School Improvement Plan - WordPress.com · School Improvement Plan 2017-2018 School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often

School Improvement Plan

2017-2018

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: October 3, 2017 Final Copy Due: October 17, 2017

2017-2018 Quail Hollow Middle School – School Improvement Plan Report

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Quail Hollow Middle School Contact Information

School: Quail Hollow Middle School Courier #: 509

Address: 2901 Smithfield Church Road Phone Number: 980-343-3620

Charlotte, NC 28210 Fax Number: 980-343-3622

Learning Community: South School Website: http://schools.cms.k12.nc.us/quailhollowMS

Principal: Rachael Neill

Learning Community Superintendent: Avery Mitchell

Quail Hollow Middle School – School Improvement Team Membership

From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date

Elected

Principal Rachel Neill [email protected] 9-5-17

Assistant Principal Representative Andre Plaisance [email protected] 9-5-17

Assistant Principal Representative Deidra Nava [email protected] 9-5-17

Instructional Support Representative Jaime McCaughna [email protected] 9-5-17

ILT – Humanities Co-Chair Renee Meyrose [email protected] 9-5-17

ILT – Humanities Co-Chair Kristen Wawer [email protected] 9-5-17

ILT – Math Co-Chair Lashae Tietsort [email protected] 9-5-17

ILT – Math Co-Chair Sharon Wilson [email protected] 9-5-17

ILT – Science Co-Chair Merideth Barton-Metzger [email protected] 9-5-17

http://schools.cms.k12.nc.us/quailhollowMS


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Teacher Representative Richard Stone [email protected] 9-5-17

Teacher Representative – 8th Clarette Gray [email protected] 9-5-17

Teacher Representative – 7th Samantha Slater [email protected] 9-5-17

Teacher Representative – Electives Melonie Robinson [email protected] 9-5-17

Parent Representative Laura Case [email protected] 9-5-17

Parent Representative Sylvia Colvin [email protected] 9-5-17

Parent Representative Chris Klapheke [email protected] 9-5-17

Parent Representative Brittany Knox 9-5-17

Parent Representative Jay McBride [email protected] 9-5-17

Parent Representative Jason Moore [email protected] 9-5-17

Parent Representative Jason Tuttle [email protected], [email protected]

9-5-17


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Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: We – students, teachers, staff, families, and community members – believe in the potential of all our students to master a

college-going curriculum and we provide our students the resources they need to do so. We are a student body that is on the

P.A.T.H. to accomplish our diverse college and career goals to succeed in the 21st Century. We are a community of character that

expects the best of each other. We are a team that operates with dignity, integrity, energy, and a commitment to serve others. Our

school is a source of strength and pride for all.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Our mission is to put students on the P.A.T.H. to college.

P= Perseverance

A= Achievement

T= Thoughtfulness

H= Health

Quail Hollow Middle School Shared Beliefs

● Safety: We need to feel physically and emotionally safe and valued to thrive academically and professionally.

● Optimism: We maintain a positive culture to help us grow and overcome challenges.

● Accomplishment: We can accomplish any goals we set for ourselves with hard work and dedication

● Responsibility Together: We maximize our potential to achieve shared goals by recognizing our interconnectedness.

Quail Hollow Middle School – SMART Goals

Duty Free Lunch - Provide a duty-free lunch period for every teacher on a daily basis.

Duty Free Instructional Planning - Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -

301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and

proper supervision of students may allow during regular student contact hours.

Anti-Bullying / Character Education - Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning

environment free of bullying and harassing behaviors.

Character Education – QHMS Counselor Clinics – designed by our counselors based off of student’s survey needs. The

program focuses on issues middle school students face, skills and strategies necessary to navigate their increasingly complex

decisions and relationships; focusing on Social Emotional Learning, Healthy Relationships and Character Education.

Math - Quail Hollow Middle School will increase student proficiency (Grade Level Proficiency, Level III/IV/V) to 60% or higher on the

Math EOG/EOC composite in June 2018, which is a 16 percentage point increase from the previous school year. The school team

will lead students to meet or exceed expected growth across all achievement groups (quintiles) with an overall growth index above 2.0

(exceeds expected growth) on the Math EVAAS School Growth Measure. In the 2018-2019 school year, math Grade Level

Proficiency will increase by another five percentage points. Included in the overall proficiency gain, the following subgroups will each

increase proficiency by at least five percentage points each year: students with disabilities, English Language Learners, African

American students, and Hispanic students.

