MMA opened
in 2014-15.
EDGECOMBE COUNTY PUBLIC SCHOOLS
Martin Millennium Academy
STRATEGIC IMPROVEMENT PLAN
2015-2016
SCHOOL/DEPARTMENT: Martin Millennium Academy
VISION: We will be innovative leaders working for positive change in our global community.
MISSION: We are Trailblazers! Together we celebrate our strengths and our diversity, seize opportunities to serve others, and strive for
excellence in all that we do.
DATA SUMMARY, 2014-2015*
NEEDS ASSESSMENT FOR 2015-2016
STUDENT ACHIEVEMENT RESULTS:
EVAAS Growth Index: -1.11 (met growth)
Composite, College and Career Ready (CCR): 20.4%
● Reading, CCR: 19%
● Math, CCR: 17.4%
● Science, CCR: 32.4%
Composite, Grade Level Proficient (GLP): 28.8%
● Reading, GLP: 27.8%
● Math, GLP: 25%
● Science, GLP: 41.9%
AMO Target Data, GLP, all EOG/EOC subjects:
● Black: 20.8%
● Hispanic: 43.2%
● Two or more races: 14.3%
● White: 40.4%
● EDS: 17.2%
● LEP: 11.9%
● SWD: 5.6%
● AIG: 83.1%
TEACHER ATTENDANCE OVERVIEW:
●
●
Professional Leave: 245 days
Sick / Personal Leave: 205 days (average of 5 days per teacher)
STUDENT ATTENDANCE RATE:
●
95.12%
STUDENT DISCIPLINE DATA:
●
●
Office Discipline Referrals: 326
Incidents of Out of School Suspension: 181
TEACHER WORKING CONDITIONS SURVEY SUMMARY:
The Martin Millennium Academy School Improvement Team believes that in
order to ensure our scholars are on a life path that leads to true opportunity,
we must remain committed to developing our students as leaders and scholars.
Our data from the 2014-2015 school year has led us to identify four key
priorities for the 2015-2016 school year:
1. Increase rigor in our classrooms through:
a. Stronger alignment of standards, formative assessments, and
lessons
b. Increased use of the Project-Based Inquiry (PBI) approach
and inquiry strategies in general
c. Using data effectively to encourage student growth
2. Improve the school climate and decrease disciplinary incidents
through the increased use of Restorative Practices throughout the
school.
3. Provide scholars with a deeper understanding of the world around
them through increased global integration in every unit, with a
particular focus on cultural awareness and the Habit of, “Seeking first
to understand, then to be understood.”
4. Facilitate the development of leadership skills in our students by
teaching students to adopt a growth mindset and reinforcing
selected Habits each quarter.
●
“Overall, my school is a good place to work and learn”: 97% agree
PARENT SURVEY DATA:
● On the Parent Survey given by ECPS in 2014-2015, parents gave
MMA an overall letter grade of “A.”
* MMA opened in August of 2014. Therefore, data from years prior to 20142015 cannot be reported.
PRIORITY GOALS
SMART GOAL #1
Increase Grade Level Proficiency on all EOG assessments from 28.8% to
45%. Increase College and Career Ready composite from 20.2% to 32%.
Specifically, we will place emphasis on increasing the Grade Level
Proficiency of our African-American student subgroup from 20.8% to 32%.
(AA: 20.8; Hispanic 42.3; White: 40.4)
WHAT SUCCESS LOOKS LIKE
In June of 2016, nearly half of our scholars will be performing on grade level
in reading, math, and science, as evidenced by their End of Grade test scores.
In addition, a significantly higher percentage of our African-American
students, our largest racial/ethnic subgroup, will perform on grade level. In
addition, nearly one-third of our scholars will be designated College and
Career Ready by the state of NC. The increase in Grade Level Proficiency
and College and Career Readiness will indicate that our scholars are on their
way to obtaining the critical thinking skills and conceptual understandings
that will lead to success in high school, college, and beyond.
SMART GOAL #2
WHAT SUCCESS LOOKS LIKE
Exceed EVAAS growth targets in all EOG grades and subject areas. Specific
areas of focus, based on ‘14-’15 data:
● 3rd and 4th grade reading and math (did not meet growth in ‘14-’15)
● 5th grade science (did not meet growth in ‘14-’15)
● Middle, mid-high, and highest student groups, across all grades and
subject areas (low and mid-low student groups showed greater growth
in ‘14-’15)
As our EOG proficiency composites indicate, the majority of our scholars are
currently performing significantly below grade level. While it is critical to
raise our proficiency (see SMART GOAL #1), we must also ensure all of our
scholars make at least a year’s worth of growth by June of 2016, in order to
close achievement gaps and set them on a path to “catch up” to their peers.
