Southmoreland Middle School

School Information

School Name:  Southmoreland Middle School
School District: Southmoreland
School Address:  200 Scottie Way, Alverton, PA 15612
School Phone:  724.887.2029
School Fax:  724.887.2032
Principal:  Mr. Vincent Mascia
Principal E-Mail:  masciav@southmoreland.net
Assistant Superintendent: Dr. Timothy P. Scott, former principal
Assistant Superintendent Email: scottt@southmoreland.net
Web Address: www.southmoreland.net

Demographics
Number of Students:  468
Number eligible for Free and Reduced Lunch:  46%
Percent of Limited English Proficient:  0%
Percent of Special Education:  13%
Racial/Ethnic Percentages:

• White: 99%
• Black: <1%
• Hispanic:<1%
• Asian/Pacific Island:<0%
• Other: 0%

Student Achievement Data

Scale: % at or above proficient for school vs. state

School test PSSA 6th grade	2007-08	2008-09	2009-10	2010-11
Reading	61/NA	71/68	73/NA	71/NA
Math	71/NA	88/76	89/NA	90/NA

 

School test PSSA 7th grade	2006-07	2007-08	2008-09	2009-10	2010-11
Reading	66/68	73/70	76/71	78/NA	75/NA
Math	67/67	89/71	92/75	92/NA	86/NA

 

School test PSSA 8th grade	2006-07	2007-08	2008-09	2009-10	2010-11
Reading	68/62	85/76	87/81	85/NA	90/NA
Math	77/70	80/70	84/71	87/NA	88/NA
Science	NA	NA	68/55	67/NA	69/NA

 

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

By implementing the PLC model, Southmoreland Middle School doubled the proficiency levels of our “economically disadvantaged” subgroup from 2003 to 2004. Currently, 46% of students at SMS are economically disadvantaged.

In 2006, 7th grade PSSA scores were added to AYP calculations. The 7th grade Language Arts and Math departments have seen 100% turnover, yet student achievement continues to grow. Focused collaboration works!

 

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.

In collaborative teams, teachers use the “team learning process” over and over to identify essential outcomes, develop common assessments, analyze data, and make decisions as a result of the data. In Pennsylvania, Southmoreland Middle School is a leader in the Commonwealth in reducing nonproficiency as measured by the state assessment, the Pennsylvania System of School Assessment (PSSA).

SMS has made amazing progress in moving students into the highest learning quartile (Advanced). In the last seven years. In 2003, 9% of 8th graders were Advanced in math, 14% in reading. In 2011, 67% of 8th graders were advanced in math and 67% were advanced in reading.

In 8th grade reading, 90% of all students were proficient or advanced on the PSSA. Additionally, 90% of students were proficient or advanced on the PSSA Writing test, which was an increase of 55% from 2010.

Our economically disadvantaged students have performed on or near grade level in both reading and math. In 8th grade, 88.7% of our ED reading students were proficient and advanced. In math, 81.6% of our ED students were proficient and advanced.

 

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

1. Monitoring student learning on a timely basis.

One team meeting a week is devoted entirely to “student success.” The team and guidance counselor discuss student issues and appropriate interventions along the “pyramid” to help students be more successful.

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

• Have implemented many systems to support student learning:
• Twice weekly tutoring for core subjects during the school day.
• Four hours of after school tutoring in literacy and math for students identified as non-proficient learners.
• Weekly guided study sessions for struggling learners
• Academic support team created for struggling students to get support from guidance counselor in two 40 minute sessions per week.
• Saturday Session assigned to students who need additional support.
• Academic Home Rooms are assigned to struggling students in content areas to afford teachers opportunities to meet and work with students who may need more directed assistance.

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 all students.

Teachers have transformed from a culture of no formal collaboration to one in which collaboration is the hallmark of who we are. Collaborative teaming has greatly enhanced our individual professional abilities far beyond the traditional model of teacher isolation.

Teachers who have worked in this model at SMS would not have it any other way. Those teachers who began their careers here could not imagine teaching without collaboration.

 

List any Awards and Recognition Garnered by Your School

Recipient of Keystone Achievement Award from Pennsylvania Department of Education for making AYP in years 2003–2008.