Reading - Quail Hollow Middle School will increase student proficiency (Grade Level Proficiency, Level III/IV/V) to 60% or higher on

the Reading EOG/EOC composite in June 2018, which is a 14 percentage point increase from the previous school year. The school

team will lead students to meet or exceed expected growth across all achievement groups (quintiles) with an overall growth index

above 2.0 (exceeds expected growth) on the Reading EVAAS School Growth Measure. In the 2018-2019 school year, reading Grade

Level Proficiency will increase by another five percentage points. Included in the overall proficiency gain, there will be a reduction in

the achievement gap of five percentage points or more between White and African American students, between White and Hispanic

students, between Non-LEP and LEP students, and between students without disabilities and students with disabilities.

Science - In the 2017-2018 school year, Quail Hollow Middle School will increase overall Grade Level Proficiency on the Science

EOG and NCFE (A, B, C on the NCFE) to 75% with no more than a ten point gap in student proficiency levels by PLC members in


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each grade level. This is an increase of three percentage points from the previous school year. Included in the overall proficiency

gain is an increase to 40% or more for students with disabilities and English language learners, in addition to an increase to 65% or

more for African American and Hispanic students.

Culture – Quail Hollow Middle School will improve overall school culture by providing a balance of support and accountability for

students and adults such that we will achieve:

A) the following improved ratings on the Spring 2018 Insight Survey, without experiencing a decrease in any other areas

compared to the previous school year: Learning Environment, 7.0 or higher (4.7 in Spring 2017); Peer Culture, 8.5 or higher

(6.9 in Spring 2017)

B) A 10% reduction of overall incidents and acts (516 or fewer acts, 469 or fewer incidents) with no more than 60% of incidents

involving a student with multiple incidents.

C) A 10% reduction in overall Out of School Suspensions to 55 or fewer suspensions with no more than 50% of those

suspensions assigned to African American students.

D) 90% or more of faculty and staff members reporting on the Spring 2018 Insight Survey that they feel safe when they are at

school.


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Quail Hollow Middle School – Assessment Data Snapshot

2016-2017 NC READY End of Year Assessment Proficiency Summary

Assessment Subgroup

2016-2017 2015-2016 2014-2015 2013-2014 2012-2013

% GLP % CCR % GLP % CCR % GLP % CCR % GLP % CCR % GLP % CCR

Grade 06 EOG Composite

All 51.9 45.6 45.0 35.0 47.8 37.8 45.1 35.1 31.1

African American 37.6 31.7 30.7 18.8 30.5 19.5 36.0 24.8 21.2

American Indian 75.0 75.0 50.0 50.0 16.7 16.7

Asian 66.7 66.7 53.8 46.2 69.2 53.8 43.8 43.8 37.5

Hispanic 45.7 36.5 34.1 28.8 39.3 31.8 40.5 33.0 24.2

More Than One 75.0 62.5 65.6 46.9 43.8 37.5 31.8 18.2 33.3

Pacific Islander 0.0 0.0 0.0 0.0

White 72.3 69.3 76.9 65.4 74.6 63.3 66.9 54.8 48.4

EDS 33.7 29.0 33.9 24.1 34.1 22.5 37.8 29.0 22.6

LEP 5.8 3.8 25.0 20.5 14.6 9.8 2.3 2.3 10.4

SWD 16.2 10.8 7.4 3.7 10.5 5.3 6.3 3.1 11.9

AIG 100.0 100.0 94.7 92.1 100.0 100.0 97.9 93.8

Grade 06 EOG Math

All 52.4 47.3 38.9 31.2 42.0 34.6 37.1 29.8 24.4


American Indian 50.0 50.0 0.0 0.0 0.0 0.0

Asian 66.7 66.7 57.1 42.9 69.2 53.8 37.5 37.5 37.5


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Hispanic 48.1 38.5 30.6 27.1 35.6 29.7 35.0 30.0 19.1

