West Point Middle School · Total Communication Arts All Students ... West Point Middle School ... Guitar, General Music, Research Project,

West Point Middle School

SY 2006-2013

Principal: Mr. David Rudy

705 Barry Road

West Point, New York 12553

Tel: 845 938-2923 Fax: 845 938-2568

Website Address:

http://www.am.dodea.edu/nyva/westpoint/middle

http://www.am.dodea.edu/nyva/westpoint/middle

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Table of Contents

School Improvement Team ....................................................................... 4

Mission and Vision Statements ................................................................. 6

Overview of the Community and School ................................................. 7

Unique Local Insights Data Collection Instruments ...............................................................................10

Chart 1: Military Rank ........................................................................11

Chart 2: Community Education ..........................................................12

Chart 3: Ethnicity of West Point Community ....................................13

Implications for Action ........................................................................................14

Existing School Data Goal 1 ....................................................................................................................15

Chart 4: TerraNova Language ....................................................................16

Chart 5: Local Writing Assessment .............................................................17

Goal 2 ...................................................................................................................18

Chart 6: TerraNova Math .............................................................................19

Chart 7: TerraNova Science .........................................................................20

Chart 8: Local Problem Solving Assessment ..............................................21

Instructional Data Data Collection Instruments .............................................................................22

Chart 9: Teaching Experience in Years .............................................23

Chart 10: Teacher Levels of Education .............................................24

Implications for Action .......................................................................................24

Follow-up of Former Students ...........................................................................25

Chart 11: Follow-up on Former Students .........................................26

Implications for Action ......................................................................................27

Unique Local Insights ................................................................................ 28 Chart 12: Customer Satisfaction Survey SY 10-11 ............................29

School Data 2006-2010 Student Performance Data and Disaggregation .................................................38 Decision Making Matrix ...................................................................................39

Terra Nova Multiple Assessments

Grade 5: Reading ...............................................................................40

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Grade 5: Language Arts ....................................................................41

Grade 5: Math ....................................................................................42 Grade 6: Reading ...............................................................................43






Grade 8: Math ....................................................................................51 c. Terra Nova Objective Performance Index

Grade 5 ................................................................................................52

Grade 6 ................................................................................................53

Grade 7 ................................................................................................54

Grade 8 ................................................................................................55

Terra Nova Performance Assessment, Communication Arts

All Students Reading Strands ............................................................56

All Students Writing Strands .............................................................57

Total Communication Arts All Students ..........................................58

Reading Strands No Accommodations .............................................59

Writing Strands No Accommodations ..............................................60

Total Communication Arts No Accommodations ............................61

Reading Strands with Accommodations ...........................................62

Writing Strands with Accommodations ...........................................63

Total Communication Arts No Accommodations ............................64

Scholastic Reading Inventory SY 2004-2005

Grade 5 ..................................................................................................65

Grade 6 ..................................................................................................66

Grade 7 ..................................................................................................67

Grade 8 ..................................................................................................68

Scholastic Reading Inventory SY 2005-2006

Grade 5 ..................................................................................................69

Grade 6 ..................................................................................................70

Grade 7 ..................................................................................................71

Grade 8 ..................................................................................................72

Scholastic Management Suite for Read 180 ............................................73

Implications for Action ..................................................................................................74

Environmental Scan Log

Analysis of Data and Implications for Action .................................................75

Triangulation of Data ..............................................................................................76

Capacity Assessment ................................................................................................77

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School Improvement Team

Sallyann Silk School Improvement Chair

Jane Anne McCaw Standard 1 Purpose and Direction

Charles Davis

Melissa Prosperie

Megan Reifenberg

Carol Johnson Standard 2 Governance and Leadership

Karin Pustejovsky

Tricia Willis

David Rudy

Ronnie Coffey Standard 3 Teaching and Assessing for Learning

Gary Jacketti

Suzannah Coelho

Caimien Steiner

Tabitha Munderville Standard 4 Resources and Support Systems

Cheryl Dreher

Domenica Conte

Terry Marsteller

Alice Quilty

Carol Mills Standard 5 Using Results for Continuous Improvement

Pamela Granger

Donna Himmelberger

Jeffrey Dreher

Parent Team

Brandi Aemisegger

Margarite Colett

Carmen Keene

Laura Mayer

LTC John Nawoichyk

Vivian Shannon

Brenda Sparrow

Emma Svoboda

Student Team

Sydney Baker

Brenna Callahan

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Griffin Clark

Sara Decker

Grace Glen

Anna Hanus

Gabriela Huggins

Destinee Jack

Jessica Larkin

Allyson Lyle

Morgan Markow

Kelsie Martin

Austin Moody

Alexandra Richardson

Justin Starke

6

DoDEA Mission and Vision Statements

Vision

To be among the world’s leaders in education, enriching the lives of military-connected

students and the communities in which they live.

Mission

Educate, Engage, and Empower Each student to succeed in a dynamic world.

New York/Virginia Department of Defense Elementary and

Secondary Schools District Mission Statement

In keeping with our mission to Educate, Engage, and Empower Each student to

succeed in a dynamic world, the DoDEA Curriculum Content Standards and the

Community Strategic Plan (CSP) provide the framework for academic excellence.

West Point Middle School Vision Statement

West Point Middle School ensures highest achievement for all learners.

http://www.dodea.edu/curriculum/standards.cfm

http://www.dodea.edu/pubs/csp2006.cfm

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Overview of the Community and School West Point Middle School (WPMS) is a Department of Defense Education Activity

(DoDEA) school located amidst the historic buildings on the grounds of the United States

Military Academy (USMA) at West Point, New York. The student body in grades five

through eight, approximately two hundred-fifty strong, is composed of children of

officers, enlisted personnel, and civilians who live on the military post and whose

primary responsibility is to work with the cadets attending the academy. Most of the

parents serve as professors and hold at least a Master's degree. The collegiate

environment fosters intrinsic academic motivation in students and creates a highly

focused, professional environment in which to learn. WPMS is a two-time National Blue

Ribbon School of Excellence, earning this prestigious award from the US Department of

Education last school year, 2011-2012, as well as during the 1997-1998 school year.

Students attend classes in a 1934 vintage building taught by a dedicated civilian staff.

The school's roots date back to 1821, the first record of a school on West Point

established for the children of service members, making it the oldest continually-run

school in DoDEA. A twenty-five million dollar construction and renovation project,

slated for completion in August 2014, will add thirty-one thousand square feet of new,

specialized space and bring the existing structure up to modern standards.

Strong partnerships with the community foster a team approach to ensuring that all

learners perform at high levels. The Parent-Teacher Organization (PTO) conducts three

major fundraisers per year, the Read-a-Thon in the fall and the Nook Fair in both the fall

and spring. The high rate of student and parent involvement in these activities result in

sufficient funds to be raised annually to significantly defray the family contribution

required for study trips, as well as support for all teacher requests for supplementary or

consumable classroom supplies. The PTO also has a Booster Club, which provides extra

equipment and pays invitational event fees for the school's cross country, soccer,

basketball, and track teams. Athletics are available to students at all grade levels, which

are run through a unique partnership with West Point's Morale, Welfare, and Recreation

(MWR) department. Through the partnership, MWR provides logistical support and the

school staffs the coaching positions for modified sports teams in grades seven and eight.

