Central Middle SchoolMAP Data Presentation2011-2012 School Year

Michael Wallace, PrincipalDonnamarie Wright, Assistant Principal

Tonji Stringfellow, Assistant PrincipalCarol King, Instructional Coach

Tjuannia Seals, Instructional Coach

Central Middle School’s Beliefs

Mission: To educate all learners in a safe and nurturing environment; meeting the academic, cultural, psychological, emotional, social, and physical needs, regardless of level or style, in order to reach their full potential in society.

Vision: At Central Middle School, we envision a safe, caring, and stimulating learning environment in order to support students academically, socially, emotionally, and physically through a differentiated, cooperative community so that each student reaches his/her full potential.

Values: (Collective Commitments): We are individuals committed to building positive relationships, engaging in meaningful learning experiences, modeling appropriate behavior, and holding each other to the highest standards of accountability.

Goals: Central Middle School will use data-driven instruction to actively engage

students in learning by assessing students, collecting data, and analyzing data using DEA probes, pre-assessments, common assessments, and benchmarks.  

We will chart progress, collaborate on results, and attack weaknesses through ongoing professional development which will enable us to meet our established safe harbor goals.

 

School Year

Aug Sept Oct Nov Dec

2010 96.46 92.24 87.90 86.01 88.55

2011 95.42 92.25 89.24 89.48 89.40

State Goal 93%

Current enrollment-711 6th grade-2307th grade-2608th grade-221

Attendance Data

2010 Advanced/Proficient

2011 Advanced/Proficient

Difference

Communication Arts

20.3 20.4 .1

Mathematics 18.6 15.3 -3.3

2010-2011 School-Wide MAP Score Comparison

Communication Arts Reportable Students

Safe Harbor Target

Total Number of Students

Needed

Number of Students Who

Have Met

Number of Additional Students

728 28.36 206 103 103

Mathematics Reportable Students

Safe Harbor Target

Total Number of Students

Needed

Number of Students Who

Have Met

Number of Additional Students

728 23.77 174 102 72

Safe Harbor Targets

Achievement Level

Achievement Level Within 10

Points

Communication Arts

# of students

Mathematics# of

students

Below Basic Basic 62 67

Basic Proficient 123 57

Proficient Advanced 20 21

Achievement Level Indicators

School Year Number of Students

Top Two Levels

2010 21 61.9

2011 96 12.5

Twelve of those 8th grade students scored in the Proficient/Advanced range and received one high school credit for Algebra I. Those twelve students are currently enrolled in Geometry.

Algebra I End-of-Course

Principals and Instructional Coaches use the

Missouri School Improvement Grant Observation Tool which measures:

1. Learning Objectives 2. DOK and Rigor 3. Engagement 4. Content 5. Classroom Management 6. Assessment 7. Instruction

Monitoring the Effectiveness of Instructional Practices

Communication Arts & Mathematics Interventionists (MOSIG Funded positions)

6th Grade Basic Skills Semester Course PBIS Action Research Group (MOSIG) Therapeutic Room• SRA Communication Arts & Math Kits• After-school Tutoring• Student Academic Center (MOSIG)• Daily Read and Write • Monthly Flex Fridays• Bi-monthly Measurement Day• Young Authors

Student Academic Interventions

MOSIG Goals: 1. Increase instructional time for students who

are proficient or nearing proficiency in Mathematics and Communication Arts in order to maintain or achieve proficiency.

2. Monitor, mentor, and instruct a cohort group of below basic students in order to increase their achievement levels, stabilize them in the school, and raise self-esteem.

Math and Communication Arts Intervention and

Action Research Groups

Math and Communication Arts Intervention Groups

• Students selection based on 2011 MAP scores showing proficiency or nearing proficiency.

• Students receive a “double dose” of instruction in Math or Communication Arts three days per week from Literacy or Numeracy Interventionist. Instruction is based on individualized deficit skills and curriculum content priorities.

• Interventionists meet weekly with regular classroom teachers in order to communicate concerning individual student needs and scores.

• Interventionist maintains and monitors all data regarding intervention students on a daily basis.

• 13 students selected have scored below basic on the 2011 MAP test in the area of Mathematics.

• Students meet for 30 minutes daily with the Math Interventionist during the PBIS time.

• Interventionist monitors students grades, attendance, discipline, and tardies.

• Students receive instruction in deficit skills, based on communication with classroom teacher, on a daily basis.

• Action Research students take part in mandatory, parent-approved, after-school tutoring beginning in December, 2011.

• Administrators meet weekly with students to provide mentoring and incentives.

• Interventionist monitors and maintains all data regarding action research students on a daily basis.

Action Research Group

Data Communications Professional Learning Community Center Individual Classrooms Common Assessments Data Teams Process/Flexible Grouping Common Collaborative Planning Periods PD 360

Instructional Coaching Weekly Content Area Collaborations Collegial Learning Walks After School & Saturday Workshops

Book Studies Learning By Doing by Rick Dufour Classroom Management That Works by Robert Marzano

Professional Development

College Campus Tours Lincoln University-Jefferson City, MO University of Missouri-Columbia

(Mizzou) Harris-Stowe State University Southern Illinois University-

Carbondale Southern Illinois University-

Edwardsville Ranken Technical College Morehouse University-Atlanta, GA Spellman University-Atlanta, GA

Operation Dine-Out/Ettiquette Cheesecake Factory

Museum Field Experiences National Civil Rights-Memphis, TN Field Museum-Chicago, IL DuSable Museum of African American

History-Chicago, IL Civil Rights Museum-Atlanta, GA Georgia Aquarium-Atlanta, GA Dr. King Memorial-Washington, DC Smithsonian Institute-Washington, DC

Primary –Secondary Connection 8th graders read to Kindergartners

Positive Behavior Intervention Supports