More Than One 75.0 75.0 62.5 43.8 37.5 37.5 9.1 0.0 33.3


White 72.3 68.7 70.8 61.5 69.3 62.5 60.2 49.4 37.6

EDS 34.9 31.7 26.8 17.9 27.5 20.3 30.3 23.1 16.4

LEP 11.5 7.7 31.8 22.7 14.3 9.5 0.0 0.0 11.8

SWD 18.9 13.5 7.4 0.0 5.3 2.6 3.1 3.1 14.7

AIG 100.0 100.0 89.5 89.5 100.0 100.0 100.0 91.7

Grade 06 EOG Reading

All 51.4 43.9 51.1 38.7 53.5 41.0 53.1 40.5 37.9


American Indian 100.0 100.0 100.0 100.0 33.3 33.3

Asian 66.7 66.7 50.0 50.0 69.2 53.8 50.0 50.0 37.5

Hispanic 43.3 34.6 37.6 30.6 43.0 34.0 46.0 36.0 29.3

More Than One 75.0 50.0 68.8 50.0 50.0 37.5 54.5 36.4 33.3


White 72.3 69.9 83.1 69.2 79.8 64.0 73.5 60.2 59.1

EDS 32.5 26.2 41.1 30.4 40.6 24.6 45.4 34.9 28.9

LEP 0.0 0.0 18.2 18.2 15.0 10.0 4.5 4.5 9.1

SWD 13.5 8.1 7.4 7.4 15.8 7.9 9.4 3.1 9.1

AIG 100.0 100.0 100.0 94.7 100.0 100.0 95.8 95.8

Grade 07 EOG Composite All 37.5 28.3 51.3 39.7 44.5 36.2 40.2 32.1 37.1


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American Indian 50.0 50.0 50.0 25.0 33.3 16.7 0.0 0.0 0.0

Asian 50.0 50.0 84.6 65.4 62.5 62.5 68.4 57.9 40.0

Hispanic 29.2 21.9 44.4 31.9 37.6 28.6 27.9 19.9 31.3

More Than One 54.5 45.5 50.0 50.0 37.5 31.3 50.0 40.0 35.0

Pacific Islander 0.0 0.0

White 65.8 57.9 76.2 68.0 70.7 63.3 62.2 53.2 60.5

EDS 28.8 20.4 39.0 26.4 35.9 28.2 32.9 24.4 27.4

LEP 11.9 7.1 12.5 8.3 13.2 3.8 8.6 2.9 9.1

SWD 4.3 2.2 16.1 12.9 5.0 3.3 8.2 8.2 6.9

AIG 97.1 97.1 100.0 100.0 97.7 97.7 96.2 88.5

Grade 07 EOG Math

All 34.4 26.4 46.8 39.7 39.4 33.0 35.5 27.2 31.6


American Indian 0.0 0.0 0.0 0.0 33.3 0.0 0.0 0.0 0.0

Asian 40.0 40.0 92.3 76.9 50.0 50.0 70.0 60.0 40.0

Hispanic 28.1 21.3 43.5 36.1 35.8 28.3 25.5 18.6 22.7

More Than One 45.5 36.4 42.9 42.9 25.0 25.0 40.0 30.0 30.0


White 64.9 57.9 70.9 65.1 61.3 57.3 56.4 43.6 55.8

EDS 23.2 17.6 36.3 28.1 31.6 24.3 28.0 20.0 20.9

LEP 14.3 9.5 16.7 12.5 15.4 7.7 8.3 2.8 13.6


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SWD 0.0 0.0 12.9 9.7 0.0 0.0 4.2 4.2 3.4

AIG 100.0 100.0 100.0 100.0 95.5 95.5 92.3 76.9


All 40.6 30.1 55.8 39.7 49.5 39.3 45.0 36.9 42.7


American Indian 100.0 100.0 100.0 50.0 33.3 33.3 0.0 0.0 0.0

Asian 60.0 60.0 76.9 53.8 75.0 75.0 66.7 55.6 40.0

Hispanic 30.3 22.5 45.4 27.8 39.3 29.0 30.3 21.2 40.0

More Than One 63.6 54.5 57.1 57.1 50.0 37.5 60.0 50.0 40.0


White 66.7 57.9 81.4 70.9 80.0 69.3 67.9 62.8 65.3

EDS 34.4 23.2 41.8 24.7 40.1 32.1 37.8 28.8 34.0

LEP 9.5 4.8 8.3 4.2 11.1 0.0 8.8 2.9 4.5

SWD 8.7 4.3 19.4 16.1 10.0 6.7 12.0 12.0 10.3

AIG 94.1 94.1 100.0 100.0 100.0 100.0 100.0 100.0

Grade 08 EOG Composite

All 53.7 44.2 50.6 42.3 43.1 33.0 48.6 38.2 34.8


American Indian 50.0 16.7 0.0 0.0 0.0 0.0 0.0 0.0

Asian 90.0 83.3 46.7 46.7 70.4 55.6 66.7 50.0 70.8

Hispanic 44.6 35.1 45.7 34.9 29.3 19.2 41.5 28.5 21.6

More Than One 72.2 66.7 51.9 37.0 48.4 35.5 40.5 28.6 35.9

White 77.1 69.2 81.9 75.7 68.1 58.3 71.7 63.3 58.8


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EDS 41.1 29.6 41.3 32.3 36.4 25.8 37.0 26.1 25.5