Students in grades five and six may participate in an intramurals program year-round.

The Partners in Education Program, currently in its second year at West Point, is led by

the installation's School Liaison Officer. It matches teacher requests for community

support with willing and able community members to enhance the educational

experiences of all students. The partnerships are too numerous to list in full, so a listing

of some of the major ones will need to suffice. Members of the USMA Band, one of the

finest military bands in the world, come to the school and work with students in

instrument groups to refine and enhance playing technique. The USMA Band pairs with

the Cadet Spirit Band every spring to hold a band retreat at Lake Frederick, where

students, cadets, and soldiers work together to compose and practice a piece of music that

is performed at the school's spring concert. Students in Applied Technology (Robotics) at

WPMS are working with cadets and professors in the Electrical Engineering and

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Computer Science department of the academy to gain first-hand experience of the

progression and application of concepts being taught in the middle school class.

Professors from all science departments have worked with WPMS science teachers to

provide students with rigorous, relevant lessons that augment what the WPMS teacher is

presenting. Fifth and sixth grade students attended the annual Cadet Project Day for the

first time in the spring of 2012, giving them insight into college-level research, problem-

solving, and the resulting projects that provide solutions to real issues being faced by

today's military.

The needs of the military child and family have increased exponentially over the past ten

years of war in which our great Nation has been engaged. The majority of our students

have dealt with the stress and uncertainty of parental deployment, many three and four

times; tragically, some of the parents have paid the ultimate sacrifice and did not return.

Despite these significant, ongoing hardships in the lives of our students, the staff at

WPMS continues to provide a challenging, nurturing educational experience in all

classrooms that results in very high rates of student achievement. Teachers have fully

embraced technology as a tool for teaching and learning, and interactive white boards are

being used in every classroom. Current professional development activities are focused

on the use of classroom-level data to appropriately differentiate instruction for all

learners, so that every student is met at their present level for every unit of instruction.

Full actualization of the vision statement, "Ensuring highest achievement for all

learners," by focusing on the needs of individual students enables West Point Middle

School to provide every student with a rigorous, robust education every day in every

classroom.

The purpose of West Point Middle School (WPMS) is to provide world-class educational

experiences to the dependents of the men and women in uniform serving our Nation at

the United States Military Academy. WPMS has adopted the Department of Defense

Education Activity's (DoDEA) mission statement, "Providing an exemplary education

that inspires and prepares all students for success in a dynamic, global environment."

This mission statement, which is currently undergoing revision through input from

stakeholders at the DoDEA level, informed and inspired the students, parents, and

teachers at WPMS to create the school's vision statement: "West Point Middle School

ensures highest achievement for all learners." Stakeholders wanted a vision that was

clear, concise, and expressed the level of commitment that everyone has in the success of

every single learner in the school. It is updated annually through a process in which all

voices are heard.

Despite its small size, WPMS offers a wide array of rigorous course offerings to ensure

that all students are able to maximize their learning. Four high-school level courses are

offered to middle school students: Algebra 1, Spanish 1, Spanish 2, and a course unique

to WPMS, Living Environment. WPMS began offering Living Environment (Biology)

four years ago in order to streamline the transition of WPMS eighth graders to the local

education agency (LEA) high school in Highland Falls, James. I. O'Neill High School.

The only school in DoDEA to offer this course, WPMS administration worked with LEA

leadership and the DoDEA Partnership Branch to follow the New York State curriculum

standards and laboratory hours required for students to take the state Regents Exam in

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June. Students also enroll in courses from DoDEA's Virtual School, providing them with

access to a number of high school courses that would otherwise not be available to them.

Currently, three WPMS students take high school Geometry and one student takes

Spanish 3 through the Virtual School. Instrumental music (band) is offered at every grade

level, and the band has earned a reputation as one of the best small school bands in the

area, with several musicians earning all-county honors each year. Technology courses

include Applied Technology, in which students design, build, and program Lego robots

to complete a series of tasks, and Video Production, a course whose members work on

providing weekly video announcements to the entire student body in the auditorium. Art,

Guitar, General Music, Research Project, and Humanities are other elective offerings that

provide students with a broad range of talents and interests to achieve at high levels.

Several support options are in place to make the vision of highest student achievement a

reality, including additional time before, during, and after school to provide students with

whatever it takes to achieve at the highest possible levels. Study Skills is offered at every

grade level, a course designed to provide struggling students with extra time and

personalized attention to complete current learning tasks. Capable yet underperforming

students are recruited for the AVID program (Advancement Via Individual

Determination), in which they are provided with organizational assistance, motivation,

and access to rigorous course offerings to align their aptitude with their output. Current

student progress is tracked on a weekly basis by the Principal and Guidance Counselor to

quickly identify and address performance concerns as soon as they arise. This has

resulted in a quarterly failure rate, defined at WPMS as earning a D or F, of less than one

percent. Additionally, the school's Student Support Team (SST) meets monthly to address

any teacher concerns with students and map out a way forward to match the need with

appropriate interventions that may include additional assessments, counseling or other

monitoring, and community resources.

All of the aforementioned efforts, inspired by the school's vision to ensure, to insist, to

require highest achievement for all learners, have cultivated a climate of high expectation

for student performance at WPMS. Students are expected to do their homework, give

projects the time and attention they require, and prepare for assessments each and every

day. Teachers are quick to remind students that none of the work assigned is optional,

and they work with students to make sure that every learning task is completed to the

standard set forth by the teacher. Students new to WPMS from other locations are at first

very surprised but soon quite relieved to know that their best effort is expected of them

by their teachers in every class. A new student recently told the guidance counselor that,

"this is a school for nerds!" which was taken as a compliment by all who heard her

sentiment. It is cool to give your best here, okay to be smart and even a little bit quirky,

and our transferring students in short order become very comfortable in the safe,

nurturing environment that WPMS provides.

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Unique Local Insights

Data Collection Instruments

We collected our data from West Point Communities Human Resources

Department, parents, teachers, and from various community departments on post.

West Point is a unique military community that offers our students many

opportunities for support and recreation. One outstanding service is the Youth

Services Center (less than half a block from the school) which offers after school

care and activities for students K-12, which includes homework centers/tutors,

computer skills, reading centers, and physical education.

The “War on Terror” in the Middle East has increased the number of active duty

parents who are being deployed for long periods of time. Traditionally, West Point

parents have not been deployed for long periods of time. This fact makes it all the

more important to have organizations on post that support the students and the

school. Some of these include: Parent Teacher Organization, West Point Dental

Activity, West Point Women’s Club, Daughters of the American Revolution, Dept.

of Public Works and Housing, Morale Welfare, Recreation, Youth Services, and

American Army Forces Exchange Services.

West Point is an E.F.M.P. (Exceptional Family Member Program) participating

installation; therefore, funding is essential to provide all services needed by the

various exceptional family members attending the West Point Middle School.

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Presentation of Data

Chart 1 The Military Rank for the Entire West Point Community

The following graph displays the demographic information about the West Point

Community.

