Hand Middle School
2600 Wheat Street
Columbia, SC 29205
Dr. Percy Mack, Superintendent |
Marisa Vickers, Principal
2008-2013 |
HAND MIDDLE SCHOOL
2008- 2013
Richland School District One
Dr. Percy Mack, Superintendent
Marisa Vickers, Principal
2600 Wheat Street
Columbia, SC 29205
803 343-2947
mvickers@richlandone.org |
2600 Wheat Street
Columbia, SC 29205 |
Hand Middle School
Richland County School District One |
Lisa McClain, 2008-2009
Stacy Lindenberg, 2009-2010 |
STAKEHOLDER INVOLVEMENT FOR SCHOOL PLANS
List the name of persons who were involved in the development of the school renewal plan. A participant for each numbered category is required.
POSITION NAME
1. PRINCIPAL Marisa Vickers
2. TEACHER Canisha Fletcher
3. PARENT/GUARDIAN Dr. Michele Burnette
4. COMMUNITY MEMBER Dr. Sharon Buddin
5. SCHOOL IMPROVEMENT COUNCIL Lisa McClain/Stacy Lindenberg
6. STUDENT Aubrianna Shaw
7. OTHERS* (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university partners, etc.)
POSITION NAME
SIC Doug Quackenbush
SIC Ray Pierce
EDUCATIONAL FOUNDATION Dr. Tim Mousseau
PARENT TEACHER ORGANIZATION Calvin Wise
PARENT TEACHER ORGANIZATION Rick Gant
CLUSTER OF CHURCHES Sarah O’Hara
ADMINISTRATOR Karis Mazyck
ADMINISTRATOR Elizabeth Williams
PARENT/COMMUNITY LIAISON B’Linda Rogers
STUDENT Baylee Soles
STUDENT Stephen Hegquist
STUDENT Kendall Taylor
STUDENT Jake Kassel
GUIDANCE COUNSELOR Fredi Fulmer
MEDIA SPECIALIST Carolyn Masek
TEACHER Dywanna Smith
TEACHER Mary Lou Schweickert
TEACHER Brian McCants
TEACHER Jennifer Guest
TEACHER Jody Davidson
TEACHER Shanise Brown
TEACHER Camelia Brown
*REMINDER: If state or federal grant applications require representation by other stakeholder groups, it is appropriate to include additional stakeholders to meet those requirements and to ensure that the plans are aligned.
ASSURANCES FOR SCHOOL PLANS
Act 135 Assurances
Assurances checked and signed by the district superintendent and the principal, attest that the school/district complies with all applicable Act 135 requirements.
__x___Academic Assistance, PreK– 3 The school/district makes special efforts to assist children in PreK–3 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation). Provide a good example of academic assistance services for PreK-3 by referencing elementary plans.
__x___Academic Assistance, Grades 4–12 The school/district makes special efforts to assist children in grades 4–12 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation). Provide a good example of academic assistance services for grades 4–12 by referencing pages 40, 45 and page 66 goal area 3 (ELA & Writing) activity # 3f, g, & n.
_x___ Parent Involvement The school/district encourages and assists parents in becoming more involved in their children’s education. Some examples of parent involvement initiatives include making special efforts to meet with parents at times more convenient for them, designating space in schools for parents to access educational resource materials, including parent involvement expectations as part of the principal’s and superintendent’s evaluations, and providing parents with information pertaining to expectations held for them by the school system, such as ensuring attendance and punctuality of their children. Provide a good example of parent involvement by referencing page 32 and page 89, goal area 3, activity # 1a, b, c, & d.
__x___Staff Development The school/district provides staff development training for teachers and administrators in the teaching techniques and strategies needed to implement the school/district plan for the improvement of student academic performance. The staff development program reflects requirements of Act 135, the EAA, and the National Staff Development Council’s revised Standards for Staff Development. Provide a good example of staff development by referencing page 44, and entire goal area 2 pages 81-84.
___x_Technology The school/district integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning. Provide a good example of the use of technology by referencing page 65, goal area 1 activity 2g & h; page 71, goal area 1, activity 2g & h; and page 82 goal area 2, activity 1e.
___x__Innovation The school/district uses innovation funds for innovative activities to improve student learning and accelerate the performance of all students. Provide a good example of the use of innovation funds by referencing page 82, goal area 2, activity 1c.
__x Recruitment The school/district makes special efforts to recruit and give priority in parenting and family literacy activities to parents of at-risk 0–5 year olds. The recruitment program is not grade specific, but normally would be most appropriate for parents of children at the primary and elementary school levels and below, and for secondary school students who are parents.
___x__Collaboration The school/district (regardless of the grades served) collaborates with health and human services agencies (e.g., county health departments, social services departments, mental health departments, First Steps, and the family court system), by referencing page 54.
__x___Developmental Screening The school/district ensures that the young child receives all services necessary for growth and development. Instruments are used to assess physical, social, emotional, linguistic, and cognitive developmental levels. This program normally is appropriate at primary and elementary schools, although screening efforts could take place at any location.
__x___Half-Day Child Development The school/district provides half-day child development programs for four-year-olds (some districts fund full-day programs). The programs usually function at primary and elementary schools, although they may be housed at locations with other grade levels or completely separate from schools.
___x__Best Practices in Grades K–3 The school/district provides in grades K–3 curricular and instructional approaches that are known to be effective in the K–3 setting.
___x__Developmentally Appropriate Curriculum for PreK–3 The school/district ensures that the scope and sequence of the curriculum for PreK–3 are appropriate for the maturation levels of students. Instructional practices accommodate individual differences in maturation level and take into account the student's social and cultural context.
___x__Parenting and Family Literacy The school/district provides parenting activities and opportunities for parents of at-risk 0–5 year olds to improve their educational level. This program is not grade specific, but generally is most appropriate for parents of children at the primary and elementary school levels and below, and for secondary school students who are parents. Some districts operate the program at various schools, an early childhood development center, or some other location, while other districts operate the program through home visits.
___x__Coordination of Act 135 Initiatives with Other Federal, State, and District Programs The school/district ensures as much program effectiveness as possible by developing a districtwide/schoolwide coordinated effort among all programs and funding. Act 135 initiatives are coordinated with programs such as Head Start, First Steps, Title I, and programs for students with disabilities.
___x__The School-to-Work Transition Act of 1994 (STW) The school/district provides required STW programs for grades 6–12, and STW concepts are a part of the developmentally appropriate curriculum for K–12.
__________________________ ____________________________________ _______
Superintendent’s Printed Name Superintendent’s Signature Date
__________________________ ____________________________________ _______
Principal’s Printed Name Principal’s Signature Date
TABLE OF CONTENTS
Stakeholder Involvement Page 4
Assurances for School Plans Page 5
Introduction Page 8
Richland One Profile Page 11
Executive Summary of Needs Assessment Page 17
Information & Analysis Page 24
Student Achievement Page 47
Quality Planning:
Student Achievement
ELA Page 61
Math Page 68
Science Page 73
Social Studies Page 76
Arts Infusion Page 79
Teacher/Administrator Quality Page 81
School Climate Page 85
Other Priority/Literacy Page 92
INTRODUCTION
Using information from each stakeholder group, Hand Middle School aligned the school’s renewal plan with the district’s strategic plan. Through a process of continuous improvement, the School Renewal Plan is reviewed and updated annually. This practice has resulted in shared responsibility and ownership for increasing student achievement by the school’s administration, teachers, students, parents and community. The district’s strategic plan and Hand’s school renewal plan include the following areas of focus: Student achievement, teacher/administrator quality, school climate, and literacy. In 2008 Hand Middle School’s mission statement was revised to model Richland School District One’s mission statement. After a deliberate and lengthy review by Hand’s staff, School Improvement Council, Parent Teacher Organization, Educational Foundation and the Cluster of Churches, these stakeholders believed that the district’s succinct and complete mission more accurately depicted our own school’s mission.