LEP 14.8 7.4 16.4 11.2 10.2 4.7 12.0 6.0 13.5

SWD 20.5 15.4 5.7 4.6 9.4 7.1 10.4 5.2 11.9

AIG 100.0 100.0 100.0 98.5 90.9 90.9 94.4 91.1

Grade 08 EOG Math

All 43.8 36.6 40.1 33.8 27.0 18.0 35.8 29.4 22.8


American Indian 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Asian 90.0 90.0 20.0 20.0 66.7 44.4 50.0 37.5 62.5

Hispanic 36.6 29.5 38.5 29.1 14.3 8.9 26.7 19.8 10.5

More Than One 50.0 50.0 44.4 33.3 30.0 10.0 14.3 14.3 15.4

White 75.0 65.0 71.4 67.1 50.0 37.5 63.6 57.6 48.2

EDS 31.9 22.4 32.2 25.7 20.2 10.9 24.0 18.5 12.7

LEP 7.4 0.0 17.9 10.3 2.3 2.3 0.0 0.0 9.4

SWD 19.2 7.7 3.4 0.0 3.6 3.6 0.0 0.0 5.9

AIG 100.0 100.0 100.0 100.0 72.7 72.7 90.0 86.7


All 45.1 33.7 44.6 34.2 40.5 30.2 40.2 29.6 31.0


American Indian 50.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

Asian 80.0 60.0 60.0 60.0 55.6 33.3 62.5 62.5 50.0

Hispanic 30.4 22.3 37.1 25.0 24.3 15.3 33.3 20.7 20.0

More Than One 83.3 66.7 44.4 22.2 45.5 27.3 42.9 21.4 30.8


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White 67.5 58.8 81.4 70.0 69.4 59.7 63.6 52.5 52.9

EDS 29.3 17.2 36.2 25.7 31.9 21.0 27.4 15.4 22.4

LEP 3.7 0.0 5.3 2.6 7.1 2.4 7.1 3.6 3.2

SWD 7.7 7.7 3.4 3.4 3.4 3.4 11.5 3.8 11.8

AIG 100.0 100.0 100.0 95.5 100.0 100.0 93.3 90.0

Grade 08 EOG Science

All 72.2 62.4 67.1 58.9 61.7 50.7 69.8 55.6 50.5


American Indian 100.0 50.0 0.0 0.0 0.0 0.0 0.0 0.0

Asian 100.0 100.0 60.0 60.0 88.9 88.9 87.5 50.0 100.0

Hispanic 67.0 53.6 61.5 50.4 49.5 33.3 64.4 44.8 34.2

More Than One 83.3 83.3 66.7 55.6 70.0 70.0 64.3 50.0 61.5

White 88.8 83.8 92.9 90.0 84.7 77.8 87.9 79.8 75.3

EDS 62.1 49.1 55.6 45.7 57.1 45.4 59.7 44.3 41.6

LEP 33.3 22.2 25.6 20.5 20.9 9.3 28.6 14.3 27.3

SWD 34.6 30.8 10.3 10.3 21.4 14.3 19.2 11.5 18.2

AIG 100.0 100.0 100.0 100.0 100.0 100.0 100.0 96.7

EOC Math I

All 91.6 85.5 92.2 79.7 80.9 68.5 94.0 81.0 55.2


Asian 100.0 100.0 83.3 83.3 83.3 50.0 100.0 100.0 80.0

Hispanic 91.3 78.3 93.3 73.3 73.9 56.5 100.0 82.4 45.5

More Than One 66.7 66.7 100.0 100.0 75.0 75.0 50.0 25.0 66.7


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White 92.7 92.7 94.2 88.4 85.7 80.0 95.9 83.7 64.7