SY 2008-2009 Military Rank Breakdown for the Entire West Point Community

0

5

10

15

20

25

30

35

E01 E03 E04 E05 E06 E07 E08 E09 O01 O02 O03 O04 O05 O06 O07 O09 W01 W03 W04

This graph represents the military rank for the entire West Point community. The

following is an approximate breakdown of the ranks:

11% E1-E4 Private, Private First Class, Specialist

16% E5-E6 Sergeant or Staff Sergeant

10% E7-E9 Sergeant First class, Master Sergeant, Sergeant Major/

Command Sergeant Major

.44% W1-W5 Warrant Officers

4.6% 01-02 Second and First Lieutenants

8.5% 03 Captain

31.4% 04 Major

11.3% 05 Lieutenant Colonel

7% 06 Colonel

.22% 07-010 Generals

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Chart 3 The Educational Breakdown of the West Point Community

SY 2008-2009 West Point Community Educational Breakdown

Associates Degree

Bachelors Degree

Graduate Degree

High School Graduate

Some College

This graph represents the educational breakdown of the West Point community.

Almost half of the community has earned masters or doctorate degrees. The

following shows the numerical breakdown:

1.9% Associates Degree

16.91% Bachelors Degree

46.28% Graduate Degree

34.33% Some College

0.58% High School Graduate

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Chart 5 Ethnicity of the West Point Community

SY 2008-2009 Ethnicity of the West Point Community

Asian

Black

Hispanic

Native American

Pacific Islander

White

Other Race

This graph represents the ethnicity for the entire West Point community. The

following is an approximate breakdown for:

Asian 2.98%

Black 11.47%

Hispanic 6.1%

Native American 0.58%

Pacific Islander 0.73%

White 76.34%

Other Race 1.81%

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Implications for Action: Unique Local Insights

The data indicates that West Point has a wealth of knowledgeable resources within

the members of our own community.

The majority of West Point community members are quite qualified to be mentors,

tutors, guest speakers, and role models for our student population.

The following are ways in which we have increased public awareness of our goals

and interventions:

Command TV Channel

Town Hall Meetings

School Board Meetings

Parent School Improvement Meetings

Pointer View Newspaper

Parent Newsletter

Post Message Board

West Point Women’s Club

We have utilized the talents of our local community. Members of the West Point

community and surrounding areas have shared their expertise on diverse topics.

We intend to continue using these valuable resources.

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Existing School Data

Data for Goal 1

Goal 1- All students at West Point Middle School will improve their writing, ability to

express ideas clearly and effectively, across the curriculum as measured by the selected

system-wide and local assessments.

Intervention for Goal 1: Teachers and students will implement the 6+1 Traits of

Writing in all curricular areas and on all grade levels.

ASSESSMENTS AND MEASURES

We used the below listed assessments to measure progress toward meeting Goal 1.

Standardized Assessments 1. TerraNova Language

Local Assessments 1. Reading Street Writing Assessment 2. Locally developed writing assessment 3. In school year 2012-2013 HOLT Online Assessment will be used

DATA ANALYSIS

The analysis measures the changes in student achievement by comparing aggregated

grade-level scores from the baseline assessment data to the 2012 scores. The analysis is

displayed as yearly aggregate grade-level student performance in a set of bar graphs

where each set of bar graphs represents the percentage of students scoring “At Standard

or Above” for a particular school year.

INDICATOR OF SUCCESSS

Success is measured by a meaningful increase in the percent of students performing “At

or Above Standard”. DoDEA has set a goal of having at least 75% of students scoring at

or above standard.

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Chart 4

TerraNova Language

Figure 1: Percent of Students Performing “At and Above Standard” (top two quarters)

TerraNova, Language

CSI Goal 1: Assessment 1

Figure 1 shows data from the Terra Nova, Third Edition Language test, for 2010, 2011,

and 2012. The vertical axis represents the percentage of West Point students performing

above the national median (50th

percentile)”At and Above Standard” (top two quarters),

on this assessment. Comparing the height of the bars to each other within each cluster

shows the amount of annual change in the level of student performance across grade

levels.

STATEMENT OF FINDINGS

From 2010 to 2012, Grade 5 experienced a 13 percentage point decrease in the

percent of students performing at or above standard. 6th

grade increased the

percentage of students scoring at or above standard by 5 points, 7th

grade decreased

by just under 2 points and Grade 8 decreased by just under 8 points.

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Chart 5

Local Writing Assessment

Figure 2: Percent of Students Performing “At or Above Standard”

Reading Street Writing Local Assessment

CSI Goal 1: Assessment 1, Measure 2

Figure 2 shows data from Reading Street Writing Local Assessment. The vertical axis

represents the percentage of students performing “At or Above Standard”. Comparing the

height of the bars to each other within each cluster shows the amount of annual change in

the level of student performance across grade levels.


From 2010 to 2012, Grade 5 had an increase of 8 points in the percent of students

performing “At or Above Standard”. Grade 6 grew by 20 percentage points and

Grade 7 grew by 27 points. Grade 8 grew by 11 points.

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Data for Goal 2

GOAL AND INTERVENTION(S)

Goal 2- All students will increase their problem solving, specifically, the ability to

retrieve, evaluate, use and interpret information in print and electronically as measured by

system-wide and local assessments.

Intervention for Goal 2: Teachers and students will implement the Big 6 Steps in

Problem Solving in all curricular areas and on all grade levels.

ASSESSMENTS AND MEASURES

We used the below listed assessments to measure progress toward meeting Goal 2.

Standardized Assessments

1. Terra Nova Math

2. Terra Nova Science

Local Assessments

1. Locally developed problem solving assessment

2. In SY 2013 we will be using problem solving assessments developed by our

district support staff in Science and Mathematics

DATA ANALYSIS

The analysis measures the changes in student achievement by comparing aggregated

grade-level scores from the baseline assessment data to the 2012 scores. The analysis is

displayed as yearly grade-level student performance in a set of bar graphs where each set

of bar graphs represents the percentage of students scoring “At and Above Standard” or

“At Standard” for a particular school year.

INDICATOR OF SUCCESSS

Success is measured by a meaningful increase in the percent of students performing “At

and Above Standard” and/or by above average achievement levels. Ideally, at least 75%

of students perform “At or Above Standard.”

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Chart 6

TerraNova Math


TerraNova Math


Figure 3 shows data from TerraNova Math Assessment. The vertical axis represents the

percentage of students performing “At or Above Standard”. Comparing the height of the

bars to each other within each cluster shows the amount of annual change in the level of

student performance across grade levels.


From 2010 to 2012, Grade 5 had a decrease of 6.8 points in the percent of students

performing “At or Above Standard”. Grade 6 grew by 1.5 percentage points and

Grade 7 grew by 7 points. Grade 8 grew by 1 point.

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Chart 7

TerraNova Science


TerraNova Science


Figure 4 shows data from TerraNova Science Assessment. The vertical axis represents

the percentage of students performing “At or Above Standard”. Comparing the height of

the bars to each other within each cluster shows the amount of annual change in the level

of student performance across grade levels.


From 2010 to 2012, Grade 5 had a decrease of 12 points in the percent of students

performing “At or Above Standard”. Grade 6 grew by 5 percentage points and

Grade 7 grew by 12.5 points. Grade 8 grew by 3 points.