Hand Middle School’s performance rating on the 2008 South Carolina report card was “Average.” In performance of schools similar to Hand, 2 schools scored Good; 27 schools scored Average; 13 schools scored Below Average and 1 school scored At-Risk. Based on PACT scores, Hand Middle School received the Palmetto Silver Award for 2008 and 2007. Additionally, Hand received the Historically Underachieving Group Award for achievement of African American students during the 2007 school year. Hand Middle School met 16 of 21 objectives for 2007-2008 and did not meet adequate yearly progress (AYP). The objectives that were not met included African Americans in English Language Arts (ELA) and mathematics, disabled in ELA and mathematics, and subsidized meals in ELA. In 2008 Hand Middle School did meet the objective for subsidized meals (341 students) in mathematics. Hand has a consistent daily student attendance rate of 96 percent.
Hand Middle School is a participant in the Southern Regional Education Board’s (SREWB) Making Middle Grades Work (MMGW) initiative. This initiative is a network of schools, districts and states committed to implementing ten essential elements in an effort-based comprehensive school improvement framework. MMGW’s essential elements are grounded in the conviction that most students can master rigorous academic studies if schools create an environment that motivates them to make the effort to succeed.
Hand Middle School’s focus elements/criteria through the MMGW process are the following: Teachers working together to plan, to develop, to coordinate and to share; a belief that all students matter; and high expectations partnered with a system of extra help and time. These goals were selected by the faculty through a self-study process. As outlined in the SACS/MMGW Self-Study, the staff was divided into six focus teams to promote shared decision-making, collaboration, distributive leadership and accountability. The focus teams include curriculum and instruction, guidance/public relations, data, academic assistance, professional development, and transitions. Hand’s major initiatives (student achievement, teacher/administrator quality, school climate and balanced literacy) are embedded in the responsibilities of the focus teams. The focus teams identify current effective school practices, use data to determine challenges, and develop and continually assess their plans towards meeting School Renewal Plan goals. The focus teams model the Plan Do Check Act format.
Continuing contract teachers on each focus team create their own common focus three-year goals based evaluation (GBE) demonstrating a united and collaborative focus on accomplishing each team’s goals. The GBE’s demonstrate evidence of continual growth through the development of goals by continuing contract teachers as they relate to their field (focus team). They use an inquiry-based approach to study their topic(s) and determine results/conclusions. Through GBE’s, the teachers demonstrate that they are constantly developing themselves as experts in the field.
Focusing on Hand’s challenges and emphasizing proactive efforts, the six focus team expectations include the following:
Hand Middle School Focus Team Expectations
Purpose:
Serving as a member of one of the six Focus Teams for Hand Middle School provides an excellent opportunity for shared decision-making, collaboration, distributive leadership and distributive accountability. All teachers with classified representatives serve on one of the following Focus Teams:
Guidance/Public Relations
Curriculum and Instruction
Professional Development
Data
Transitions
Academic Assistance
Hand’s major initiatives are embedded in the responsibilities of one or more focus teams, and the coordination of these initiatives is ensured through the organizational structure of the Focus Teams. The chairperson of each focus team serves as a member of the Leadership Team and helps to ensure the strategies and the actions delineated in the School Renewal Plan are carefully planned and executed.
Organizational Structure:
The Leadership Team meets monthly. Each Focus Team leader makes a report to the Leadership Team to inform other members of the progress being made by the respective team toward implementing Hand’s action plan.
Each Focus Team has their work delineated through a list of outlined responsibilities. The Focus Team may amend the responsibilities as needed based on the action plan. The Focus Team meets monthly, mostly the second Wednesday. The Focus Team leader disseminates an agenda to team members prior to the meeting. Focus Team members and the site coordinator receive a copy of the team minutes within a week after the meeting. Administrators and the site coordinator serve as liaisons but do not assume leadership roles.
Based on the MMGW Technical Assistance Team Visit (TAV) in November, 2008, the overriding challenge of HMS is to close the achievement gap so that all students achieve at high levels. Hand Middle School has set goals through the School Renewal Plan to improve student achievement and close the achievement gap using strategies and initiatives from Making Middle Grades Work. The results of the MMGW Technical Assistance Visit indicated the need to implement the following five key actions:
Develop a functional mission to prepare all students for success in high school and prepare them for post secondary studies and careers. Along with the mission should be an accompanying set of beliefs, broad goals and annual targets that are aligned with the functional mission.
Increase the rigor of academic core courses to improve the success rate of all student groups in meeting state and high school readiness standards.
Consistently use student centered instructional strategies to engage students in challenging assignments that develop a deeper understanding of content and skills.
Create a culture of high expectations and provide structured extra help for all students.
Develop a comprehensive guidance and advisement program that includes effective transition to high school: involve parents in working with their students and the school to set goals and create a plan to meet them.
Coordinated by an outside consultant, a Hand Middle School Stakeholder’s Meeting was held during the spring 2009. This process further supported the accreditation self-study process. At this meeting, students, certified and classified staff, parents and community members were represented. These representatives discussed Hand Middle School’s strengths and challenges in an open forum format. They detailed their vision for Hand to meet performance goals in academics, climate, teacher quality and parent involvement. Hand Middle School’s School Improvement Council, Parent Teacher Organization, Educational Foundation, and Cluster of Churches were very involved in the development of the School Renewal Plan. In addition to the Stakeholder’s Meeting, the school’s administration discussed the accreditation/renewal plan and received necessary information to include in the School Renewal Plan from these parent and community organizations. These organizations also reviewed the school’s mission, vision and beliefs.
Hand Middle School administrators, teachers, parents, and students believe that all students canperform at higher levels. Teachers and administrators are committed to providing the best education possible for every student. Hand Middle School’s action plans are the results of all of these information gathering sessions. As Hand Middle School’s challenges exist, the school has made efforts to address them.
Richland One Profile
Richland County School District One
As South Carolina’s sixth-largest school district, Richland One educates more than 23,266 students at 29 elementary schools, nine middle schools and eight high schools. Over 65% of our students receive free and reduced lunch benefits. Seventy-seven percent of our students are African-American, 18% are white and 5% represent other backgrounds. Our students represent 40 countries and as many languages. Geographically, our schools stretch over more than 480 square miles encompassing urban, suburban and rural communities, from the tree-lined city streets of Shandon to suburban Forest Acres to the rich farmland of Lower Richland.
Our faculty and staff are committed to preparing students to meet the challenges of the 21st century. We have 2,024 district teachers with an impressive 88% return rate annually. Over 60% of our teachers have advanced degrees, 96% are highly qualified and we currently have 266 National Board Certified educators. Leadership and results are rewarded in Richland One. The district offers the highest teacher salaries in the Midlands and the highest supplement in the state ($5,500/year) for National Board certification, as well as signing and retention bonuses and other incentives.
FACT: Richland One educates more than 23,266 students at 29 elementary schools, nine middle schools and eight high schools. Roughly $11,000 is spent per pupil.