EDS 86.7 66.7 86.1 58.3 71.4 61.9 90.6 78.1 41.0

LEP 50.0 0.0 0.0 0.0 0.0

SWD 100.0 100.0 100.0 100.0 0.0 0.0 50.0

AIG 92.3 92.3 100.0 100.0 90.0 90.0 100.0 96.2

School EOG Reading Composite

All 45.8 36.0 50.4 37.5 47.9 36.9 46.2 35.7 37.2


American Indian 66.7 33.3 66.7 50.0 40.0 40.0 20.0 20.0 0.0

Asian 71.4 61.9 66.7 54.2 65.4 50.0 60.0 56.0 42.9

Hispanic 34.8 26.6 40.1 27.5 35.2 25.8 36.7 26.2 29.8

More Than One 72.0 56.0 59.4 43.8 48.1 33.3 51.4 34.3 34.4

Pacific Islander 0.0 0.0 0.0 0.0 0.0 0.0

White 69.1 62.7 81.9 70.1 76.7 64.4 68.1 58.1 59.3

EDS 32.2 22.3 39.7 27.0 37.8 26.1 37.4 26.9 28.3

LEP 4.1 1.4 9.5 7.1 10.1 3.4 7.1 3.6 5.8

SWD 10.5 7.0 10.3 9.2 10.3 6.2 10.8 6.0 10.4

AIG 98.4 98.4 100.0 96.7 100.0 100.0 95.5 94.0

School EOG Math Composite

All 43.7 37.0 42.0 35.0 36.3 28.7 36.2 28.8 26.2


American Indian 0.0 0.0 16.7 16.7 20.0 0.0 0.0 0.0 0.0

Asian 71.4 71.4 68.0 56.0 65.4 50.0 53.8 46.2 47.6


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Hispanic 38.0 30.2 38.1 31.0 28.2 21.9 29.2 22.9 17.6

More Than One 56.0 52.0 53.1 40.6 30.8 23.1 20.0 14.3 25.0


White 71.4 64.5 71.0 64.7 60.9 53.2 60.4 50.8 47.3

EDS 30.0 24.0 31.5 23.6 26.7 18.8 27.6 20.7 16.5

LEP 10.8 5.4 21.2 14.1 8.9 5.6 3.5 1.2 11.4

SWD 14.0 8.1 8.0 3.4 3.1 2.1 2.5 2.5 8.2

AIG 100.0 100.0 96.7 96.7 92.7 92.7 94.0 86.6

School EOG Science Composite

All 72.2 62.4 67.1 58.9 61.7 50.7 69.8 55.6 50.5


American Indian 100.0 50.0 0.0 0.0 0.0 0.0 0.0 0.0

Asian 100.0 100.0 60.0 60.0 88.9 88.9 87.5 50.0 100.0

Hispanic 67.0 53.6 61.5 50.4 49.5 33.3 64.4 44.8 34.2

More Than One 83.3 83.3 66.7 55.6 70.0 70.0 64.3 50.0 61.5

White 88.8 83.8 92.9 90.0 84.7 77.8 87.9 79.8 75.3

EDS 62.1 49.1 55.6 45.7 57.1 45.4 59.7 44.3 41.6

LEP 33.3 22.2 25.6 20.5 20.9 9.3 28.6 14.3 27.3

SWD 34.6 30.8 10.3 10.3 21.4 14.3 19.2 11.5 18.2

AIG 100.0 100.0 100.0 100.0 100.0 100.0 100.0 96.7

EOG Composite All 48.8 40.3 49.3 39.6 44.8 35.3 45.3 35.6 34.4



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American Indian 50.0 25.0 35.7 28.6 27.3 18.2 9.1 9.1 0.0

Asian 76.9 73.1 66.7 55.6 68.9 55.7 61.0 50.8 54.0

Hispanic 41.1 32.3 42.7 32.6 34.4 25.3 37.1 27.2 25.0

More Than One 66.1 57.1 57.5 43.8 44.4 34.9 40.5 28.6 35.1


White 73.1 66.7 78.7 70.5 70.9 61.3 68.0 58.5 56.3

EDS 35.3 26.7 38.4 28.2 35.5 25.5 36.1 26.5 25.2

LEP 11.4 6.3 17.3 12.5 11.7 5.4 8.6 4.1 11.6

SWD 15.2 10.6 9.4 6.9 8.6 5.4 8.4 5.3 10.6

AIG 99.3 99.3 98.6 97.2 96.7 96.7 95.7 91.5

EOC Composite

All 91.6 85.5 92.2 79.7 80.9 68.5 94.0 81.0 55.2


Asian 100.0 100.0 83.3 83.3 83.3 50.0 100.0 100.0 80.0

Hispanic 91.3 78.3 93.3 73.3 73.9 56.5 100.0 82.4 45.5

More Than One 66.7 66.7 100.0 100.0 75.0 75.0 50.0 25.0 66.7

White 92.7 92.7 94.2 88.4 85.7 80.0 95.9 83.7 64.7

EDS 86.7 66.7 86.1 58.3 71.4 61.9 90.6 78.1 41.0

LEP 50.0 0.0 0.0 0.0 0.0

SWD 100.0 100.0 100.0 100.0 0.0 0.0 50.0

AIG 92.3 92.3 100.0 100.0 90.0 90.0 100.0 96.2

School Composite All 50.5 42.1 51.7 41.8 46.3 36.6 47.1 37.3 35.2


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American Indian 50.0 25.0 35.7 28.6 27.3 18.2 9.1 9.1 0.0