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Chart 8

Local Problem Solving Assessment


Locally Developed Problem Solving Assessment


Figure 5 shows data from the Locally Developed Problem Solving Assessment. The

vertical axis represents the percentage of students performing “At or Above Standard”.

Comparing the height of the bars to each other within each cluster shows the amount of

annual change in the level of student performance across grade levels.


From 2010 to 2012, Grade 5 had a 1 point increase in the percent of students

performing “At or Above Standard”. Grade 6 decreased by 1 percentage point and

Grade 7 grew by 7 points. Grade 8 grew by just under 2 points.

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Instructional Data

Data Collection Instruments

We have selected the following instruments to collect data regarding instructional

data: teacher questionnaires, curriculum alignment/mapping activities,

instructional objectives survey, methodology questionnaire, and contacts with the

Department of Human Resources.

We have included data that reflects our school culture, including teacher experience

and levels of education. The faculty provided the number of years they have been

teaching. The Department of Human Resources provided us with the educational

background of the teachers.

Analysis of Data

Our data indicates that we have a very highly educated and experienced staff with

diverse training and specialties. The staff employs many methodologies in their

teaching, and learning objectives are comprised of learning basic skills and subject

matter content; and developing problem solving/analytical reasoning skills.

For both educational challenged and gifted students, West Point is staffed

sufficiently and carries out all requirements regarding special education.

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Teaching Experience in Years

Chart 9

This graph demonstrates that a sizeable majority of our teachers are experienced.

Fifty percent of the faculty has been teaching for more than twenty years. Eighty-

six percent of the faculty has been teaching more than ten years.

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Levels of Education

Chart 10

Our staff has a high level of training. Masters degrees are held by 100% of the

faculty with 52% on staff having a Masters degree + 30 or higher.

Implication for Action: Instructional Data

We see that our staff is well equipped to provide the necessary tools to implement

our school improvement goals.

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Follow-up on Former Students

Data Collection Instrument

Ninth grade students were interviewed and asked to respond to five questions about

their experiences as students in the West Point Middle School.

We collected the data using e-mails and discussions with former students.

Analysis of Data

Students felt prepared for all subjects; however, writing was not listed under the

category of Most Prepared. This is an indication that our goal of writing will be

beneficial to our students.

All ninth grade students, who were interviewed, were asked if they were satisfied

with the education that they received and all felt that they received a good education

at West Point Middle School and that they were prepared for high school.

They all recognized that teachers at the West Point Middle School were willing to

help their students outside of the regular classes whenever it was needed, and all

students felt safe in school.

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Presentation of Data: Follow-up on Former Students

The graph illustrates the subjects taught and the percent of students who felt that

they were MOST prepared in these subjects.

Chart 11

Subjects Students Felt Most Prepared For

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Mat

h

Histo

ry/G

over

nmen

t

Scien

ce

Fine

Arts

Techn

olog

y

Hea

lth a

nd P

hysica

l Edu

catio

n

Englis

h an

d W

ritin

g

Oth

er

Subject

Pe

rcen

t

As indicated in the graph students did not feel Most Prepared in their writing skills.

27

Implications for Action: Follow-up on Former Students

Although students felt prepared for all subjects, writing was not listed under the

category of Most Prepared. This is an indication that our goal of writing across the

curriculum will benefit all of our students.

Data Collection Instruments:

We selected the following instruments to collect data regarding Unique Local

Insights: a teacher questionnaire, interviews with parents and DoDEA Customer

Satisfaction Survey.

Analysis of Data

Our school being part of such a unique historic military community has many

opportunities for interaction between parents and professional staff. Our student

performance goal of written communication could be enhanced due to the proximity

of such abundant resources.

28

Unique Local Insights

Data Collection Instruments:

We selected the following instruments to collect data regarding Unique Local

Insights: a teacher questionnaire, interviews with parents and DoDEA Customer

Satisfaction Survey.

Analysis of Data

Our school being part of such a unique historic military community has many

opportunities for interaction between parents and professional staff. Our student

performance goal of written communication could be enhanced due to the proximity

of such abundant resources.

When asked about the partnership between parents and teachers, 45% of parents

are very satisfied with our school's communication.

The following communication tools were rated for effectiveness by parent

respondents: Newsletters (45%); web page (40%); email/letters from teachers

(35%); email/letters from principal (43%); parent-teacher conferences (29%).

The response rate of the DoDEA Customer Satisfaction Survey for parents was

33%.

74% of those parents gave the school an A or B grade

73% felt that West Point Middle School was meeting the DoDEA schools’ mail goal

for all students which are to meet or exceed challenging standards. Parents

responded with a grade of A or B

Three areas that parents felt needed improvement were:

25% Raising academic standards

18% Increasing academic support programs

12% Reducing class size

Implications for Action: Unique Local Insights

The resources of the community will allow the school to employ guest writers for

modeling skills in writing. The availability of the cadet community for tutoring and

mentoring will also be a useful resource in our goal for school improvement.

Format

29

Customer Satisfaction Survey 2010-2011

The following pages contain the Department of Defense Customer Satisfaction

Survey. The National Parents data are taken from the 2010 Phi Delta

Kappa/Gallup Poll of the Public’s Attitudes Toward the Public Schools.

Data is not reported for fewer than 20 responses.

Chart 12

West Point MS Results

SY 2010-11 Customer Satisfaction Survey Results (Full Report)

Response Rates: (A hyphen "-" indicates fewer than 20 responses)

Parents/Sponsors: 77 (33 %)

Students: 231 (97 %)

Overall Education

Parents/ Sponsors Students

National Parents

1. What grade would you give the public schools in the U.S.?

(Percent responding A and B) 32 % 58 % 18 %

2. What is the basis for your rating of the public schools in the U.S.?

My own experience(s) in the U.S. Public schools 92 % 71 %

What I've read in the newspapers or seen in the media 82 % 27 %

Friends and/or family 84 % 67 %

Other 13 % 10 %

3. What grade would you give the DoDEA schools overall? (Percent

responding A and B) 75 % 83 %

4. What grade would you give (your/your child's) school? (Percent

responding A and B) 74 % 80 % 77 %

5. One of the DoDEA schools' main goals is for all students to meet

or exceed challenging academic standards. Grade how well (your/your child's) school is meeting this goal right now. (Percent responding A and B)

73 % 81 %

6. How would you grade (your/your child's) school in preparing

students in the following subjects? (Percent responding A and B)

Reading 77 % 86 %

Writing 70 % 89 %

Mathematics 77 % 90 %

30

Science 87 % 94 %

Social studies 78 % 89 %

Use of technology 74 % 65 %

Foreign language 48 % 42 %

Health education 71 % 73 %

Physical education 77 % 81 %

7. How effective do you think the DoDEA schools are in preparing

students for the 21st century?

Very effective 35 % 33 %

Somewhat effective 51 % 58 %

Somewhat ineffective 13 % 7 %

Very ineffective 1 % 2 %

8. How satisfied are you with the assistant available to students who

need academic help in (your/your child's) school?

Very satisfied 38 % 43 %

Somewhat satisfied 32 % 38 %

Somewhat dissatisfied 6 % 10 %

Very dissatisfied 4 % 1 %

Don't know 19 % 8 %

9. In (your/your child's) school, do you think each of the following is a

major problem, a minor problem, or not a problem at all?