FACT: Richland One employs 2,024 district teachers with an 88% return rate annually. Over 60% of our teachers have advanced degrees and 96% are highly qualified.
FACT: Seventy-seven percent of our students are African-American, 18% are white and 5% represent other backgrounds. Our students represent 40 countries and as many languages. Overall, the student attendance rate is 95.8%.
Programs and Services:
Richland One offers a diverse menu of programs. We offer foreign language instruction, a high school for the arts and a comprehensive arts education program for students in kindergarten through 12th grade. Other student services and programs include:
v Montessori elementary programs: four Richland One elementary schools offer the hands-on, self-
paced method of learning where children are taught in classes with students of various ages.
v International Baccalaureate programs: international education designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world.
v College campus-based charter high school: a charter school designed to provide students an alternative to the traditional high school setting by offering an innovative approach for students to successfully complete high school. Additionally, students are offered opportunities to complete post-secondary courses in their career pursuits.
v Challenger Learning Center: the only space exploration center in South Carolina, the Challenger Learning Center is an exciting, hands-on, simulated space science environment where students and educators work in teams to solve real-life math, science and technology problems during a space flight simulation.
v Magic Johnson Community Empowerment Center: the first in the state, the Magic Johnson Community Empowerment Center provides computers, cameras, printers, scanners, faxes and copiers, as well as state-of -the-art virtual technology for all program participants.
v Career Programs: students engage in career programs where they learn about business, marketing, professional trade and technical careers. Richland One’s Heyward Career and Technology Center now offers a nationally certified automotive service training program, making it the only high school program in the Midlands with that distinction.
As a direct result of the aforementioned programs, Richland One schools have produced scores of graduates who have gone on to excel at the local, state, national and international levels. Our proud roster of distinguished alumni includes an astronaut (Retired Maj. Gen. Charles F. Bolden Jr.); a Miss America (Kimberly Aiken Cockerham); a Nobel Prize-winning chemist (Dr. Kary Mullis); and the CEO of an international company (Harris E. DeLoach Jr.) - all members of the Richland One Hall of Fame.
Cockerham graduated from Columbia High School in Columbia, South Carolina in 1992. |
Bolden graduated from C. A. Johnson High School in Columbia, South Carolina in 1964. |
Mullis graduated from Dreher High School in Columbia, South Carolina in 1962. |
DeLoach Jr. graduated from Eau Claire High School in Columbia, South Carolina 1962. |
Many other reasons to be proud to go to school, work and live in Richland One include…
Community Engagement
Richland One’s award-winning Adult and Community Education program offers a variety of programs and services. Day and evening classes are available throughout the year, including summer programs to obtain your high school diplomas and GED. Classes in computer technology and other fields are available. Notable points of interest:
v In 1996 and 2002, Richland One voters approved bond issues totaling more than $565 million to build and renovate district schools.
v Richland One has the second-highest bond rating among South Carolina school districts, which reflects strong financial management and enables the district to borrow money at a lower interest rate and pass on those savings to taxpayers.
School Environment
Notable points of interest:
v Every Richland One school has a school nurse.
v Richland One was one of the first districts in the country to remove unhealthy snacks and beverages from school vending machines accessible to students.
v Richland One created the Elementary Water Safety and Swim Lessons Program to increase students’ safety in and around water, in light of the high rate of drowning deaths among children ages 14 and under in South Carolina and across the nation. Second-graders participate in the program, which is now in its third year.
Academia
Our high schools have more offerings than most school districts in South Carolina. The Richland One course catalog lists more than 1,200 courses available to students. They may take courses for college credit at the University of South Carolina, Benedict College, Columbia College and Midlands Technical College. Students have access to high-school and college courses through a video-conferencing center located on the campus of each high school. Notable points of interest:
v Two Richland One high schools (A.C. Flora and Dreher) were ranked in the top 5 percent of public high schools in United States for 2008 by Newsweek magazine.
v Three Keenan High School students presented their Telepresence Amusement Park Ride invention at the 2008 Intel International Science Fair in Atlanta and won third place, beating out more than 1,200 competitors from 51 countries.
v The Richland One Class of 2008 earned more than $46.7 million in scholarships and financial assistance, a record-high total for the district.
v Richland One schools, students and employees receive numerous honors and awards at the local, state, regional and international levels each year. Awards won during the 2007-08 school year include 14 Palmetto Gold and Palmetto Silver Awards, which are given by the State Department of Education to recognize schools for making significant student achievement gains.
Extra-Curricular
Richland One students not only excel in the classroom but also in athletics. District schools provide a wide array of sports and other extracurricular activities, including swimming, tennis, golf, football, basketball, track and much more. Richland One athletics teams have captured 17 state championship titles in the past six years. High-school students with an interest in the military have their pick of Army, Navy and Air Force Junior ROTC programs. Notable points of interest:
v Richland One athletics teams won three state championships during the 2007-08 school year and 17 state championships total in the past seven years.
v Richland One is only one of a few South Carolina school districts to require students to have at least a "C" average to participate in athletics and other competitive co-curricular activities, a standard higher than the South Carolina High School League's "D" average requirement.
Key Philosophy:
Student Performance:
Richland One school district uses a variety of assessments to measure student academic success and achievement levels. Among them are the Palmetto Achievement Challenge Test (PACT), High School Assessment Program (HSAP), End-of-Course Examination Program (EOCEP), Measures of Academic Progress (MAP), and RAVEN.
Palmetto Achievement Challenge Tests (PACT)
PACT is mandated by the Education Accountability Act (EAA) of 1998 and the federal No Child Left Behind Act (NCLBA) of 2001 as a standards-based accountability measurement of student achievement. Annually, Richland One District administers PACT tests statewide to all students in grades 3 through 8 to assess student achievement on a number of objectives in the subjects of English/Language Arts (ELA), Mathematics Science and Social Studies. The percentages of students in grades 3 through 8 who performed at the Basic level or above for PACT 2006 through are presented for English Language Arts (ELA) in Chart 1, Mathematics in Chart 2, Science in Chart 3 and Social Studies in Chart 4.
Data Highlights:
v ELA: Since 2006, gains were seen in all grades except 5th and 8th grade (-3% and -1%, respectively). Sixth grade students showed the largest increase (+9%).
v Mathematics: In 2008, there was little change across grades in mathematics with only 7th and 8th grade changing more than 1% either way with an increase of 5% and 2%, respectively.
v Science: Gains were seen in all grades, compared to 2006, including double-digit increases in 3rd and 7th grade Science (+10% and +17%, respectively) and 6th grade Social Studies (14%).
v Social Studies: Gains were seen in all grades, compared to 2006, including double-digit increases in 6th grade Social Studies (14%).
High School Assessment Program (HSAP)
HSAP IS mandated by the EAA that each public school student pass an exit examination to receive a SC high school diploma and used for the NCLBA to measure student achievement on high school standards. The HSAP assesses selected South Carolina academic standards in English language arts and mathematics that students have had opportunity to learn by the end of the tenth grade. The below chart illustrates Richland One student passage rate on HSAP since 2004.
Data Highlights:
v ELA: Since 2004, Richland One students ELA passage rate increased +5.7%.
v Math: Over the last five year, student passage rate on the HSAP math section increased +6.8%.
v Both ELA and Math: Overall, students demonstrated nearly double-digit increases (+8.4%) in both ELA and Math since 2004.