Asian 78.6 75.0 68.3 58.3 70.1 55.2 62.9 53.2 56.4

Hispanic 42.7 33.7 44.6 34.2 35.5 26.2 38.6 28.6 25.4

More Than One 66.1 58.1 58.1 44.6 46.3 37.3 40.9 28.4 36.3


White 74.5 68.6 80.6 72.6 71.8 62.5 70.1 60.3 56.9

EDS 36.2 27.4 39.9 29.1 36.4 26.3 37.2 27.6 25.6

LEP 11.4 6.3 17.6 12.4 11.7 5.4 8.6 4.1 11.3

SWD 15.6 11.1 9.4 6.9 9.0 5.9 8.4 5.2 11.0

AIG 98.7 98.7 98.9 97.8 96.2 96.2 96.3 92.1

2016-2017 AMO Target Summary

Reading ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Participation Denominator 917 3 26 303 336 25 223 375 112 86 62

Participation Percent 100 0 0 100 100 0 99 100 100 100 100

Participation Status Met Insuf. Insuf. Met Met Insuf. Met Met Met Met Met


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Math ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met Insuf. Insuf. Met Met Insuf. Met Met Met Met Met

Science ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met Insuf. Insuf. Met Met Insuf. Met Met Met Insuf. Insuf.

Current Year EOC ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met ~ Insuf. Insuf. Insuf. Insuf. Met Insuf. ~ Insuf. Insuf.


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Quail Hollow Middle School – Profile

Quail Hollow Middle School is a truly diverse population of over 970 students and nearly 100 faculty and staff members

where we learn from each other and challenge each other to be our bring our best to school each day. Approximately 25%

of our student population identifies as White, 34% African American, 36% Hispanic, 3% Two or More, 2% Asian, less than

1% American Indian, and less than 1% Pacific Islander. Ninety-four of our students have IEPs, 77 students are considered

academically gifted, and 127 of our students have Limited English Proficiency. Our faculty and staff are diverse as well.

Approximately 46% of our faculty has taught for five years or less and approximately 29% of our faculty has taught for ten

years or more. Thirty-seven percent of our faculty has advanced degrees.

Our school culture has improved such that we decreased discipline by 70% since the 2010-2011 school year and we have

reduced out of school suspensions by 92% since the 2010-2011 school year. We follow a traditional middle school model

in sixth grade where students are in teams of approximately 115 students. Each team consists of a language arts teacher,

social studies teacher, math teacher, and science teacher. Students in all grades have all four core classes each day.

Aligned to our school vision, every student has the opportunity to visit a college or university each school year to explore

possibilities for the future. We hold strong partnerships in the community that allow us to offer tutoring and support to

children who are working to increase their academic achievement, celebrate student and faculty accomplishments,

participate in community events, and provide support to families who are experiencing challenges of living in poverty.

In 2017, we did not lead students to meet expected growth as defined by state EVAAS data. Our overall proficiency was

50.5% % where proficiency is defined by earning a level III, IV or V score on the EOGs. In addition, 83 of our students

took the Math I EOC to earn high school credit and 92% of those students earned passing scores. Our faculty, staff, and

administration is committed to raising these levels of proficiency this year and in future years to ensure we fulfill our vision

of putting students on the P.A.T.H. to college. We believe we will accomplish this in large part through a continued focus

on data-driven instructional practices supported by MasteryConnect, and school-wide professional development focused

on literacy instruction, in addition to updated school culture routines and a new coaching model to grow teacher practice.


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Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:

I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:

I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:

I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas:

I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:

I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign Four focus areas:

I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Smart Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce

Strategic Plan Focus Area: Retention

Data Used: Teacher Survey Data

Strategies (determined by what data)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

1. In order to provide teachers with duty-free lunch while balancing the need for safety and supervision, lunch has been organized so there is not more than 2 teams in the cafeteria at a time. The organization of the tables allow for better organization of students. Additional supervision is provided by BMTs, Campus Security Associate, and assistance from our Resource Officer. The goal of this plan is to be able to offer duty free lunch to our teachers.

Mr. Crouse Students should report that they feel safe on school safety audit and the annual CMS student survey, while teachers receive duty-free lunch.

$0 Blair, Crouse, Nava, Plaisance

Duration of the school year. Checkpoints Nov 2017 Feb 2018


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2. The principal will survey all faculty members to identify their “one thing” (the things that matter most to each teacher) preferences and will develop a plan to honor the “one thing” requests of each teacher. This will ensure teachers who feel strongly they would like duty-free lunch have duty-free lunch, while other teachers who do not mind being in the café during lunch are able to support active supervision in the café during lunch.