Crime/vandalism

Major problem 1 % 5 %

Minor problem 23 % 44 %

Not a problem at all 75 % 52 %

Fighting/violence




Bullying




Use of drugs/alcohol




Childhood obesity



31


Racial and ethnic understanding




Timely communication from teachers/administrators




Financial support/funding




Low quality curriculum/standards




Overcrowded classes




Transportation




Poor/outdated buildings and grounds




Lunch program




Other




10. Which of the following do you feel has the most potential to

improve (your/your child's) school?

32

First important improvement

Raising academic standards 25 % 11 %

Reducing class size 8 % 11 %

Improving teacher qualifications and competence 12 % 12 %

Improve administrative qualifications and competence 3 % 6 %

Increasing access to instructional technology 8 % 14 %

Increasing academic support programs 17 % 13 %

Increasing communication between school and home 8 % 8 %

No other suggestion 9 % 14 %

Other 12 % 10 %

Second important improvement





Consistent discipline policies 0 % 0 %





Other 10 % 4 %

Third important improvement





Consistent discipline policies 0 % 0 %





Other 6 % 5 %

11. Suppose you could choose your/your child's teachers. Assuming

they all had about the same experience and training, what personal qualities would you look for? Please check the two qualities below that are most important to you.

Dedication to teaching profession, enthusiasm 45 % 13 %

Caring about students 25 % 35 %

Intelligence 0 % 21 %

Ability to communicate, to understand, to relate 38 % 25 %

33

High moral character 6 % 3 %

Friendliness, good personality, sense of humor 3 % 57 %

Ability to discipline, to be firm and fair 6 % 6 %

Patience 9 % 15 %

Ability to inspire, motivate students 68 % 24 %

12. How safe (do you/does your child) feel in this school?

Very safe 87 % 75 %

Somewhat safe 13 % 22 %

Somewhat unsafe 0 % 3 %

Very unsafe 0 % 0 %

top ^

Assessment


National Parents

13. In your opinion, is there too much emphasis on achievement

testing in (your/your child's) school, not enough emphasis on testing, or about the right amount?

Too much emphasis 13 % 19 % 44 %

Not enough emphasis 5 % 3 % 12 %

About the right amount 70 % 56 % 42 %

Don't know 12 % 22 % 2 %

14. Currently, each state as well as DoDEA can select the test it

wishes to use to monitor progress for students in grades three to eight. Which do you prefer in the school in your community - letting each state and DoDEA select their own test, or requiring all to use a single standardized test?

Letting each state use its own test 14 % 39 % 33 %

Require all 50 states to use the same test 69 % 39 % 66 %

Don't know 17 % 23 % 1 %

top ^

Technology


National Parents

15. There are increasing opportunities for students to earn high

school credits online over the internet without attending a regular school. Generally speaking, do you approve or disapprove of this practice?

Approve 44 % 52 % 47 %

Disapprove 45 % 24 % 53 %

Don't know 10 % 24 % -

34

17. How effective is (your/your child's) school in using computer

technology as a tool for learning?



Somewhat ineffective 5 % 10 %

Very ineffective 4 % 3 %

Don't know 6 % 3 %

18. How (have you/has your child) used technology as a tool for

learning at this school?

Used online resources to locate information 95 % 95 %

Created multimedia products (presentations, websites, video) 87 % 86 %

Published assignments (word processing, desktop publishing) 87 % 84 %

Analyzed data (using spreadsheets, graphs, charts, and databases)

66 % 62 %

Practiced/learned subject matter content (reading, mathematics, science)

83 % 71 %

top ^

Student Support


National Parents

19. (Have you/Has your child) used the following guidance

counseling services at (your/your child's) school this year?

Academic development 45 % 68 %

Personal/social development 21 % 43 %

Career planning 36 % 52 %

I/my child used the counseling services but I am unsure why or do not wish to say why

18 % 24 %

Other 4 % 8 %

20. How satisfied are you with the following guidance services at

(your/your child's) school? *N/A *N/A

21. This school year, (has your/your child's) guidance counselor

communicated with you (by email, phone, newsletters, or letters) regarding (your/your child's):

Academic development 32 % 47 %

Personal/social development 16 % 29 %

Career planning 31 % 43 %

Other 1 % 4 %

22. Overall, what grade would you give the guidance counseling

services at (your/your child's) school? (Percent responding A and B) *N/A *N/A

23. Please grade how well (your/your child's) guidance counseling

program has helped (you/your child) prepare for life after high school (college, work, military, etc.). (Percent responding A and B)

*N/A *N/A

35

27. When you transferred from a DoDEA to a public school, what

were your three MAIN concerns?

Transfer of grades - 32 %

Graduation requirements (grades 7-12 only) - 11 %

School's awareness of military child issues (to include deployment support, frequent transitions, etc.)

- 43 %

Similarity of education quality and standards - 45 %

Availability of specialized programs (e.g. services for students with disabilities, gifted education)

- 28 %

Availability of extracurricular activities (e.g. band, chorus, sports, etc.)

- 36 %

Other - 9 %

No concerns - 28 %

29. When you transferred to a DoDEA from a public school, what

were your three MAIN concerns?

Transfer of grades 30 % 36 %

Graduation requirements (grades 7-12 only) 18 % 22 %

School's awareness of military child issues (to include deployment support, frequent transitions, etc.)

19 % 31 %

Similarity of education quality and standards 82 % 42 %

Availability of specialized programs (e.g. services for students with disabilities, gifted education)

54 % 30 %

Availability of extracurricular activities (e.g. band, chorus, sports, etc.)

61 % 42 %

Other 4 % 11 %

No concerns 4 % 30 %

30. When choosing to live on or off an installation that has DoDEA

schools, how important is the quality of the school(s) surrounding an installation in deciding where you will live?

Very important 87 %

Somewhat important 9 %

Important 4 %

Not very important 0 %

Not at all important 0 %

Does not apply, I've never had the choice of whether to live on or off an installation

0 %

31. Students within DoDEA schools transfer quite regularly. Grade

how effectively (your/your child's) school welcomes new students into the school. (Percent responding A and B)

87 % 83 %

top ^

Communication


National Parents

36

33. How effective is (your/your child's) school in using each of the

following to communicate with you?

School newsletters

Extremely effective 45 % 20 %



Slightly effective 3 % 14 %

Not at all effective 3 % 11 %

Not available 1 % 6 %

School open houses







School web page







Email/Letters from teacher







Email/Letters from principal







Telephone


37






Parent-Teacher Conferences







Parent Handbook







34. Grade (your/your child's) school on the following: (Percent

responding A and B)

Communicating (my/my child's) academic progress 91 % 83 %

Communicating (my/my child's) behavior 65 % 80 %

Keeping me informed about school events and activities 75 % 80 %

Responding to my questions and concerns in a timely manner 81 % 66 %

CSS Reports Footnotes:

National Parents data are from the 2010 Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools.

Shaded cells indicate that the question was not asked of national parents.

*Results not available at the school level.

38

Data 2006 - 2010

The following pages contain data that determined our goals and our progress

toward those goals.