EXECUTIVE SUMMARY OF NEEDS ASSESSMENT FINDINGS
School Profile
Hand Middle School is located in the historic Shandon neighborhood of Columbia, South Carolina at 2600 Wheat Street. The current principal of Hand Middle School is Mrs. Marisa Vickers who has served in this capacity since 2001. The school serves students enrolled in grades sixth through eighth including resource, self-contained, emotionally disabled and educable mentally disabled, as well as English Second Other Language. Our 45-day enrollment based on 2008 attendance data was 834 students with an ethnicity breakdown as follows: 58% African American; 35% White; and 7% other. Forty-six percent of our students are on free/reduced lunch status and 13% of our population qualifies for special education based on 2008-2009 demographic data. Hand Middle School has surpassed Adequate Yearly Progress objectives for student attendance with a student attendance rate of 96.2% for the 2008-2009 school years and a teacher attendance rate of 96%. Feeder elementary schools for Hand Middle School include AC Moore Elementary, Rosewood Elementary, Meadowfield Elementary and South Kilbourne Elementary. Our feeder high school is Dreher High School. The school’s colors are blue and gold and the mascot is the hornet. Our school slogan is “Hold Hand High.”
Hand Middle School’s Instructional and Organizational Priorities
Reflected in Hand Middle School’s vision, Teaching, Learning, Building Character, student achievement is a priority. Strategic objectives through a literacy curriculum and an instructional focus on learning include the following: The students will reach their optimal literacy potential; the students will demonstrate the skills, attitude and character necessary to be contributing citizens; and the students will be life-long learners prepared to explore their interests and passions. Steps to success include high expectations for literacy learning and teaching, a cycle of continuous improvement through Plan, Do, Check, Act, balanced literacy, analyzing and using data, and a reform agenda through Making Middle Grades Work. Built around a research-based consistent core of reading, writing, listening and speaking, balanced literacy components are read alouds, word studies, guided and shared readings, independent readings, modeled and shared writings, and interactive and independent writings. Through a well-planned comprehensive literacy approach, various modalities of literacy instruction are incorporated. Hand Middle School’s annual faculty summer reading focuses on literacy instruction. For the summer 2009, the faculty read Janet Allen’s Inside Words, Tools for Teaching Academic Vocabulary. The use of graphic organizers is an integral component of effective semantic mapping for improved recall and understanding.
Common assessment tests and the use of MAP (Measure of Academic Progress) assessments provide essential and necessary data for differentiation through reteaching opportunities and flexible grouping. Due to technology complications, all students were unable to participate in the fall 2008 MAP assessment, however, all students were able to participate in the spring 2009 testing. The MAP baseline data for 2008-2009 does not include assessment information for every student based on the technology difficulties during the fall.
Making Middle Grades Work focus teams include curriculum and instruction, guidance/public relations, academic assistance, data, professional development and transitions. These focus teams provide an organizational structure for distributive leadership and accountability.
Modeling the middle school organizational structure reflected in Carnegie Corporation’s Turning Points, teachers and students are organized, as much as possible due to budget constraints, high-school credit course selections, and special education regulations, in cross-curricular teams, as well as in teams by grade-level content. With a daily personal and a daily team planning period, the teachers meet regularly to study the standards and assessments, review student data and plan instruction. Each grade-level has two teacher teams. The school’s administration meets weekly on Thursday mornings before school with the team leaders, media specialist, lead guidance counselor, and literacy teacher in order to provide leadership with current school initiatives. The principal publishes the agenda on Wednesday before the Thursday morning meeting. The team leaders replicate this process with the teacher teams during the team planning period. The school’s administration meets once a month on Wednesday with each grade level team to dialogue with each team about school strategies. Other Wednesday team planning periods are devoted to Wired Wednesday technology professional development. On Fridays the teams engage in grade level content planning to develop lesson plans based on the Plan Do Check Act model. The lesson plans are reviewed weekly by an assigned school administrator. According to the MMGW TAV, “The Hand faculty’s commitment and effort to working together to benefit students is a critical element of helping all students become successful. Teaming efforts foster connections across classrooms and emphasize priorities.”
Higher level thinking strategies through Bloom’s taxonomy and teaching and learning strategies through Marzano are emphasized as necessary components of student learning. The school’s lesson plans include a daily documentation area for Marzano’s strategy implementation. Hand’s “Golden 12” initiative, derived from Larry Bell, is based on twelve crucial verbs used in the higher levels of Bloom’s Taxonomy and in a variety of assessments.
As an Arts in the Basic Curriculum (ABC) school, Hand engages in a purposeful integration of arts strategies in all content areas in order to provide more meaningful instruction through a myriad of effective learning strategies. At Hand the arts and the academics interact in a symbiotic relationship instead of the traditional exclusive boundary-driven curriculum and instruction format. Heeding the mounting evidence that participation in a comprehensive standards-based arts education program has a positive impact on cognitive understanding throughout the curriculum, the teachers and administrators are eager to bring the richness of the arts into every classroom though the implementation of the school’s five-year arts strategic plan.
Mission Statement
Hand Middle School, in partnership with Richland School District One, prepares every student to be a successful contributing student in a global society, by providing an effective and high quality education.
With a mission comes a vision of what we expect for the future of Hand Middle School.
Vision
Teaching, Learning, Building Character
The vision for Hand Middle School is to ensure that every student leaves eighth grade with the knowledge and skills necessary to be successful, without remediation, in a rigorous high school curriculum, and have an awareness of potential future education and career opportunities.
The goals for progress include the following:
Percentages of all groups of students meeting state academic standards in reading, writing, mathematics, science and social studies increase annually to reach 100 percent; Achievement gaps in meeting state standards are closed for all groups of middle school students; Percentages of eighth grade students meeting the Proficient level on the National Assessment of Educational Progress (NAEP) are above the national average in reading, mathematics and science. All students meet the basic (met) level; Percentages of all groups of students who complete Algebra I by the end of eighth grade increase. All students complete Algebra I by the end of grade nine.
Beliefs
As a faculty and staff,
We believe...
each member of the school community must strive for excellence.
each student must be challenged and given the tools needed to learn and achieve.
each student is provided with a safe and supportive learning environment.
the fine arts are a common thread for enriching the lives of all students by promoting creativity and high standards.
the school functions as a community center and bridge between the diverse neighborhoods represented by our students.
each member has a responsibility to the school community.
open communication is necessary for a learning community to succeed.
technology is a critical component in preparing students for life.
each student will receive instruction in life skills to better their quality of life
Student Learning Needs and Desired Results
The overriding challenge for Hand Middle School is to consistently close the achievement gap so that all student groups achieve at high rates. Hand Middle School did not meet AYP in 2008 for African-American, low-income and disabled students in English language arts and African American and disabled in mathematics. Hand is making deliberate strides towards erasing the achievement gap. When comparing the 2008 to the 2007 PACT basic, proficient and advanced scores, the gap between African American and white subgroups was minimized in English language arts by 5.3 percent, in mathematics by 5.1 percent, in science by .1 percent, and grew in social studies by 6.7 percent. Females overall are achieving at a higher level than males in all content areas. The gap between subsidized meal students and full-pay students on the 2008 PACT for basic, proficient and advanced scores in English language arts was minimized by 5.1 percent, in mathematics by 6.6 percent, in science by 5.0 percent, and in social studies grew by 1.6 percent. On the 2008 PACT, the gap between special education and “All” students is the widest with a 42 percentage point gap in ELA; a 37 percentage point gap in mathematics and social studies; 41 and 47 percentage points gaps in science and writing, respectively.