Specifically, we will put our elementary scholars on a positive trajectory, such
that this gap is closed or narrower, rather than wider, when they reach middle
and high school. Our scholars in the middle and high student groups, per
EVAAS, will make significant growth this year.
SMART GOAL #3
WHAT SUCCESS LOOKS LIKE
Decrease incidents of suspension to fewer than 100 total by implementing
Restorative Practices and promoting student leadership on a daily basis in all
classrooms.
SMART GOAL #4
Global integration will occur at least weekly in all classrooms (K-8 and
Enhancement), and globally-themed events that engage the school and local
community will take place at least monthly.
All of our scholars will reap the benefits of a full year’s worth of academic
and leadership instruction as a result of remaining in the classroom during the
2015-2016 school year. They will be able to take charge of their actions and
resolve differences productively using Restorative Practices.
WHAT SUCCESS LOOKS LIKE
Our scholars will increasingly demonstrate intercultural competence. They
will “Seek First to Understand” cultural differences and value other
perspectives, while gaining a greater understanding of the historical and
current events that shape our world.
EDGECOMBE COUNTY PUBLIC SCHOOLS
Martin Millennium Academy
Targeted Priority Areas
ECPS Core Values: Continuous Improvement, Community, Relationships, Safe Schools, Rigorous Curriculum and Instruction
SMART
Goal 1:
Core Value
Strand
Increase Grade Level Proficiency on all EOG assessments from 28.8% to 45%. Increase College and Career Ready composite from
20.2% to 32%. Focus on increasing the Grade Level Proficiency of our African-American student subgroup from 20.8% to 32%.
(AA: 20.8; Hispanic 42.3; White: 40.4)
Actions, Strategy, Intervention
Timeline
Estimated Cost, Funding
Sources and Resources
Person(s)
Responsible
Evaluation of Implementation &
Impact on Student Learning
Artifacts
RCI, CI
Use data effectively through:
● Analysis of pre- and posttest scores with coaches
and in PLCs
● Data-driven differentiated
instruction
● Deep dives into gaps and
solutions during Data Days
● Student data tracking
August
2015 April 2016
Data Day subs: Title I
funds
Teachers
PLC minutes
Teachers generate
and implement
strategies to close
gaps
Pre/post test
scores
Increase in student
scores
Benchmark scores
Increase in student
scores
Lesson plan
feedback
Lesson plans are
increasingly
strategic and lead
to greater student
achievement
Coaches
District-allocated funds for
three “Mentors in Schools”
Administrative
Team
Evidence strategy is
effective
Data will be reviewed holistically
with the SIT each quarter and
action steps will be adjusted
accordingly.
RCI, CI
Coaching Model: All homeroom
and Enhancement teachers will
have a “coach” who provides
weekly lesson plan feedback and
facilitates ongoing cycles of
August
2015 June 2016
District-allocated funds for
three “Mentors in Schools”
Coaches
Teachers
reflection, instructional feedback,
and adjustment of practice.
Engage in quarterly “Coaching
Stepbacks” to evaluate
effectiveness of model, determine
which teachers need additional
support, and create action plans for
those teachers.
RCI, CI
RCI, CI
RCI, CI
RCI, CI
Strategic use of I/E time:
October
Following the first post-test and
2015 BOY Read 3D window, data will
June 2016
be used to develop Intervention and
Enrichment groups that target
specific skills. Groups will be
revisited when new data is
collected (at least quarterly).
Tutors: Title I funds
Inquiry-based instruction:
Project-based inquiry lessons will
be implemented at least on a
weekly basis in all core and
Enhancement classes. Teachers
will receive additional support in
inquiry-based instruction,
particularly in math. Instructional
strategies will be culturally
responsive.
Title I funds for PD, if
necessary
August
2015 June 2016
Facilitation of
learning improves
and leads to greater
student
achievement
Flexible I/E
groupings
Increased post-test,
benchmark, EOG,
Reading 3D, and
K-2 assessment
scores
Tutors
I/E plans
August
Strategic scheduling for EC and
AIG students to ensure all
2015 students’ needs are being met. EC June 2016
students in need of specific phonics
interventions will be scheduled into
a Hill RAP group.
N/A
Increased focus on writing in all
grade levels and content areas.
Students will write daily during
Writer’s Workshop and compile a
portfolio.
Title I funds for PD, if
necessary
August
2015 June 2016
Teachers
Videos, walkthroughs,
observation
feedback
Instructional
Coach
PLC minutes
Teachers
Lesson plans
Coaches
PD agendas
EC teacher
Schedules
Increased post-test,
benchmark, EOG.