Ms. Neill Teachers report satisfaction with receiving their “one thing” that matters to them – whether that “one thing” is duty-free lunch or another alternative.

$0 Neill Duration of the school year. Checkpoints Nov 2017 Feb 2018


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SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Goal 1: Maximize academic achievement in the personalized 21st century learning environment for every child to graduate college and career ready. And Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems.

Strategic Plan Focus Area: Academic Growth/High Academic Achievement, Data Integrity and Utilization

Data Used: Teacher Survey Data





Personnel Involved

Timeline (Start—End) ● Interim

Dates

1. The school schedule is designed to provide common planning period for teachers by grade level (and elective department) to promote collaboration among teachers. This planning period is 75-85 minutes long.

Rachael Neill, Principal

Teachers will plan with their colleagues at least two days a week to ensure high quality units and lessons are designed to lead to meeting PLC SMART goals for student achievement.

Each PLC develops at least one interdisciplinary unit per year. This should support students learning by helping students make connections across the content area.

$0 Instructional Leadership Team



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Through collaborative planning, teachers across the school will be able to earn ratings of proficient or higher in standard three of the North Carolina Teacher Evaluation tool.

2. Mondays and Wednesdays are reserved for PLC collaboration. PLC’s capture shared planning documents in shared folders on the Drive to facilitate collaboration and feedback.


PLC’s will develop SMART goals in August of each school year.

Members of the Instructional Leadership Team are present in each core content PLC meeting at least once a week to support the implementation of effective PLC collaboration.

PLC Leaders engage in monthly professional development focused on data driven instruction.



3. Wednesdays are reserved for Team/Grade Level collaboration.


Monthly goals are set and met for increased student attendance, increased positive behavior, and/or increased achievement. Monthly plans are specific to grade level and student specific needs.




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4. Policies have been updated to use dispersal systems or adjusted team schedules (prior to utilizing teacher coverage) when a teacher is absent without a substitute.


No teacher in the building needs to lose a planning period more than one day a month. This ensures time for meaningful planning and should support teachers in meeting PLC SMART Goals.




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SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Character Education – QHMS Counselor Clinics – designed by our counselors based off of student’s survey needs. The program focuses on issues middle school students face, skills and strategies necessary to navigate their increasingly complex decisions and relationships; focusing on Social Emotional Learning, Healthy Relationships and Character Education.

Strategic Plan Goal: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health

Data Used: Student Survey Data, Teacher Survey Data, Counselor Request Forms





Personnel Involved

Timeline (Start—End) ● Interim

Dates

1. Bully Liaison / Bully-prevention: This program includes bullying prevention lessons in Character Education and the use of anti-bullying contracts and counseling throughout the year as necessary

Counselors On student surveys, students report they have at least one adult in the building they feel comfortable confiding in regarding bullying

On student surveys, 80% or more students strongly agree or agree they feel comfortable doing what they know is right, even in front of their peers

On end of year student surveys, 80% or more students strongly agree or agree there has been a

Counselors Faculty ILT

Quarterly student surveys Monthly data review in grade level meetings Checkpoints Nov 2017 Feb 2018


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reduction in bullying at school

50% reduction in bullying incidents that reach administration.

2. Character Education:

Counselor Clinics will be presented monthly by grade level. Topics will be selected based on needs assessment filled out by staff, parents and students. There will be a focus on social emotional learning, healthy relationships, and character building.

What Works Grant - gives students broadened access to school-based mental health (SBMH) services provided by both CMS and agency professionals

● The counselors have been trained to implement Structured Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS). They will run two groups of identified students over a 16 week period to develop skills

Counselors Chloe Glass Counseling department chair Erica Stevens, and Shayla Thompson Counselor

Consistent implementation of the Character Education program by counselors across the school, as evidenced by leadership walkthroughs

Students report on student surveys a reduction in the incidence rate of bullying and other target behaviors identified in the needs assessment survey

50% reduction in suspensions as a result of improved student behavior

Increase in mental health services for students

Reduction in suicide assessments

Increased coping skills for group participants identified through pre and post

Funded through grant – no cost to school

Counselors Faculty ILT PTSA Student support staff

Quarterly student surveys Monthly preparation for counselors in department meetings Checkpoints Nov 2017 Feb 2018

Session 1: September 2017-January 2018 Session 2: January 2017-May


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for dealing with stress and trauma.

● The school behavioral therapist and school psychologist have been trained in Dialectical Behavior Therapy (DBT). Students identified as having issues with self-harm and suicidal tendencies will receive one hour individual sessions and one hour group sessions each week.