The following instruments were used to collect data regarding student performance:

Terra Nova Multiple Assessments, Terra Nova Objective Performance Index, Terra

Nova Communication Arts Performance Arts Assessments, Scholastic Reading

Inventory Assessment, Terra Nova Objective Performance Index for Science and

Terra Nova Objective Performance Index for Math, Teacher evaluation assessment,

and Environmental scan.

Analysis of Data: Data Decision Making Matrix

The school leadership team reviewed the standardized testing instruments that are

administered to West Point Middle School students and decided to use the four

assessments listed in the first paragraph. At that point, the entire faculty reviewed

each assessment and the associated data. After reviewing the data, the faculty

determined our focus area from these findings.

The matrix below describes the results with these data instruments. The data for

each individual assessment and a brief description of the findings are on the

following pages.

In 2007 we returned to our assessments and added another dimension of teacher

evaluation assessment for Goal 2.

39

Test

(Report)

Finding 1 Finding 2 Finding 3 Finding 4 Finding 5

Terra Nova

MA

(Assessment

Summary)

(March 7,

2006)

Decline in

Language Arts in

all grades except 7

Improvement

in Reading

across the

grades.

Decline in

math across

the grades

in the lowest

quartiles.

Goal 2 2007

TNMA

OPI

(February

17, 2006)

Science

2007 Goal 2

Decline in Science

Inquiry scores

TNMA

OPI

(February

17, 2006)

Math

Decline in

Language Skills-

especially Editing

Skills

Decline in

Language

Skills-

Sentence

Structure and

Writing

Strategies

Decline in

Reading

Strategies-

(Evaluate

and Extend

Meaning

and Identify

Reading

Strategies)

Decline in Math

Communication

Goal 2 2007

TN

CAPA

(March 7,

2006)

Writing effectively

is a lower score

compared to other

writing and reading

strands.

Bottom quartile

has been

getting smaller.

Extended

meaning in

reading

strategies is

a weak area

but

generally

reading has

improved.

Scholastic

Reading

Inventory

(March 1,

2006)

This assessment

indicated that the

school-wide goal of

reading is not

justified. Cohort

group which

showed deficiencies

only represented

8% of the total

population.

Proficient or

Advanced in

Grade 5 for

2004-2005 was

78%

For 2005-

2006—87%

Proficient

or

Advanced in

Grade 6 for

2004-2005

was 85%

For 2005-

2006—84%

Proficient or

Advanced in

Grade 7 for

2004-2005 was

82%

For 2005-2006—

85%

Proficient or

Advanced in

Grade 8 for

2004-2005

was 90%

For 2005-

2006—97%

40

Data Decision Making Matrix

Presentation of Student Data

The following graphs illustrate the information in the Decision Making Matrix and

there is a brief description of our findings for each graph.

The Terra Nova Multiple Assessment test measures skills in reading, language,

math, science, and social studies. This assessment is administered in early spring.

The faculty determined that social studies and science results did not present any

significant findings. However, language arts showed a decline in all grades except

grade seven. Next, reading improved across the grades. Finally, a decline was

found in the lowest quartiles in math.

Terra Nova Multiple Assessment for Grade 5 Reading

Terra Nova Multiple Assessments Reading Grade 5

All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 0% 11% 34% 55%

2004 3% 9% 24% 64%

2005 9% 9% 28% 54%

2006 3% 6% 32% 59%

First Second Third Fourth

On this graph, results are shown for school years 2003 through 2006 in the area of

reading for grade five. An increase in the 2005 first quartile is answered with a

decline in school year 2006. More than 80% of West Point Middle School students

scored in the third and fourth quartile from 2003-2006. Students are consistently

performing above average in reading at the fifth grade level.

41

Terra Nova Multiple Assessment for Grade 5 Language Arts

Terra Nova Multiple Assessments Language Grade 5

All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 3% 13% 32% 52%

2004 2% 15% 31% 52%

2005 5% 15% 31% 49%

2006 1% 7% 24% 68%


A decrease can be seen in the first and second quartiles over the 2003 to 2006 time

period, while the third and fourth quartiles continually total 80% or higher.

Students are consistently performing above average in language arts at the fifth

grade level.

42

Terra Nova Multiple Assessment for Grade 5 Math

Terra Nova Multiple Assessments Math Grade 5

All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 10% 13% 34% 43%

2004 7% 24% 30% 39%

2005 12% 12% 28% 48%

2006 1% 7% 15% 77%


A significant decrease in the first quartile’s percentage is noted for school years

2003 to 2006. A 34% increase has taken place in the fourth quartile in the same

period of time. A majority of West Point Middle School students scored in the third

and fourth quartile.

43



All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 0% 8% 22% 70%

2004 5% 3% 37% 55%

2005 0% 10% 32% 58%

2006 0% 20% 28% 52%


On this graph the combined third and fourth quartiles show percentages of 92%,

92%, 90%, and 80% for SY 2003-06. Please note that the first quartile has reported

0% for three out of the four years.

44


.


All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 3% 6% 30% 61%

2004 5% 7% 25% 63%

2005 4% 12% 25% 59%

2006 1% 12% 38% 49%


We see a decrease in the fourth quartile for the school year 2004 to 2006; however

the combined third and fourth quartiles remain consistent at eighty-four percent or,

higher.

45



All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 6% 6% 23% 65%

2004 8% 7% 20% 65%

2005 1% 12% 21% 66%

2006 5% 15% 25% 55%


Slight increases in the first and second quartiles are noted for 2005-2006, with the

third quartile increasing over the same period of time. Total scores in third quartile

and fourth quartile remained fairly constant at 80% or better.

46



All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 5% 5% 24% 66%

2004 6% 10% 15% 69%

2005 2% 10% 21% 67%

2006 0% 9% 27% 64%


Slight increases and decreases may be noted throughout the quartiles when

comparing 2003 to 2006 data. Please note that during the school year 2006, the first

quartile had 0%, while 91% of the students were in the third and fourth quartiles.

47



All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 3% 7% 17% 73%

2004 7% 3% 28% 62%

2005 3% 3% 22% 72%

2006 0% 4% 19% 77%


A slight decrease may be noted in our second data quartile with increases in our

third and fourth quartile data. Please note that during the school year 2006, the first

quartile had 0%, while 96% of the students were in the third and fourth quartiles.

48



All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 3% 3% 25% 69%

2004 10% 10% 24% 56%

2005 6% 12% 16% 66%

2006 2% 8% 31% 59%


In the third and fourth quartile we have consistently scored 80% or above with the

2006 school year reaching the 90%.

49



All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 0% 7% 16% 77%

2004 5% 5% 18% 72%

2005 0% 9% 22% 69%

2006 0% 2% 11% 87%


Ninety-eight percent of the eighth grade students scored in the third and fourth

quartiles in the school year 2006.

50



All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 4% 2% 17% 77%

2004 6% 4% 20% 70%

2005 5% 14% 19% 62%

2006 0% 3% 24% 73%


In school year 2003, 94% of the students were in the third and fourth quartiles for

language arts. This increased to 97% for school year 2006.

51



All by Quartiles

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quartiles

2003 0% 3% 17% 80%

2004 9% 2% 9% 80%

2005 6% 14% 16% 64%

2006 2% 5% 13% 80%


Consistency may be noted in the fourth quartile as 80% of the students are within

this quartile for three out of four reporting years.

