Windsor Central Middle School

School Information

School Name: Windsor Central Middle School
District Name: Windsor Central School District    
School Address: 213 Main Street, Windsor, NY 13865
School Phone: 607.655.8247
School Fax: 607.655.3760
Principal: Mr. Scott M. Beattie
Principal email: sbeattie@windsor-csd.org
Web Address: http://www.windsorms.org/

Demographics

Number of Students: 439
Percent Eligible for Free and Reduced Lunch: 38%
Percent of Limited English Proficient: Less than 1%
Percent of Special Education: 20%
Racial/Ethnic Percentages:

• White: 96.1%
• Black: 2.5%
• Hispanic: 1.4 %
• Asian/Pacific Island: 0.7%
  

Student Achievement Data:

Grade:    6th	Math	ELA
Year  06-07	83/71	77/63
Year  07-08	90/79	80/67
Year  08-09	93/83	85/81
Year  09-10	70/61	75/54

Percentage of students passing:School Scores/Comparison Scores Levels 3 and 4

Grade:   7th	Math	ELA
Year  06-07	79/66	66/58
Year  07-08	94/79	77/70
Year  08-09	98/87	94/80
Year  09-10	75/62	55/50

Percentage of students passing:School Scores/Comparison Scores

Grade:  8th	Math	ELA	Science	Social Studies
Year  06-07	77/59	78/57	94/NA	88/NA
Year  07-08	87/70	71/56	93/NA	93/NA
Year  08-09	92/80	76/69	94/NA	94/NA
Year  09-10	64/55	67/51	95/NA	96/NA

Comparisons are to New York state.

Scores are percentage at proficiency – levels 3 and 4

2009-10 – Cut scores for Level 3 proficiencey revised by New York state.

Please comment on any aspect of the data that you believe is particularly significant.

In all state assessments we continue to outperform the state average.  It is important to point out that in the 2009-10 school year, New York State implemented new “cut scores” in determining proficiency across the state.  Therefore, you will see a noticeable decline in our proficiency score in the 6-8 Math and ELA respectively as measured by the new cut score.  Regardless of cut score, to better determine our success, we closely compare our results to those of the 15 component school districts within our regional BOCES.  These school districts have a diverse make-up.   In doing so our ranking as compared to those schools is as follows:

State Assessment	Regional Rank 2009-10
ELA 6	#1
Math 6	#3
ELA 7	#6
Math 7	#4
ELA 8	#3
Math 8	#7
Science 8	#3
Social Studies 8	#1

Each department and often the individuals within it are at a different point in the professional learning community journey.  If the common assessments are closely aligned to the state assessments, the instruction is research based and effective, and teachers respond to common assessment data faithfully, students will be successful.  Grade level assessments that do not score in the top five within the region require a closer evaluation of the essential learnings and assessment system. 

ELA 6 ranked first in the region in 09-10.  6th grade ELA teachers focused significantly on individual instructional reading levels and geared instruction to meet those needs.  In addition, they implemented leveled reading assessments as part of their common assessment system.  Math 6 consistently ranks in the top three in the region.  The Math 6 instructors have clearly identified the essential learnings.  In addition, students input their common assessments answers using Senteos (SMART Board student response systems).  Class and individual results are immediately compiled and displayed in easy to interpret graphs.  The Math teacher then adjusts class bell ringers to address whole class deficiencies and re-teaches to individual students as needed during class or supplemental Academic Intervention period.

8th grade Science results are very strong for the four years reported with 94%, 93%, 94%, and 95% of students at proficiency – levels 3 and 4.  The 8th grade Science team consists of two teachers who administer common assessments.  They compare their data and immediately respond to their students differently in terms of short term action.  However, they have clearly articulated the essential learnings required to perform well on this assessment.  Instruction and formative assessments are closely aligned to this outcome.

8th grade Social Studies results are very strong for the four years reported with 88%, 93%, 94% and 96% of students at proficiency – levels 3 and 4.  The Social Studies team has clearly  identified the essential learnings for this content area and have implemented an assessment system closely aligned to the state assessment.  Students enter this assessment prepared.  In terms of areas of growth, based on a five point writing rubric, our students achieve on average a 3, which is passing.  Additional work is needed in moving our writing to an average score of 5.  Students can achieve a five on these writing tasks by incorporating outside information into their responses.  The issue of writing will be addressed later in this document.  (NY State will not administer the 8th grade Social Studies state assessment in 2010-11.  It may return in 2011-12.)

During the period of time from 2006 to 2009, Free and Reduced Priced Lunch student participation increased from 30% to 41% at the Middle School.