A student services facilitator will be utilized in effort to remove managerial duties so the counselors can deliver more direct services to the school population.

Deidra Nava – AP

assessments.

2018

Checkpoints Nov 2017 Feb 2018

3. Healthy Active Child 30 min. Elective team/grade level with energizers and brain breaks throughout the school day.

Health/PE Department, Elective Team

All students engage in meaningful activity on a daily basis

$0 Faculty Duration of the school year. Checkpoints Nov 2017 Feb 2018

4. School Health Team: This group will be expanded to include monthly meetings with representation from health-related areas across the school to evaluate the current status of supports in place

Updated emergency health procedures will be developed to ensure students receive prompt medical attention even when the nurse is not in the building.

Health & PE Department, Counseling Department, School Nurse, Cafeteria



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to foster healthy lifestyle among students, staff, and parents.

Health related community service opportunities will be provided, including the Alzheimer’s Awareness Walk, Juvenile Diabetes Walk.

Fitness classes are available to all grade levels – 6th, 7th and 8th.

Students will increase consumption of fruits and vegetables as monitored by the cafeteria.

A Fitness Lab is established and procedures will be developed so this resource can support both student and adults in learning life-long fitness habits.

Manger, Parents, Grade Level Reps


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See Comprehensive Plan Report


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Mastery Grading Procedures Plan

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used: Common Assessment Data, Data disaggregation

Strategies (determined by what data) Point Person (title)



Personnel Involved

Timeline (Start—End)

1. Common assessments Pre- and post- assessments

created in MasteryConnect aligned to objectives.

Rachael Neill - Principal Deidra Nava – AP Andre Plaisance – AP PLC & Multi-Classroom Leaders

Students will achieve on common objective mastery assessments at 80% or higher through retesting.

Cost of Mastery Connect

Faculty Duration of school year Checkpoints Nov 2017 Feb 2018

2. Data disaggregation ● Process of monitoring student

achievement by objective in order to facilitate remediation/intervention plans (i.e. RTI)

● MasteryConnect as a resource to monitor student progress.


Students will show mastery of specific objectives.

Cost of Mastery Connect

Faculty Duration of school year MAP Assessment Dates Qtly Interim Assessments Checkpoints Nov 2017 Feb 2018


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3. Flexible grouping (in MCL cohorts

and other participating PLCs) ● Process of grouping students

according to academic need by objective

PLC & Multi-Classroom Leaders

PLC’s will be flexibly group students based on common assessment data, MAP data, and pre-assessments.

$0 Faculty Duration of school year Checkpoints Nov 2017 Feb 2018

4. Additional learning opportunities

Process of holding students accountable for learning via re-teaching, re-assessment and assigning a final value (i.e. 80%)


Students will achieve on common objective mastery assessments at 80% or higher through retesting.


5. Late and make-up work ● School expectations for

holding students accountable for completing assignments

Rachael Neill - Principal Deidra Nava – AP Andre Plaisance – AP

Teachers will adhere to expectations outlined in the staff handbook which will be reflected in standard I of the teacher evaluation and student achievement data.


6. Grade reporting ● Set expectations for the

timeliness of recording grades in PowerSchool (initial grades and final grades after retest if applicable)

● Monthly gradebook checks from administration

Rachael Neill - Principal Deidra Nava – AP Andre Plaisance – AP

Teachers will adhere to expectations outlined in the staff handbook which will be reflected in standard I of the teacher evaluation and student achievement data.



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Quail Hollow Middle School - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

● Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

● 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

● Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of

the curriculum to teach students designated for specific skill needs and to address the large number of students

requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals. ● This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance

their achievement on the performance goals.


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Approval of Plan

Committee Position Name Signature Date Principal Rachel Neill Assistant Principal Representative Andre Plaisance Assistant Principal Representative Deidra Nava Instructional Support Representative Jaime McCaughna

ILT – Humanities Co-Chair Renee Meyrose ILT – Humanities Co-Chair Kristen Wawer ILT – Math Co-Chair Lashae Tietsort

ILT – Math Co-Chair Sharon Wilson ILT – Science Co-Chair Merideth Barton-Metzger

Teacher Representative Richard Stone Teacher Representative – 8th Clarette Gray Teacher Representative – 7th Samantha Slater

Teacher Representative – Electives Melonie Robinson Parent Representative Laura Case Parent Representative Sylvia Colvin Parent Representative Chris Klapheke Parent Representative Brittany Knox Parent Representative Jay McBride Parent Representative Jason Moore Parent Representative Jason Tuttle

Documents

School Improvement Plan - WordPress.com · School Improvement Plan 2017-2018 School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often