East Rutherford Middle School
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Advisory Council
East Rutherford Middle Advisory Council
2017-2018


Members: 

Kelli Wilson
Angela Jones
Taniah Earley
Angie Melton
Sherry Lavender
Angie Suttle
Kathryn McGowan
LaMonda Thompson
Sarah Tisdale

LAC Meeting Dates:

Monday, Sept. 18       5:30pm
Tuesday, Oct. 17        6:30pm (Installation Dinner at Chase High School)
Monday, Dec. 4          5:30pm
Monday, Feb. 19        5:30pm
Monday, Mar. 19        5:30pm
Monday, May 21        5:30pm

* All meetings are held in the East Middle Media Center unless otherwise posted.

    
LPS Plan 2016-2017

Introduction

On Thursday, October 6, 2016, the State Board of Education identified East Rutherford Middle School as a low performing school pursuant to G.S. 115C-105.37. In addition to broader activities described in the school improvement plan adopted under G.S. 115C-105.27, the targeted strategies described below are specifically designed to improve student proficiency and student growth at the school during the 2016-17 school year. On Monday, October 31, 2016, the preliminary plan was made available to the public, including the personnel assigned to the school and the parents and guardians of students assigned to the school, and the Rutherford County Board of Education provided a period of written comment through 5:00 PM on Friday, November 11, 2016, prior to taking action on its contents.

Description of Improvement Strategies

Area 1: Extended Time for Learning

The school will leverage the lengthened school day and modify the master schedule to increase students’ instruction in English/Language Arts, math, science, and social studies classes from 60 minutes daily to 75 minutes daily. In conjunction with modifications to the master schedule, a flexible instructional period will be incorporated to provide students 40 minutes of supplemental experiences each Wednesday. On a rotating basis, those supplemental experiences will include intramural activities, differentiated remediation and enrichment, and direct instruction in leadership and character education. Educators will use granular formative assessment results from Northwest Evaluation Association’s Measures of Academic Progress (MAP®) to identify individual student learning needs and group students for differentiated remediation and enrichment during that flexible time. As needed throughout the school year, students will be regrouped in response to changing needs indicated by periodic assessments of their progress. The Principal will submit a copy of the school’s master schedule to the Superintendent or designee within ten (10) days of the plan’s final approval by the local board.

The school will provide opportunities for students who are not demonstrating adequate progress toward proficiency or growth to participate in individualized or small group tutorial sessions during regularly scheduled after-school sessions taught by appropriately licensed teachers assigned to the school. The Principal will communicate the availability of after-school tutoring sessions to all students and parents. Teachers will individually recommend participation in after-school tutoring sessions to the parents of all students who would benefit from these extended learning opportunities. The Superintendent and central office administrators will support the delivery of after-school tutoring sessions by providing for the supplemental compensation of teachers who tutor students during scheduled after-school sessions and by providing school bus service to students who need transportation assistance in order to participate. The Principal will submit a schedule of after-school tutoring sessions to the Superintendent or designee within ten (10) days of the plan’s final approval by the local board.

Area 2: Formative Assessment of Student Learning

All enrolled students will complete MAP® assessments in reading and mathematics in the fall, winter, and spring during benchmarking windows established by central office administrators. Additionally, students will complete local formative assessments developed by the school district during benchmarking windows established by central office administrators. In conjunction with central office administrators, the Principal will analyze fall, winter, and spring MAP® results, as well as local formative assessment results, in order to identify (a) common gaps in student knowledge and skills that require group-wide re-teaching or supplemental instruction; (b) support strategies for assisting teachers with the diagnosis of individual learning needs specific to their students; and, (c) specific content standards around which targeted professional development will be provided to teachers. The Principal will report the results of those analyses and progress toward responding to identified needs to the Superintendent or designee during monthly monitoring and support meetings. 