On the annual school report card survey, 80.4 percent of students reported satisfaction with the learning environment, 78.2 percent with the social and physical environment, and 86.3 percent with school-home relations. The MMGW TAV during their fall 2008 study and observations at Hand Middle School noted the following:
The team noted the effects of strong leadership in the school climate and environment and through relationships: teacher-to-teacher, teacher-to-student, and student-to-student. The business of the school – teaching and learning – was evident in these relationships, as well as the mutual respect and positive reinforcement for effort, behavior, and achievement. The atmosphere was calm and productive for learning. Intrusive announcements did not interrupt the instructional day. Parents reported that their children feel safe and cared for at Hand Middle School.
Consistent with reaching Hand Middle School’s vision and Making Middle Grades Work goals, Hand Middle School’s desired results include the following goals:
Students have the academic knowledge and skills needed to meet local, state and Making Middle Grades Work achievement goals.
Students complete core academic classes aligned to state and national standards.
Ninety percent of students pass grade-level courses in mathematics and English.
Students who do not meet academic grade level standards are in a recovery program to accelerate their learning to meet grade level standards.
Students maintain a 95 percent daily attendance rate. (Hand is consistently above this rate with 96 percent.)
Eighty-five percent of students leave eighth grade demonstrating readiness for college-preparatory studies in high school by: 1) engaging students in an English/language arts course that engages students in reading eight to ten books, writing one to three papers weekly and a major research paper; 2) completing pre-algebra or Algebra I; 3) completing a science course that includes weekly labs, written lab reports and science projects.
Ninety percent of students pass ninth grade college-preparatory English and college preparatory Algebra I or a higher-level mathematics course.
Performance Goals
Student achievement:
To increase annually the percent of students who meet state standards in the five content areas assessed by PASS until the percent meets or exceeds the statewide average.
Teacher/Administrator Quality:
To ensure the faculty and staff are knowledgeable, competent and productive.
School Climate:
To create, maintain and enhance a school environment that is child-centered, safe and promotes healthy behaviors.
Balanced Literacy:
To ensure that students at Hand Middle School will become proficient readers.
Significant Accomplishments
Prominent achievement in the five A’s: Academics, Attendance, Arts, Athletics, and Attitude are a tradition at Hand Middle School. The foundation for Hand was laid in 1930 when the school originally opened as a junior high serving seventh- and eighth- grade students. Renovations and additions funded by the 2002 bond referendum have transformed the school into a state-of-the-art facility which includes a new media center and auditorium, as well as classrooms for art, chorus, orchestra, band, dance and drama. Hand offers a challenging curriculum which includes Advanced Academic Program classes and the option of single gender classes in sixth through eighth grades. Additionally, Hand offers Spanish, French, Chinese and Latin and is an Arts in the Basic Curriculum school.
Hand’s students and staff have a rich history of success and community service which includes numerous academic, artistic and athletic awards. In 2000 these achievements caught the eyes of the editors of TIME Magazine, which named Hand Middle School as the National Middle School of the Year. During the same year, Hand received the United States Department of Education Blue Ribbon Award. Most recently, Hand received a 2008 and a 2007 Palmetto Silver Award from the State Department of Education. In 2007 Hand was recognized with the Historically Underachieving Group (HUG) Award for the increasing academic achievement of African American students. Highlights of a myriad of other awards and recognitions follow:
Highlights:
State Finalist Teacher of the Year, 2009
American Mathematics Competition 8, Highest Scoring South Carolina Student, 2009
Richland School District One Grand Prize Visual Literacy Award Winners for Book Production, 2009
Richland County Conservation Teacher of the Year, 2009
National Pilot School for Compostable Lunch Trays, 2009
Arts in Basic Curriculum School, 2009 (ABC since 2000)
Region II Science and Engineering Fair, First Place, 2009 (since 2001)
South Carolina Band Director Association Award, 2009
47 South Carolina Junior Scholars, 2009
61 Richland District One Middle School Scholars, 2009
District Teacher of the Year, 2008
Palmetto Silver Award, 2008, 2007
Distinguished Arts Program School, 2008
Making Middle Grades Work School, 2008 (until present)
Historically Underachieving Group (HUG) Award, 2007
South Carolina Assistant Principal of the Year, 2007
South Carolina Dance Educator of the Year, 2007
Single Gender School Choice, 2007 (until present)
South Carolina Mock Trial Champions, 2007
State History Day Winners, 2007 (since 1998)
Basketball Regular Season Girls Champions, 2007
NASSP State Middle Level Principal of the Year, 2006
NAESP National Distinguished Principal, 2006
Kennedy Center Creative Ticket Award, 2004
School of Promise, 2003
Red Carpet School, 2002
Carolina First Palmetto’s Finest, 2001
TIME Magazine School of the Year, 2000
United States Department of Education Blue Ribbon School, 2000
Information and Analysis
School Profile
Demographics
Located in an established residential neighborhood, amidst tree-lined streets abloom seasonally with dogwoods and azaleas, Hand Middle School has served the needs of middle school age students since 1930. It was named for William H. Hand who served as Columbia City School Superintendent from 1918 to 1928. Traditionally, Hand served seventh and eighth grade students. Due to district rezoning in 1969, Hand was renamed from a junior high to a middle school which included the addition of the sixth grade population. An extensive remodeling due to a fire in 1976 and two additions have occurred since the building’s inception. Funded by a 2002 bond referendum, major renovations and the construction of a new wing began at the school site in 2005. Construction and renovation work at Hand ended in 2007, and a rededication ceremony recognizing and featuring multi-generational family members who have attended Hand over the decades was held in January 2008. Eleven principals have served at Hand with Mr. John Overton working the longest from 1930-1973. His leadership is honored in the school’s courtyard with a special engraved stone.
The culturally diverse student body at Hand reflects a broader spectrum of society. Our 2008 – 2009 45-day average daily membership student body included 834 students. Students attending Hand come from four neighborhood elementary schools of Meadowfield, South Kilbourne, Rosewood, and A. C. Moore. The communities served by Hand include the established older neighborhood of Shandon, a growing community of professionals with school-aged children nestled behind the Veterans’ Hospital, the historic Olympia neighborhood which was established around a now defunct mill, the middle income neighborhood community of Rosewood which is under transition as renovation and revitalization of that area occurs, Arthurtown which includes a Habitat for Humanity Community, and several low income communities along the southern borders of our school zone. Other communities served by Hand include new apartment complexes built along Highway 378 and a children's group home. During the 2008-2009 school year, Hand began serving students living at a children’s home. Until this time, the children’s home had its own school. With increasing financial constraints, the school at the children’s home was closed. Approximately forty transient sixth, seventh, and eighth grade children’s home students are transported to and from Hand each day. Approximately 65% of the students are placed by the South Carolina Department of Social Services. All of these neighborhoods and communities are reflected in our school’s diversity, (Figure 1.1 and 1.2) presently 58% African-American, 35% White, and approximately 7% other to include Asian/Pacific Islander and Hispanic students.
