Core academic practices exist that are defined across grade levels/spans and content areas by essential components of instruction, curriculum and environment.  (2 Operationalizing)
41
Notes:
42
43
Goal 2:
44
Leland Middle School will increase Reading proficiency levels to match the 2019 testing year for 6th grade from 33.10 % to no less than 56% proficient by the end of the 2021-2022 school year.
45
46
Leland Middle School will increase Reading proficiency levels for 7th grade from 36.10% to no less than 56% by the end of the 2021-2022 school year.
47
48
Leland Middle School will increase 8th grade Reading from 39% to no less than 50% by the end of the 2021-2022 school year.
49
Strategies: 
50
Students use Lexia during WIN
51
Teachers monitor students reading levels based on Lexia data
52
Students participate in Guided Reading and Novel Studies during WIN
53
Students participate in small group reading groups
54
55
56
NC Star Indicator: 
57
A4.01 - The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers. 
58
FAM-S: 
59
60
 #41 Data sources are monitored for consistency, accuracy, and timeliness in collection and entry procedures. (Operationalizing)
61
62
#28 Resources for and barriers to the implementation of MTSS are addressed through a data-based problem-solving process. (Emerging)
63
Notes: Student progress monitoring takes place each week in Grade Level Meetings to determine which students need an extra layer of support through MTSS.
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100