Area 3: Personalized Education Plans

Within ten (10) days of each grading period’s conclusion, a Personalized Education Plan (PEP) will be developed or updated for each student enrolled at the school who is not demonstrating adequate progress toward grade promotion under the requirements of local board policy 3420 (“Student Promotion and Accountability”). PEPs will identify classroom strategies that teachers will use to improve student learning and will also recommend additional success strategies and support activities that students and their parents or guardians may complete together. PEPs will be developed and maintained using a standard form and online platform provided by the school district. The Principal will ensure that a copy of each student’s PEP is provided to his or her parent or guardian within five (5) days of its development or revision. The Principal will establish a uniform process that teachers will use to regularly monitor the progress of students for whom PEPs are developed throughout the school year. The Superintendent or designee will periodically review the quantity and content of PEPs developed for students enrolled at the school.

Area 5: Curriculum 

With leadership and support from the Principal and central office administrators, teachers will implement Eureka Math as the curriculum framework for sixth, seventh, and eighth grade math and Math I. Implementation of the Eureka Math curriculum across the middle grades will extend upon students’ prior exposure to mathematical vocabulary, mathematical reasoning skills, problem-solving strategies, and conventions accrued across the elementary grades. Building upon that strong elementary foundation with a consistent curriculum series in the middle grades will promote continuity of learning and progress among students, likely accruing to improved proficiency and growth rates. The Principal will create and preserve time for teachers to engage in collaborative work around implementation of the Eureka Math curriculum as a regular feature of their professional learning community (PLC) activities. The Principal will collaborate with central office administrators to identify and provide training, resources, and other supports necessary to facilitate effective implementation among teachers. 

Area 4: Positive Behavioral Interventions and Supports

The school will begin implementation of Positive Behavioral Interventions and Supports (PBIS) by engaging in training and installation of Phase 1 strategies focused on school-wide expectations and norms for student behavior. Phase 1 implementation will prioritize the principles of maximizing instructional time for learning and minimizing group-wide disruptions to teaching and learning by focusing on primary preventions across the school environment and transitioning behavior management practices from reactive responses to misconduct to proactive approaches to systemic change. Phase 1 implementation intends to unite educators in using common language, common practices, and consistent application of positive and negative reinforcement. The Principal will submit timeline for Phase 1 PBIS training and installation to the Superintendent or designee within ten (10) days of the plan’s final approval by the local board.

Area 5: Professional Learning

The Principal will prioritize three focus areas for professional learning among educators during the 2016-17 school year, including (1) training and supports for teachers in the analysis and use of formative assessment data to differentiate instruction for students; (2) specialized training and supports for beginning teachers focused on pedagogy, content, and management; and, (3) increasing and leveraging teacher leadership to support high-yield pedagogies and rigorous instruction in established content standards. As part of that professional learning program, educators will routinely use an established lesson tuning protocol to maximize the value and benefits of reflective instructional design and delivery. Additionally, the Principal will facilitate school-wide use of AdvancED’s Effective Learning Environments Observation Tool (ELEOT)™ to collect, analyze, and act upon diagnostic information about classroom practices and dynamics. The Principal will periodically submit ELEOT™ diagnostic reports to the Superintendent or designee for review and discussion. 

Area 6: Educator Evaluation and Development

All licensed personnel assigned to the school will be observed and evaluated in accordance with G.S. 115C-333. The Superintendent will assign a qualified observer to assist the Principal in providing observational feedback and coaching support to licensed personnel assigned to the school. 

The Principal will review the professional development plans of all licensed personnel assigned to the school and develop or revise, as necessary, individualized professional growth goals focused on improving student proficiency and growth. Nothing within this section shall be construed to supersede the specific provisions for inadequate performance or mandatory improvement plans under G.S. 115C-333. 

Monitoring

In addition to the monitoring activities and support services described above, the Superintendent or designee will meet monthly with the Principal in order to monitor and support this plan’s implementation and to consider the incorporation of additional strategies based upon those findings.







 
The purpose of the East Middle Local Advisory Council is to serve in an advisory capacity to the Rutherford County Board of Education on matters affecting the school. The Council welcomes input from the community and parents on issues that pertain to East Middle School and Rutherford County Schools.