Figure 1.1
Figure 1.2
The 2007 poverty index reports Hand Middle School at 57.8%. In 2008, students eligible for free or reduced lunch totaled approximately 46%, and students receiving special education services other than speech totaled 12.6% of our population. The 2000 census data indicated that the average per capita income in the city was $18,853. Only 31.5% of households in the city were married-couple households, and 35.3% were single parent families. Through 2002 data compiled by the county, employment by industry was reported as 6.7% manufacturing, 4.6% construction, 3.9% transportation and utilities, 20.7% wholesale and retail trade, 9.6% finance, insurance and real estate, 25.6% services, and 28.7% government.
Hand receives vital support from community and business partners which sustain the goals and mission of Hand Middle School. Volunteers offer their assistance in numerous ways, such as supporting students academically, mentoring students, decorating the halls with student work, chaperoning field trips and school dances, making costumes for school productions, organizing and executing fundraisers, serving as corporate and business partners for school initiatives, assisting in the office, donating school supplies, distributing books for Reading is Fundamental (RIF) and organizing our annual Book Fair which includes our summer reading books. Volunteers are indispensable assets – vital to the daily operation of Hand. Accordingly, Hand also supports the community through our Families Reaching Out Fund, partnering with our Cluster of Churches and community service projects. Many of these community service projects are sponsored by our BETA Club, Jr. Honor Society, Student Council or single gender classes.
With the cooperative efforts of our parents, the faculty and staff, and the community, Hand Middle School rigorously prepares our students to be vital, productive, and responsible lifelong learners. Six area churches, Bethel AME Church, St. Joseph’s Catholic Church, St. John’s Episcopal Church, Shandon United Methodist Church, Shandon Presbyterian Church and Incarnation Lutheran meet monthly with school representatives to support Hand’s mission. The Cluster of Churches provides physical support through mentors and tutors and material support with PACT/PASS snacks, books for our Summer Reading Library, meals for Family Math and Reading Nights. They support the work of our family and community liaison by supporting our families in need. Most recently the Cluster of Churches made arrangements for one of our multi-generational families to live in an area hotel for a week while the Cluster arranged for the heat and other necessary repairs to the home. Before the family was relocated to a hotel, they had been gathering around the family stove in the winter in order to try to stay warm. The Cluster was recognized by Richland School District One for its volunteer efforts.
Hand partners with the University of South Carolina’s University 101 classes and the University’s Psychology Department through Dr. Brad Smith and Greater Columbia Big Brothers and Sisters. These organizations provide additional mentors for our students. Hand averages 75-mentors each year. All mentors are cleared through a Richland County School District One background check. A local Rotary Club sponsors a camping weekend called Camp OK at Camp Gravatt for many of our sixth grade students each May.
Hand Middle School works closely with the Shandon Neighborhood Council and the Hollywood Rosehill Council. Recognizing our legacy in the community, Hand Middle School was featured on the 2008 Winter Tour of Homes sponsored by these two organizations. Additionally, Hand hosts an annual Shandon Neighborhood Council meeting. The Hand Educational Foundation raised over $100,000 to build an amphitheatre at our neighboring Emily Douglas Park. The Foundation worked conjointly with the City of Columbia and through a South Carolina Legislative special grant sponsored by Representative James Smith to create the amphitheatre for Hand Middle School and community groups. The amphitheatre is projected for completion in December 2009.
School Leadership, Administrative Structures and Partnerships
Hand Middle School’s administrative team is composed of a principal, Mrs. Marisa Vickers, and two assistant principals, Mrs. Karis Mazyck and Mrs. Elizabeth Williams. Mrs. Mazyck works with student support services responsibilities, such as the School Renewal Plan, attendance, special education, athletic booster club, staffing and staff evaluations. Mrs. Williams is assigned curriculum and master schedule responsibilities. The MMGW TAV noted that:
The school’s administrative team is knowledgeable, committed and data-driven. The principal endorses providing each student with a qualified teacher and providing all students rigorous grade-level instruction. School leadership effectively communicates with teachers, staff, parents and community. Shared decision-making with the teachers is evident (“Wired Wednesdays”), and teachers describe the principal as their number one “cheerleader” and coach.
Three guidance counselors, with one counselor assigned to each grade level, work at Hand. The administration and guidance offices are located throughout the building in order for the students and staff access to these personnel. The principal handles bus transportation responsibilities with the curriculum resource teacher handling textbooks. Hand’s administration works with the in-school suspension supervisor on discipline issues. The curriculum resource teacher is an invaluable support person for our staff as she ensures that the teachers have their necessary materials. Additionally, Hand’s curriculum resource teacher organizes all professional development including the school calendar. She is also the Making Middle Grades Work and single gender site coordinators. Our family and community liaison is an important proactive contributor for student success as she supports student learning with family engagement including a focus on Maslow’s hierarchy.
Essential partnerships supporting student learning begin with Hand’s School Improvement Council, Parent Teacher Organization, Educational Foundation, Cluster of Churches and Athletic Booster Club. Neighborhood organizations include the Shandon Neighborhood Council and the Hollywood Rosehill Neighborhood Organizations. Other partnerships include Columbia Green, the City of Columbia, University of South Carolina, Columbia College, Midlands Technical College, Greater Columbia Big Brothers and Big Sisters and Fort Jackson. Small businesses partner with Hand Middle School to support student learning. These important contributors to student success include area restaurants, stores, doctors and law firms.
School Personnel Data
Hand Middle School’s professional staff is composed of one principal, two assistant principals, classroom teachers, a media specialist, three guidance counselors, a literacy teacher, and a curriculum resource teacher. All members of the teaching staff meet or exceed state and federal guidelines for highly qualified status. Eleven teachers and a guidance counselor are National Board Certified.
Of the certified personnel, 68 percent are at the advanced degree levels of Masters or Masters plus thirty hours. Only 20 percent of the certified personnel are at the bachelor’s level. Thirty-five percent of teachers are certified in elementary/middle grades. Another 35 percent are high school certified in English, mathematics, science and history. The other teachers are certified in special education, music, visual arts, theater, dance, business, consumer sciences, physical education, health and foreign language studies. The staff is well-balanced by years of experience including 25 percent of the certified staff with 1 to 5 years of experience and 25 percent with over 20 years of experience.
With 63 percent of the teaching staff white and female and 17 percent white and male in 2008-2009, diversity does not exist as it is needed with our certified personnel. In the same year, African American females composed 15 percent and African American males were 1 percent of the teaching staff.
For 2007 student performance on PACT, all school staff earned a financial bonus, as well as recognition through the Richland County School District One Pay for Results initiative. In addition, over 30 percent of Hand’s teachers were recognized for significant student achievement gains as defined by the Pay for Results Teacher Incentive Program. For student performance on the 2007 PACT administration, Hand was awarded the Education Oversight Committee’s HUG Award (historically underachieving group) for reducing the achievement gap for minority and low-income students.
The MMGW TAV praised Hand’s hard-working teachers by emphasizing that “The teachers work together was clear in the emphasis on reading and writing in the classrooms the TAV observed. There, teachers taught the essential curriculum and connected the lessons to real-world applications. The use of data is evident in the decision-making process, and teachers and administrators often collaborate.”
Student Population Data
Hand Middle School is proud to serve 834 students during the 2008-2009 school year. The ethnic distribution of Hand is as follows: 58 percent African-American, 35 percent white and seven percent of other racial/ethnic backgrounds. The following chart provides trend data on the ethnic distribution of students from the 2006 school year until the present.
|
Year |
Black |
White |
Other |
|
2006 |
55 |
40 |
5 |
|
2007 |
56 |
39 |
5 |
|
2008 |
58 |
35 |
7 |
Hand’s data shows an increase in African Americans and other racial/ethnic backgrounds with a decrease in the percentage of white students at Hand Middle School.