52

The Terra Nova Objective Performance Index The Terra Nova Objective Performance Index reports scores for the sub-skills in

each area of the Terra Nova. A moderate mastery range of scores is shown for each

sub-skill. Results are given for years 2003, 2004, 2005, 2006, 2007, 2008, 2009 and

2010.

53

54

55

Conclusions: In 2005, after careful examination, West Point Middle School staff

noticed a pattern of decline in language skills across all the sub-skills and all grade

levels.

Conclusions: In 2007, a weakness was noted in Math Problem Solving/ Reasoning

and Science Inquiry leading us to formulate our second goal.

56

Terra Nova Performance Assessment, Communication Arts

The CAPA test incorporates reading strands of establishing understanding,

exploring meaning, extending meanings, examining strategies, and evaluating

critically.

The writing strands include writing effectively and writing fluently. The

testing was done during a span of three years from 2003 to 2005.

When all students were tested, the Below Standard category reflected a total

of five students in 2003 and four students in 2004. All students except one in each

school year had accommodations for this test.

During 2003 to 2004, 93% and 96 % of the students were At or Above

Standard respectively. In 2005, 100% of all the students were At Standard or

Above Standard. Of these students, 73% were in the Above Standard category.

The Total Communication Arts for all students reflected that none of the

students were Below Standard for 2005.

CAPA ALL Students Reading Strands

CAPA Reading Strands

Local Percent Correct for All Students

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2003 82% 73% 77% 74% 76%

2004 81% 73% 69% 64% 72%

2005 82% 75% 74% 81% 77%

Establishing Understanding Explore MeaningExtend Meaning and

Examine StrategiesEvaluate Critically Total Reading

There was consistency in four of the five reading strands shown, with scores that

ranged from 70% to 80%. In one area, Evaluating Critically, there was a marked

increase of 17% from 2004 to 2005.

57

CAPA All Students Writing Strands

CAPA Writing Strands

Local Percent Correct for All Students

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2003 71% 88% 77%

2004 69% 79% 72%

2005 76% 85% 79%

Write Effectively Write Fluently Total Writing

This graph shows an increase of 6% to 7% in all writing strands from 2004 to 2005.

Total Writing percentiles remain above 70%.

58

Total Communication Arts All Students

Total Communications Arts Total Performance Level Percent of All Students

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2003 2% 7% 38% 53%

2004 5% 5% 46% 43%

2005 0% 8% 31% 61%

Below Standard Partially Met Standard At Standard Above Standard

On this graph, approximately 90% of the student body is performing At or

Above Standard for Communication Arts. By 2005, there were no students whose

performance was Below Standard.

59

CAPA Reading Strand No Accommodations


Local Percent Correct for Students With No Accommodations

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2003 83% 74% 77% 76% 78%

2004 84% 76% 72% 67% 75%

2005 85% 79% 78% 85% 82%



Total reading strands for the years 2003 to 2005 range from 75% to 82%.

There was consistent growth in all areas and in particular Evaluating Critically

showed an increase of 18%.

60

CAPA Writing Strands No Accommodations


Local Percent Correct for Students With No Accommodations

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2003 73% 90% 79%

2004 73% 82% 76%

2005 81% 89% 84%


Students performed from 2003 to 2005 at a range of 76% to 84%. In the year

2005, there was an increase of 7% to 8% in all writing strands.

61

CAPA Total Communication Arts No Accommodations

In 2005, 100% of the students were At or Above Standard for Communication

Arts. In the Above Standard category, there was a marked increase of 23%

between 2004 and 2005.

Total Communication Arts Total Performance Level Percent of Students with No Accommodations

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2003 2% 7% 37% 56% 2004 2% 2% 46% 50% 2005 0% 0% 27% 73%


62

CAPA Reading Strands with Accommodations


Local Percent Correct for Students With Accommodations

2003 had 3 Students, 2005 had 14 Students

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2003 61% 56% 61% 44% 56%

2004 60% 56% 50% 42% 52%

2005 68% 59% 60% 64% 60%



All areas of the Reading Strands show increases between 3% and 22%. This

included our students with accommodations.

63

CAPA Writing Strands with Accommodations


Local Percent Correct for Students With Accommodations


0%

10%

20%

30%

40%

50%

60%

70%

80%

2003 46% 56% 49%

2004 45% 60% 50%

2005 59% 71% 63%


The Writing Strands show an increase between 9% to 14% from 2004 to 2005.

This included students with accommodations.

64

Total Communication Arts with Accommodations

Total Communications Arts

Total Performance Level Percent of Students with Accommodations


0%

10%

20%

30%

40%

50%

60%

70%

80%

2003

2004

2005

2003 33% 0% 67% 0%

2004 25% 25% 50% 0%

2005 0% 38% 54% 8%


There were no students Below Standard for Communication Arts by 2005.

Over half of the students with accommodations were At or Above Standard

throughout 2003 to 2005.

65

Scholastic Reading Inventory (SRI) is a reading test to determine the independent

reading levels of students. The results are reported in both criterion-referenced and

norm-referenced terms, indicating a student’s reading ability. A lexile score is used

to measure the student’s comprehension level and how it compares to those of other

students. Upon completing the test, these lexile measures (reading levels) are used

to find the range of text with which the student is most likely to succeed.

Scholastic Reading Inventory Grade 5 2004-2005

5th Grade SRI 2004-2005

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

en

tag

e

8/04 16% 10% 53% 21%

1/05 2% 16% 45% 37%

Below Basic Basic Proficient Advanced

There was a decrease in the number of fifth grade students scoring in the Below

Basic category for school year 2004-2005. In August 2004, 74% of these students

were Proficient or Advanced and this percentile increased by January 2005 to 82%.

66



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

en

tag

e

8/04 0% 21% 31% 49%

1/05 0% 10% 32% 58%


There were no sixth grade students in the Below Basic category for SY 2004-2005.

By January 2005, 90% of the sixth grade students were in the Proficient or

Advanced categories.

67



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pe

rcen

tag

e

8/04 2% 21% 26% 52%

1/05 0% 15% 24% 61%


The percent of students increased from 78% to 85% in the Proficient and Advanced

categories by January 2005, no students were Below Basic.

68



0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

en

tag

e

8/04 8% 3% 32% 61%

1/05 3% 10% 23% 64%


The percent of students decreased from 93% to 87% in the areas of Proficient and

Advanced. The Below Basic category was reduced by 5% while the Basic category

was increased 7% and the Advanced category by 3%. By January 2005, there were

87% of the students in the Proficient or Advanced categories.

69



0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

Pe

rcen

tag

e

8/05 6.7 9.3 50.7 33.3

1/06 4.0 6.7 37.3 52

5/06 2.0 3 35 60


The below Basic category saw a decline of almost five percentage points. The Basic

category saw a decline of six percentage points while the Proficient and Advanced

category totals went from 84% to 95%.

70



0

10

20

30

40

50

60

70

80

90

100

Pe

rcen

tag

e

8/05 1.4 17.4 43.5 37.7

1/06 1.4 12.7 39.4 46.5

5/06 1 7 42 50


The percent of students increased 11% in the Proficient and Advanced categories.

There was a 10% reduction of students in the Basic category. By May 2006, there

were 92% of the students in the Proficient or Advanced categories.