Reading 3D and K2 assessment scores
for EC / AIG
students
Teachers
Lesson plans
Coaches
Student writing
portfolios
Increased post-test,
benchmark, EOG,
Reading 3D, and
K-2 assessment
scores
AIG teacher
Admin Team
District leaders
Increased post-test,
benchmark, EOG.
Reading 3D, and
K-2 assessment
scores, particularly
on questions
requiring
conceptual
understanding
RCI, CI
Data-driven use of tutors in all
grade levels, and closer monitoring
of student achievement results of
students who receive tutoring
services.
Sept 2015 - Tutors: Title I funds
June 2015
Tutors
Tutor schedules
Teachers
Data collection
Instructional
Coach
Increased post-test,
benchmark, EOG,
Reading 3D, and
K-2 assessment
scores
Progress Monitoring
Progress Towards Goal
Date
Data
Next Steps
Areas of Growth
Areas for Improvement
EDGECOMBE COUNTY PUBLIC SCHOOLS
Martin Millennium Academy
Targeted Priority Areas
SMART
Goal 2:
Core Value
Strand
Exceed EVAAS growth targets school-wide. Specific areas of focus, based on gaps in ‘14-’15 performance:
● 3rd and 4th grade reading and math
● 5th grade science
● Middle, mid-high, and highest student groups, across all grades and subject areas
Actions, Strategy, Intervention
Timeline
Estimated Cost, Funding
Sources and Resources
Person(s)
Responsible
Evaluation of Implementation &
Impact on Student Learning
Artifacts
RCI, CI
Use data effectively through:
● Analysis of pre- and posttest scores with coaches
and in PLCs
● Data-driven differentiated
instruction
● Deep dives into gaps and
solutions during Data Days
● Student data tracking
August
2015 April 2016
Data Day subs: Title I
funds
Teachers
PLC minutes
Teachers generate
and implement
strategies to close
gaps
Pre/post test
scores
Increase in student
scores
Benchmark scores
Increase in student
scores
Lesson plan
feedback
Lesson plans are
increasingly
strategic and lead
to greater student
achievement
Videos, walkthroughs,
Facilitation of
learning improves
Coaches
Coaching: Districtallocated funds
Administrative
Team
Evidence
Data will be reviewed holistically
with the SIT each quarter and
action steps will be adjusted
accordingly.
RCI, CI
Coaching Model: All homeroom
and Enhancement teachers will
have a “coach” who provides
weekly lesson plan feedback and
facilitates ongoing cycles of
reflection, instructional feedback,
and adjustment of practice.
August
2015 June 2016
District-allocated funds for
three “Mentors in Schools”
Coaches
Teachers
Engage in quarterly “Coaching
Stepbacks” to evaluate
effectiveness of model, determine
which teachers need additional
support, and create action plans for
those teachers.
RCI, CI
RCI, CI
RCI, CI
RCI, CI
Strategic use of I/E time:
October
Following the first post-test and
2015 BOY Read 3D window, data will
June 2016
be used to develop Intervention and
Enrichment groups that target
specific skills. Groups will be
revisited when new data is
collected (at least quarterly).
Tutors: Title I funds
Inquiry-based instruction:
Project-based inquiry lessons will
be implemented at least on a
weekly basis in all core and
Enhancement classes. Teachers
will receive additional support in
inquiry-based instruction,
particularly in math.
Title I funds for PD, if
necessary
August
2015 June 2016
and leads to greater
student
achievement
Flexible I/E
groupings
Growth from prepost tests; growth
in benchmark,
EOG, Reading 3D,
and K-2 assessment
scores throughout
the year
Tutors
I/E plans
August
Strategic scheduling for EC and
AIG students to ensure all
2015 students’ needs are being met. EC June 2016
students in need of specific phonics
interventions will be scheduled into
a Hill RAP group.
N/A
Increased focus on writing in all
grade levels and content areas.
Students will write daily during
Writer’s Workshop and compile a
portfolio.
Title I funds for PD, if
necessary
August
2015 June 2016
Teachers
observation
feedback
Instructional
Coach
PLC minutes
Teachers
Lesson plans
Coaches
PD agendas
EC teacher
Schedules
Growth from prepost tests; growth
in benchmark,
EOG, Reading 3D,
and K-2 assessment
scores throughout
the year for EC /
AIG students
Teachers
Lesson plans
Coaches
Student writing
portfolios
Growth from prepost tests; growth
in benchmark,
EOG, Reading 3D,
and K-2 assessment
scores throughout
the year
AIG teacher
Admin Team
District leaders
Growth from prepost tests; growth
in benchmark,
EOG, Reading 3D,
and K-2 assessment
scores throughout
the year
RCI, CI
Data-driven use of tutors in all
grade levels, and closer monitoring
of student achievement results of
students who receive tutoring
services.