The free/reduced lunch status for 2008 and 2007 was 46 percent. The special education rate is steadily growing from 11.7 percent in 2006 to 12.6 percent in 2008. The student attendance has been consistent at 96 percent since 2006.
Instructional and Organizational Effectiveness
Hand 2008
|
PACT ELA |
Grade 6 Below Basic |
Grade 7 Below Basic |
Grade 8 Below Basic |
|
|
20.7 |
26.8 |
23.6 |
Hand 2008
|
PACT Math |
Grade 6 Below Basic |
Grade 7 Below Basic |
Grade 8 Below Basic |
|
|
20.3 |
24.6 |
33.5 |
The faculty and staff at Hand Middle School are dedicated towards improving academic achievement. When we analyzed our data, we discovered achievement gaps that need to be addressed in order for our school to meet the AYP goal of 100% proficiency by all students prior to the 2013-2014 school year. One of the most noted academic challenges is the percentage of students reading below grade level as evidenced with Below Basic on PACT. We believe that a stronger literacy focus will result in increased achievement is all content areas. Our faculty is dedicated to literacy instruction. To build competent readers, skills are taught as a way to gain meaning with time for guided instruction and independent work.
The primary academic and behavioral educational models used at Hand Middle School are guided by the educational practices outlined by the Southern Regional Education Board’s (SREB) Making Middle Grades Work (MMGW) initiative. The ten elements/criteria for MMGW are the following:
High expectations and a system of extra help*
Aligned academic core for high school success
All students matter*
Engaging classroom practices
Parental support
Qualified teachers
Teachers working together*
Data Use
Technology Use
Strong Leadership
*Indicates focus areas selected by staff based on needs assessment
Other initiatives at Hand Middle School include Balanced Literacy, Marzano’s strategies, Bloom’s Taxonomy, Plan Do Check Act, and Larry Bell’s Golden 12 (higher level thinking verbs).
Suspected Causes of the Academic Achievement Gaps of Hand Middle School Students:
57.8% Poverty Index (2007 data)
Approximately one-quarter of our students read below grade level
Lack of cultural understanding with a diverse student population
High levels of single parent households
Students are split between parents: part-time with one parent, part-time with the other
Reduced student motivation
Transient population with children’s home students attending Hand
67% of special needs students are Below Basic in English language arts; 70% of special needs students are Below Basic in math (The achievement gap between special education and “All” students is the widest.)
Teachers need additional professional development in the effective use of literacy strategies, differentiation and rigorous instructional strategies
Teachers need additional professional development in effectively teaching students from a poverty background
Lack of a formalized academic assistance system
Emotionally disabled students zoned to a neighboring middle school are bused to Hand
According to the MMGW 2008 Student Assessment Survey of Hand Middle School randomly selected eighth grade students, the following results are noted:
33 percent read between 6 and 10 books; 14 percent read between 11 and 20 books; and 21 percent read more than 20 books.
32 percent completed a short writing assignment of one to three pages for a grade in English/language arts classes weekly.
29 percent wrote a major research paper in English/language arts class once a semester and 19 percent wrote a major research paper monthly
19 percent completed written lab reports in science class monthly; 16 percent did so weekly
85% reported having a written plan for courses they will take in high school (100% of eighth grade students actually completed IGP’s)
90 percent reported that teachers or other adults at school talked to them about what they will need to know and be able to do in ninth grade
Making Middle Grades Work Technical Assistance Visit Rigor Analysis
As part of the MMGW Technical Assistance Visit during the fall 2008, 81 classes across the curriculum were observed. According to the Technical Assistance Team, 79 percent of classes were found to be at the proficient or advanced levels in rigor. The following chart (Table 1.5) indicates the results of the TAV’s observations.
Levels of Rigor by Area
|
SUBJECT |
TOTAL
OBSERVATIONS |
Rigor
B P A |
|
English |
18 |
1 11 6 |
|
Math |
18 |
8 9 1 |
|
Science |
13 |
0 4 9 |
|
Social Studies |
19 |
5 4 10 |
|
Related Academics |
13 |
3 8 2 |
Overall Levels of Instruction – Hand Middle School
|
|
TOTAL
OBSERVATIONS |
Rigor
Basic Proficient Advanced |
|
All Subjects |
81 |
17(21 %) 36(44 %) 28 (35 %) |
The observations indicated the need to focus more on student product and student engagement, as well as consistent data-driven instruction. Of the total observations, 79% were at the Proficient and Advanced Rigor levels.
Stakeholder Meeting
The April 1 Hand Stakeholders Meeting with administrators, certified and classified employees, as well as students, parents and community members revealed a vision for Hand based on the strengths and challenges in academics, school climate, teacher quality, and parents and community. The stakeholders uniformly expressed a vision for Hand which included more available technology. At this time Hand is limited with only 23 SmartBoards and 49 projectors in 73 classrooms. Additionally, with the majority of the classrooms in our traditional historical building at less than 600 square feet, any available projectors and SmartBoards need to be mounted in order to maximize instructional learning capacity. Currently the math textbooks adopted for the 2009-2010 need this technology due to budget cuts and the inability to purchase necessary support materials. SmartBoards have been purchased through the use of the limited school budget or through school fundraising with approximately three added to the school’s inventory each year. Stakeholders expressed the need for additional technology in science classrooms especially due to the requirements of a fully functioning STEM learning environment.
School Report Card Survey
According to the annual School Report Card survey, the following results were noted:
|
Percent |
Teachers |
Students |
Parents |
|
Satisfied with learning environment |
100% |
80.4% |
89.9% |
|
Satisfied with social and physical environment |
100% |
78.2% |
81% |
|
Satisfied with home-school relations |
92.3% |
86.3% |
84% |
MMGW TAV Student/Parent Interview Results
Students describe the school as “award-winning,” “a place to learn,” “very diverse and unique,” “respectful” and “inviting.” Parents and community members report excellent communications among school staff, parents and the community. Other interview highlights included:
Extensive network of community partnerships
Faith-based groups help with birthdays, clothes, food, anything
Use of data such as data walls is most evident in decision-making
Teachers empowered by the principal
A collaborative school environment
Strategies to Increase Student Learning
Beginning with assigned summer reading, the faculty focuses on Hand’s performance goals and a culture of continuous improvement. According to the Richland School District One Literacy Manifesto, “We must provide our students with authentic opportunities to read, write, listen, speak, view, think and use technology by providing instruction that is high quality, rigorous and engaging.” During the summer 2008, the teachers read Janet Allen’s Inside Words, Tools for Teaching Academic Vocabulary. This book will be studied throughout the fall semester 2009 during morning department meetings as all content teachers implement literacy-based instructional strategies. Additionally Richland School District One supports meaningful literacy instruction through professional development, such as Reading Apprenticeship, as well as supplementing Hand’s staff with a literacy teacher. The literacy teacher spearheads Hand’s literacy movement with a lengthy and goals-based job description. Hand’s annual schoolwide read book for this school year is Fleischman’s Seedfolks. This novel emphasizes the importance of diversity through the experiences of a sharing community. Hand Middle School used this book as a schoolwide read three years ago and was featured in the Middle School Journal. During this process, the students were surveyed by the University of South Carolina’s Literacy Department. After an analysis of the survey results, a student wish list of engaging strategies for future implementations of Seedfolks was developed. Some of these strategies are incorporated in this year’s book study.