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

Student failure rates at the middle school have fallen dramatically each quarter of the school year and for final grades.  A summary of final grade failure rates in the middle school in four of the last seven years is as follows

	’02-03	’04-‘05	’06-‘07	’08-‘09	’09-‘10
English	6.6%	2.2%	4.0%	0.7%	0.7%
Math	11.8%	3.8%	3.9%	1.4%	1.4%
Social Studies	11.0%	6.5%	5.0%	2.5%	2.3%
Science	12.0%	4.5%	4.5%	2.7%	2.5%
LOTE*	9.0%	5.2%	3.5%	3.0%	1.1%
Phys Ed	0.6%	0.2%	0.0%	0.0%	0.0%

*Languages Other Than English

The last three years’ failure rates for final grades have been consistently low and are as follows:

	’06-‘07	’07-‘08	’08-‘09
English	4.0%	1.7%	0.7%
Math	3.9%	4.1%	1.4%
Social Studies	5.0%	2.8%	2.5%
Science	4.5%	2.5%	2.7%
LOTE*	3.5%	3.7%	3.0%
Phys Ed	0.0%	0.0%	0.0%

*Languages Other Than English

Time Out Room (discipline) visits have decreased as follows over a five year period:

’04-’05	2,582 visits
’05-’06	1,717 visits
’06-’07	1,638 visits
’07-’08	1,018 visits
’08-’09	1,394 visits
’09-’10	1,532 visits

The time out room was instituted in the ’04-’05 school year.  The purpose of this time out room is to provide a “time out” for students who are disruptive in the classroom setting.  It is the last resort for a classroom teacher in their classroom management plan.  Students sent to time out remain there for the remainder of the class period.  Since its inception, the time out room is one indicator we use to measure building climate.  For the 2010-11 school year, time out visits are down 20% from last year.

Library circulation (total number of books checked out by students in our middle school) has increased over the past three years as follows:

’06-’07	2,913 books
’07-’08	5,052 books
’08-’09	6,192 books
’09-'10	7,749 books

In 2006 the median copyright of the middle school library collection was 1985.  As of the 2009-10 inventory the median copyright of the middle school library collection is 2001.  This change was accomplished by weeding the collection and the district’s commitment to update library resources in all of our buildings.  The librarian in collaboration with the Assistant Superintendent of Curriculum and Instruction continue to obtain new hard copy resources as well as we have begun to build a cannon of electronic books for student use.

Staff  have found that the teamwork involved in PLC planning and common quarterly assessments is translating into better instruction, greater student motivation, and measurable success.  The PLC structures put in place are of great benefit to all of our students.  Specifically staff have identified essential learning, developed common learning targets, schedule and give common assessments, collect and organize data, analyze data to create an action plan and then reflect on the results of the action plan.  The PLC process then restarts as a continuous improvement loop.  (See the two graphics below.)  Our common assessment practice has expanded in the 2010-11 school year.  Previously all Core subject areas were required to administer at minimum one common assessment per quarter, as of the 2010-11 school year all subject areas now administer three common, formative assessments per quarter and complete an action plan in response to the data generated.  A formative assessment can take on a variety of forms and it is up to each team to determine the assessment tool.

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

1. Monitoring student learning on a timely basis.

Middle School faculty participate on grade teams consisting of the four core subject area teachers, grade level special education teacher and a teacher assistant.  These teams meet daily for forty minutes.  They discuss and act on a variety of topics.  A significant focus is student success and ensuring that success by assigning students to the “Pyramid of Intervention.”  Although this discussion occurs naturally, it is formally conducted at each progress report.  All progress reports and electronic grade books are available for parents to access online.  Currently, 75% of parents have access to these reports online.

In order to ensure that student learning is monitored on a timely basis, the district moved to progress reporting at the three, six and ten week mark of each quarter.  A student success/failure report is generated by our student data management system.  Grade teams review student performance based on class average and then notify parents and other stakeholders within the building (coach, counselor, advisor, admin.) and then assign the student to the “Pyramid”.  

To further monitor student learning and “guarantee” success, departments meet each Monday during our PLC-Department Collaborative Time.  This time occurs after the instructional day.  Student-athletes attend a “Sports Study Hall” monitored by teacher assistants which allows for all faculty members to be free of student obligations at this time.  The core departments use this time to determine or reaffirm the essentials learnings for the quarter, agree upon and design common assessments, analyze student data, develop action plans and share best practices.  Encore faculty work on department or other building initiatives.  Special education teachers attend to their own data analysis of their student caseloads and also are available to assist departments with action planning when needed.

Data analysis is conducted through the use of excel spreadsheets.  To assist with the data entry process, teachers can utilize two data clerks in the building or call upon the building principal to input data in advance of department meetings.  Collaborative time is limited, so it is important to not spend it inputting data.

Action plans are turned into the building principal for review and are returned to the teachers with reflective comments attached.  Follow up meetings may occur with the building principal or other personnel to clarify data points, actions taken or to determine professional development needs.
           
The district also makes extensive use of SMART Board technology and Senteos (“clickers”) for in class quizzes.  Quiz results are exported to an Excel spread sheet for review and analysis.  Every classroom is equipped with a smartboard and teachers have access to Senteos if they choose to utilize them in the assessment and data analysis process.

A significant focus within our middle school is on individual instructional reading levels and making a commitment within our ELA classrooms to increase the amount of time students spend reading at an appropriate instructional reading level.  In order to carry this out, we have implemented the Fountas and Pinnell benchmark assessment system utilized in our elementary schools.  A benchmark team administers this assessment in the Fall and Spring to obtain a baseline and measure growth in student reading ability at the end of the year.  In January, all students who scored a Level I or II on the ELA state assessment and are below grade level in reading as measured by this assessment undergo an additional benchmark in effort to better inform instruction within the ELA and Special Education classrooms.  Future plans are to extend the use of leveled reading materials to other content areas.

