Perry Middle School

School Information

School Name: Perry Middle School
School District: Perry Local School district
School Address: 2 Learning Lane, Perry, Ohio 44081
School Phone: 440.259.3026
School Fax: 440.259.5149
Principal: Dr. Scott J. Hunt
Contact E-Mail:  hunts@perry-lake.k12.oh.us
Web Address: http://www.perry-lake.k12.oh.us/MiddleSchoolPortal.aspx

Demographics

Number of Students: 465, grades 6-8
Number eligible for Free and Reduced Lunch: 21%
Percent of Limited English Proficient: 0.02%
Percent of Special Education:10%
Racial/Ethnic Percentages:

• White: 97%
• Black:  0.03%
• Hispanic:  0.03%
• Asian/Pacific Island:  0.03%
• Other:  N/A

Present Student Achievement Data

Grade 6	Reading (Perry/State)	Math (Perry/State)
2007-08	95/80	92/77
2008-09	93/81	75/75
2009-10	97/84	90/77

 

Grade 7	Reading (Perry/State)	Math (Perry/State)
2007-08	90/77	84/69
2008-09	89/77	91/74
2009-10	89/80	81/71

 

Grade 8	Reading (Perry/State)	Math (Perry/State)
2007-08	92/79	88/73
2008-09	80/72	79/71
2009-10	94/81	91/69

 

Please feel free to comment on any aspect of the data that you feel is particularly significant.

The 2008-2009 was disappointing, to say the least, in terms of the State of Ohio report card rating and overall school performance. The building was rated Effective and we missed 5 report card indicators. The 2009-2010 data tells a much different story as the building regained Excellent status, earned an Above rating for Value-Added (one year’s worth of growth), and we met AYP in Reading and Math. We were able to mine the 2008-2009 data down to the student level and focus our PLC work on meeting the state standards. Our PLC’s were instrumental in providing time for interventions. We did this through our ICE time (Intervention, Corrective, and Enrichment) by targeting specific students who had specific areas of weakness on a state achievement pre-test. In addition, we implemented what we call “Winter-Summer” School. We reallocated our summer school budget to spend during the winter months prior to state testing, to provide up to 10 hours of additional intervention time outside of the school day specific to area of growth on state standards. The success of the our interventions is based on the fact that our Language Arts and Math teachers provided the instruction during these times. As you compare the 2008-2009 data to the 2009-2010 data we were able to make double digit gains, in terms of student achievement, in all but one area.

 Please present any additional information that indicates your efforts to build a professional learning community have had a positive impact upon students and/or teachers.

Our district has adopted the PLC framework for the past three years. As we have evolved the concept at the middle school our grade level teams have served on two PLCs-one at the grade level and one in the content area. Teams meet at least twice a month, many meeting much more frequently to work on their SMART goals that were/are developed every six weeks. Teams also report progress to one of the building administrators every six weeks which drives our work.

 

Please elaborate upon strategies you have found to be effective in any of the following areas:

1. Monitoring student learning on a timely basis.

We are able to do this in two specific ways. First, our curriculum is directly aligned to state standards/indicators which allow us to monitor student progress almost daily through their classes. In addition to monitoring through our curriculum, we have a clearly defined RtI process in place. This group meets weekly to discuss specific student needs and provide a plan of intervention for them. Our intervention specialists play a crucial role in coaching their PLC members about specific interventions for students, whether or not there is an IEP in place. Second, we have a clearly defined Pre/Post Testing protocol for state testing. We administer a full released test to all grade levels that have a test in October. We collect and analyze individual student data. We then target students who are not meeting standards and provide intervention time for them via ICE time, Winter-Summer School, or with a Reading/Math tutor. In the early Spring, prior to state testing, we administer a Post Test and determine who has made growth and who needs more intensive intervention.

2. Creating systems of intervention to provide students with additional time and support for learning.

This year we have maintained our focus on intervention but slightly shifted our PLC work. Teachers are working with their content partners to develop units/lessons using the Wiggins & McTighe UbD design process coupled with recent learning through Align, Assess, Achieve, Inc. lead by Katy Bainbridge and Bob Holman to develop I Can statements for their units/lessons. We believe that through our lesson design and alignment with our state standards we deepen student understanding and maintain our Excellent rating.

3. Building the capacity of teachers to work as members of high performing collaborative teams who focus the efforts of their team on improved learning for students.

We have had different configurations for our PLC work over the years. This year we have focused our PLC time with content partners at each grade level. We are fortunate enough to have 8 professional development days imbedded into our yearly schedule. During these days PLC’s district wide are afforded time to work on learning design, reporting progress of SMART Goals, analyze student formative and summative data so they can provide intervention or re-teaching. In addition, we also have Teacher Leaders that organize and oversee the functioning of PLC’s.

 List any Awards and Recognition Garnered by Your School

Excellent rating on the state report card 2009-2010
Above rating for Value Added data
Finalist 2008 Ohio Schools to Watch program
ComputerWorld Honors program Laureate recognition 2009
Featured as “Best in Tech” Scholastic Administrator magazine 2009