71



0

10

20

30

40

50

60

70

80

90

100

Pe

rcen

tag

e

8/05 3.3 15 26.7 55

1/06 3.1 9.2 27.7 60

5/06 2 6 32 60


The percent of students increased 10% in the Proficient and Advanced categories.

Those in the Below Basic and Basic categories were reduced by 10%. By May 2006,

92% of the students were in the Proficient or Advanced categories.

72



0

10

20

30

40

50

60

70

80

90

100

Pe

rcen

tag

e

8/05 1.8 3.7 27.8 66.7

1/06 0 1.8 23.2 75

5/06 0 1 19 80


The students showed an increase of 5% in the Proficient and Advanced categories.

There were no students in the Below Basic category by January 2006. There were

99% of the students in the Proficient or Advanced categories by May 2006.

The table below shows the data from the cohort group. The cohort group is made

up of students in the Read 180 program who attended West Point Middle School for

the last three years. We have been looking at this group in terms of our school

improvement process throughout the 2000-2006 School Improvement plan. The

following table shows the reading strands specific to the SRI test.

73

Scholastic Management Suite for Read 180

Cohort Group Data for Reading Strategies

Stu

den

ts

Rea

din

g f

or

Det

ail

Seq

uen

cin

g

Fin

din

g t

he

Main

Idea

Su

mm

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70%

#1 83% 100% 85% 50% 71% 66% 83% 66% 66% 4 #2 100% 100% 33% 100% 100% 50% 100% 100% 100% 2

#3 100% 66% 100% 66% 100% 75% 100% 66% 100% 3 #4 100% 0% 100% 50% 100% 100% 100% 100% 50% 3 #5 100% 66% 100% 100% 100% 50% 50% 100% 100% 3

#6 85% 62% 71% 66% 100% 100% 100% 85% 83% 2 #7 50% 0% 100% 100% 0% N/A 50% 50% 83% 5

#8 100% 0% 100% 100% 0% 50% 50% 100% 100% 4 #9 50% 100% 100% 100% 100% 50% 100% 33% 100% 3

#10 100% 100% 100% 100% 0% 100% 100% 100% 100% 1 #11 100% 50% 50% 50% 100% 50% 100% 50% 100% 5 #12 75% 100% 25% 100% 75% 100% 75% 50% 60% 3

#13 100% 66% 100% 100% 100% 100% 100% 100% 66% 2 #14 100% 100% 100% 100% N/A N/A 100% 100% 0% 1 #15 75% 100% 60% 60% 66% 75% 100% 66% 66% 5

#16 50% 0% 100% 100% 0% N/A 50% 50% 83% 5

#17 83% 92% 75% 83% 86% 58% 90% 90% 60% 2 #18 71% 80% 100% 50% 100% 71% 85% 85% 66% 2 #19 100% 85% 62% 100% 100% 87% 100% 100% 85% 1

Total # of Students Below 70%

3 16%

9 47%

6 32%

7 37%

5 26%

7 37%

4 21%

8 42%

8 42%

74

Implications for Action: Student Data

Student Performance Goal 1

Based on our student data from the Terra Nova Multiple Assessments, the Terra

Nova Objective Performance Index, the Terra Nova Communication Arts

Performance Arts assessments, and the Scholastic Reading Inventory, a need exists

for improvement in areas directly related to written expression. Writing skills

should be part of instruction across the curriculum.

Our goals will be that all students will improve their writing skills across the

curriculum and that all students will improve their editing skills across the

curriculum.

One intervention that will be used is 6+1 Traits of Writing.

Implications for Action: Student Data

Student Performance Goal 2

Based on our student data from the Terra Nova Objective Performance Index for

Science Inquiry and Terra Nova Objective Performance Index for Math Problem

Solving/Reasoning and Teacher Evaluation Assessment, a need exists for

improvement in problem solving skills.

Our goals will be that all students will improve their problem solving skills across

the curriculum. One intervention that will be used is Big6.

75

Environmental Scan Log

All members of staff researched the projected needs of our society and how we are

preparing our students for the skills that will be needed.

We used the article “Ten Trends: Educating Children for Tomorrow’s World by

Gary Marz found on the NCA site, as well as information from the US. Department

of Labor, Bureau of Labor Statistic, US Department of Labor Employment and

Training Administration, and the University of California.

Staff members found that skills that may impact present/future academic areas as

well as job opportunities were communication skills, writing being especially

important to the future needs of our society.

We concluded that the school wide goal should be written communication since our

data suggested that a strengthening of writing skills would be beneficial and the

scan indicated that our students will need this skill for future employment.

In SY 2007 we revisited the environmental scan as we assessed our needs for a

second goal. We determined that problem solving skills were important to the

future needs of our students. We concluded that our second school wide goal should

be strengthening of problem solving skills.

In 2010 we revisited the needs of the student now and in the future. Teachers read

an article on 21st century schools “What is 21

st Century Education?’ and in both

large groups and in grade level teams the ideas in the article were discussed.

The conclusions that were significant to our students in the middle school were:

Teaming for both students and teachers,

Role of teacher from “sage on the stage” to facilitator

Teaching process not product

Multiple learning styles for students

Teach to the whole child

Project based and differentiated curriculum

76

Triangulation of Data and Goal Selection

Goal One: All students will improve their writing skills across the curriculum.

All students will improve their editing skills across the curriculum.

Data Point 1: Terra Nova Multiple Assessments

Data Point 2: Terra Nova Communication Arts Performance Arts assessments

Data Point 3: Scholastic Reading Inventory

Data Point 4: Data of Former Students

Data Point 5: Environmental Scan

Analysis and conclusion:

All the data collected indicates a need for students to understand and apply writing

as a tool for learning across the curriculum. Writing and editing skills will be

taught and applied in all subject areas and on every grade level.

In SY 2007 Goal One was changed:

All students will improve their writing skills across the curriculum.

Triangulation of Data and a second Goal Selection

In SY 2007 a second goal was added to our school improvement plans.

GOAL Two: Problem solving across the curriculum.

Data Point 1: Terra Nova OPI

Data Point 2: Teacher Questionnaire

Data Point 3: Former Student Questionnaire

Data Point 4: Parent Questionnaire

Data Point 5: Environmental Scan

77

SIP School Improvement Plan

IS Information System

PS Process of Schooling

VL Vision, Leadership-Governance, and School Community

RA Resources and Allocation

Stage 1: Emerging Capacity for Improvement --A school or system has implemented

the improvement plan and is able to document enhanced student performance for

at least one goal.

Stage 2: Developing the Capacity for improvement --A school or system has

implemented its improvement plan and is able to document enhanced student

performance for some of the student performance goals.

Stage 3: Increasing the Capacity for Improvement --A school or system has

implemented the improvement plan and is able to document enhanced student

performance for all of the student performance goals. The school demonstrates

continued growth relative to the NCA Standard.

Stage 4: Exceeding the Capacity for Improvement --Stage 4 is an exemplary /eve/ of

achievement. The school or system has implemented its improvement plan and

credentials individual students in academics, career awareness, and employability

skills.

Documents

West Point Middle School · Total Communication Arts All Students ... West Point Middle School ... Guitar, General Music, Research Project,