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

The middle school has developed a building-wide “Pyramid of Interventions” which is reproduced below:

As previously stated, grade teams review student progress and assign students as needed to the “Pyramid of Interventions.”  Although it is designed to be progressive in nature, students are moved as needed into, out of and up the pyramid at any time as determined by the grade team.  When originally instituted, students resisted efforts to assist them.  However, it is now an accepted means of doing business for both students and staff.

Not listed on the pyramid, but a significant impact on student learning is our academic intervention and enrichment period that occurs during the regular instructional day.  These ELA and Math intervention classes run opposite our band and chorus classes, every other day.  Students who are not in band or chorus will attend an enrichment class in Science, Social Studies, Health, or Technology.  Students who scored a Level I or II on the state assessment in ELA or Math will attend Academic Intervention Class.  This period as a whole is designed to be fluid, so if a student does not perform well on a test, quiz, homework assignment, or is absent he or she may be assigned to ELA or Math academic intervention for a limited time and then return to enrichment class without penalty. 

The Middle School has also instituted an Advisory Program that provides connections for every student with at least one adult, peers and the school.  All activities help foster student moral and performance character.  Weekly plans guide activities and the Advisory Jobs Program assists students in the development of school pride, individual and collective responsibility and fosters community development through team work and school improvement.
           
The Middle School’s Golden Ticket Program rewards students for achieving “Merit Points”.  Positive points are earned through weekly good behavior, perfect attendance, being student of the month, being citizen of the month, school/community service, and receiving “Principal points”.  Negative points are subtracted for being sent to Time Out, having a written referral, and being suspended for a half day or a full day.  Achieving a Golden Ticket admits a student to a Golden Ticket Event and makes them eligible for drawings for prizes and discounts on consumer goods.  Students not achieving Golden Ticket status are provided additional targeted instruction, individual academic support and an opportunity to catch up on their work to improve their grades.

Mod 11 of the school day is utilized for academic intervention and enrichment opportunities three days per week from 2:15 – 3:15 pm.  The Homework Club meets with students assigned to complete classwork/homework under the supervision of a staff member.  The Learning Center, formerly the Homework Center, provides individualized instruction and academic assistance in a small group setting, supervised by two staff members. (Students were resistant to studying when assigned to “homework” center.)  During this period a wide variety of student clubs and activities also meet – open to all Middle School students.  Students in good academic standing and not participating in a club or activity are free to go home, however, we encourage students to stay and we are actively seeking ideas to increase student participation.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

All Middle School teams meet daily.  Each team member has made a commitment to their group through the development of team norms and protocols used to guide members in working together.  Norms have helped team members clarify expectations regarding how they will work together to achieve their shared goals. 

            In developing team norms staff were asked to address the following:

                        Time – when do we meet, begin/end and promptness
                        Listening – listening to others and discouraging interrupting
                        Confidentiality – openness and confidential information, what is said after the meeting
                        Decision making – how to make decisions – how to deal with conflicts, and what is advisory
                        Participation – encourage all to participate and attend
                        Expectations  - what is expected and required of each team member

Teams have developed SMART Goals that are Strategic and Specific, Measurable, Attainable, Results-oriented and Time Bound.  The goals include strategies and action steps, a listing of responsibilities, a timeline, and evidence of effectiveness.

            (The SMART GOAL Process is an area in which we need to improve.  We are addressing this issue through the development of prototypes.  A select number of staff members in each building are participating in the creation and tracking of prototypes.  They are data driven initiatives intended to improve student learning that if proven, can be applied across grade levels or buildings.)

Teams have developed  Essential Outcomes(Learnings) for each quarter of the school year that address exactly what students are to learn.  Each outcome has endurance, leverage, and is essential for success in the next unit, course or grade level.

Our Essential Outcomes(Learnings) will undertake an extensive review as a result of the pending implementation of the new Common Core Standards recently adopted by NY State which will be tested via the state assessment system in 2012-13 and by the new PARC Assessments to be administered in 2014-15.

Lastly teams have developed quarterly common assessments.  As previously mentioned, this process has evolved from one common assessment per quarter to three common assessments per quarter.

Following common assessment administration team time is spent on the analysis of the results, development of an action plan and reflection.  Guiding questions are:

What targets from the assessments require more attention?  Are any patterns evident?  Is reteaching necessary?
Is there a particular class/group that needs additional instruction?  Which students require remediation?
Which targets were areas of strength or weaknesses?  Can a different instructional strategy improve student performance?
           
An action plan is developed from the above.  The plan addresses a Short Term Plan, (reteaching students/targets),  Reassessment (makeup tests, ongoing formative assessments, observation) and Long Term Plan (instruction/curriculum adjustments). 

  List awards and recognitions your school has achieved:

--Recognition as a SMART Showcase Building in 2009.
--Presented at 2009-10 PLC Conference in Albany, NY