Sept 2015 - Tutors: Title I funds
June 2015
Tutors
Tutor schedules
Teachers
Data collection
Instructional
Coach
Growth from prepost tests; growth
in benchmark,
EOG, Reading 3D,
and K-2 assessment
scores throughout
the year
Progress Monitoring
Progress Towards Goal
Date
Data
Next Steps
Areas of Growth
Areas for Improvement
EDGECOMBE COUNTY PUBLIC SCHOOLS
Martin Millennium Academy
Targeted Priority Areas
SMART
Goal 3:
Core Value
Strand
Decrease incidents of suspension to fewer than 100 by implementing Restorative Practices and promoting student leadership on a
daily basis.
Actions, Strategy, Intervention
Timeline
Estimated Cost, Funding
Sources and Resources
Person(s)
Responsible
Evaluation of Implementation &
Impact on Student Learning
Artifacts
SS, CI, R
SS, CI, R
SS, CI, R
Implement Restorative Justice /
Community Building circles daily
in each homeroom.
August
2015 June 2016
Employ In-School Suspension
(ISS) Coordinator to serve as
Intervention Specialist, instead of
typical ISS facilitator. Main
responsibilities include facilitating
reflection and returning scholars to
the classroom.
September
2015 June 2016
Revise LEAD Matrix & develop
“Trailblazer Toolkit” in each
grade level with common
August
2015 June 2016
N/A
Teachers
Observations
Students
proactively solving
problems and
building
relationships
Lesson plans
Strong plan that
teaches students
how to make
positive choices
Office Discipline
Data
Decrease in Office
Discipline
Referrals
Data collected by
Intervention
Specialist (log)
Number of repeat
visitors to
Intervention
Specialist declines
throughout year
RJ/PBIS
Committee
ISS Coordinator Salary
Intervention
Specialist
Teachers
Title I funds for 3 days of
staff development in
August 2015
Admin Team
Student
Reflections
Teachers
LEAD Matrix
Admin Team
Evidence
Decrease in
referrals to
Intervention
expectations and classroom
management strategies, including
selected Teach Like a Champion
strategies, to be employed prior to
referral to Intervention Specialist.
SS, CI, R
Teach and integrate the Seven
Habits of Highly Effective People
in a systematic way.
August
2015 June 2016
N/A
Teachers
Common
expectations
Specialist and
administration
Lesson plans for
“Focus Lessons”
Students
proactively employ
Habits and use
Habit language
without prompting
Admin Team
Observations
CI, R
Solicit student input & feedback:
● Conduct a Student Survey
at the end of Quarter 2 to
solicit student input on
effectiveness of
Restorative Practices and
relationships with school
staff, among other issues.
● Conduct monthly meetings
with Student Ambassadors
to solicit student input on
practices listed above.
August
2015 June 2016
N/A
Admin Team
Survey Results
Teachers
Meeting Agendas
School and
classroom practices
adjusted based on
student input;
students
proactively solve
problems and build
relationships
Progress Monitoring
Progress Towards Goal
Date
Data
Next Steps
Areas of Growth
Areas for Improvement
EDGECOMBE COUNTY PUBLIC SCHOOLS
Martin Millennium Academy
Targeted Priority Areas
Priority Area #4:
SMART
Goal 4:
Core Value
Strand
Global integration will occur at least weekly in all classrooms (K-8 and Enhancement), and globally-themed events that engage the
school and local community will take place at least monthly.
Actions, Strategy, Intervention
Timeline
Estimated Cost, Funding
Sources and Resources
Person(s)
Responsible
Evaluation of Implementation &
Impact on Student Learning
Artifacts
CI, C, R, RCI Plan and implement Project-Based
Inquiry units and lessons that
include global integration.
Provide ongoing support to
teachers in the area of global
integration by implementing Year
Two of VIF Global Modules (Year
One for new staff).
C, R, CI
August
2015 June 2016
Plan and execute monthly global
August
activities and events aligned to our 2015 selected monthly global themes
June 2016
that engage scholars, staff, and
families.
District funds VIF PD
Teachers
Coaches
Global
Coordinator
N/A
Global
Coordinator
Global Theme
Teams (teachers)
Evidence
Lesson plans / VIF Strong plan that
Badges
takes a project and
inquiry-based
approach, and is
globally focused
Observations/
Walkthroughs
Well-executed
lessons and student
engagement to
build global
awareness
Performance tasks
Rubric
demonstrating
student proficiency
and focus on global
content
Event agendas and
sign-in sheets
Increased
community
engagement
Well-executed
lessons and student
engagement to
build global
awareness
Progress Monitoring
Progress Towards Goal
Date
Data
Next Steps
Areas of Growth
Areas for Improvement