Hand’s master schedule was revised for the 2009-2010 school year. Emphasizing the importance of literacy instruction and the positive gains experienced in Reeves’ 90/90/90 schools, Hand’s reading and writing classes are twice as long as all other periods. This additional instructional time supports learning in all content areas and paves the way for literacy-based expectations including the following:
Provide access to a wide variety of reading material that appeal to students’ interests and span difficulty levels
Ensure that all teachers are experts at modeling and providing explicit instruction across all curriculum areas
Provide professional development that will help teachers use literacy within their disciplines
Identify students’ difficulties with reading and provide appropriate support
Every classroom must include certain components to support the literacy program. These requirements include multi-genre classroom libraries, a word wall, authentic experiences, data-driven instructional decisions, writing in all content areas, early intervention, differentiated instruction/flexible grouping, vertical teaming, literacy professional development and a variety of texts to support each content’s instruction. At Hand we are actively engaged in continuous professional development in order to support the teachers as they work to accomplish these goals.
Making Middle Grades Work focus teams have defined priorities for building and strengthening organizational capacity. Consistent with SACS and MMGW criteria, these teams composed of all staff members, take ownership of student achievement through establishing specific criteria relevant to their team’s focus. The teams include data, curriculum/instruction, guidance, transitions, professional development and academic assistance.
The six identified MMGW focus teams seek to increase student achievement, while at the same time bringing about effective instructional and organizational change in the middle grades. Each team focuses on the SREB’s 9 indices aimed at improving student achievement and ensuring a viable curriculum. The MMGW 9 indices are: 1) Emphasis on High Expectations; 2) Emphasis on Literacy Across the Curriculum; 3) Emphasis on numeracy across the curriculum; 4) Emphasis on engaging science experiences; 5) Emphasis on guidance; 6) Emphasis on extra help; 7) Emphasis on a rigorous English/Language Arts curriculum; 8) Emphasis on a rigorous mathematics curriculum; and 9) Emphasis on a rigorous science curriculum.
In alignment with the District’s goals, Hand Middle School seeks to improve student achievement by using all existing resources, programs and data. Similar to the District’s goal for student achievement, “To increase annually the percent of students who meet state standards in the five content areas assessed by PASS until the percent meets or exceeds the statewide average” and the District’s goal for Teacher/Administrator Quality: “To ensure the faculty and staff are knowledgeable, competent and productive”, MMGW focuses on student achievement and best practices for instructional delivery.
The MMGW assessment data can assist the school by acting as a barometer against the 9 criteria identified by the SREB as indicators of student achievement and instructional effectiveness and can provide a window as to how prepared students feel they are academically.
Baseline data for each of the 9 indices was gained via student self-report and required students to respond to various items within each index based on the degree to which the student felt each of the 9 indices were experienced by them in the classroom. The MMGW assessment was given in the Spring of the 2007-2008 school year. Baseline data for the 9 indices centered around student achievement and instructional practices and was reported based on the level of emphasis (intensive, moderate, or low) experienced by the student.
The school has set a performance goal for using MMGW assessment data as it relates to academic achievement and classroom experiences:
85% of tested students will report classroom experiences related to academic achievement at the “moderate” experience level or higher (intensive).
Baseline data for the MMGW assessment follows:
|
Overall Measure |
Baseline Data (2007-2008) |
|
Emphasis on High Expectations
Intensive
Moderate
Low
Incomplete Data |
37%
37%
22%
3% |
|
Emphasis on Literature Across the Curriculum
Intensive
Moderate
Low
Incomplete Data |
31%
49%
14%
7% |
|
Emphasis on Numeracy
Intensive
Moderate
Low
Incomplete Data |
34%
46%
15%
5% |
|
Emphasis on Engaging Science
Intensive
Moderate
Low
Incomplete Data |
20%
51%
24%
5% |
|
Emphasis on Guidance
Intensive
Moderate
Low
Incomplete Data |
61%
32%
2%
3% |
|
Emphasis on Extra Help
Intensive
Moderate
Low
Incomplete Data |
10%
44%
46%
0% |
|
Emphasis on a Rigorous English/Language Art
Intensive
Moderate
Low
Incomplete Date |
34%
36%
27%
3% |
|
Emphasis on a Rigorous Mathematics
Intensive
Moderate
Low
Incomplete Date |
64%
29%
2%
5% |
|
Emphasis on a Rigorous Science Curriculum
Intensive
Moderate
Low
Incomplete Date |
14%
37%
46%
3% |
The team leader for each focus area, along with the team members have identified research questions aimed at generating best practice results within their focus area. Focus team GBE goals are listed below and focus on strategies aimed at improving student achievement, instruction, and teacher/administrator quality.
Hand Middle School MMGW Focus Team GBE Goals:
|
MMGW Team
(Team Leader) |
Year 1 Goal
2008-2009 |
Year 2 Goal
2009-2010 |
Year 3 Goal
2010-2011 |
|
Transition (Blackwell) |
To implement a 1 day summer camp (Camp Hornet) for rising 5th grade students to ensure a smooth transition to Hand Middle School. |
Electronic Career Portfolios will be created by 8th graders as they begin exploration of Career Clusters and make course selections based on possible career interests. |
To ensure that transfer students transition easily to Hand Middle School by implementing a buddy system that will pair new transfer students with other transfer students that have experienced success at Hand. |
|
Guidance (McCants) |
To improve public relations with staff, parents and community by enhancing the rising 6th grade annual Spring Celebration event. The 2009 Spring Celebration will include a “Fair” in the Hand Middle School Cafeteria with booths set up for parents to learn how to access On-line grades and E-chalk; pick up information and brochures about the newly formed Tri-M International Music Honor Society; speak with PTO officers; speak with the SRO & Columbia Police Department, Hand Community Liaison, and other activities sponsored by the Hand Middle School faculty. |
To establish a baseline of data for parental involvement and increase the amount of parental involvement by 10% yearly for 3 year cycles. |
To create a program designed to increase student achievement in previously low-achieving sub-group(s). To decrease the number of students school-wide that are sent to the hearing board and/or expelled by continuing the mPowered program at HMS targeted at keeping students who have previously been sent to the hearing board and/or expelled in school for the entire school year by having these student participate in a mentoring and behavior modification program. |
|
Professional Development (Adams/Schell) |
Develop one-year professional framework and/or schedule that will target goals of the MMGW teams and 2008 District professional development focus on literacy. |
Align MMGW Professional Development team goals with National Professional Development Standards. |
Survey the staff and MMGW teams throughout the year to ascertain future objectives of the professional development plan. |
|
Curriculum (Thomas) |
Ensure that instruction is differentiated across the curriculum to meet the needs of all students. |
To increase student achievement in each content area by focusing on vocabulary instruction within each content area. |
Teachers will be asked to review their assignments and assessments once a month during department planning to ensure that their learning tasks are appropriate as indicated by the revised Bloom’s in the standard. |
|
Data (White) |
Review PACT Achievement GAP Report to determine needs, pattern/trends for population subgroups within Hand Middle School. Based on patterns/trends and needs of population subgroups, the Data focus team will create a DATA FACT SHEET revealing factual statements and trends/patterns from the GAP report data and work in conjunction with , and make recommendations to the Academic Assistance focus team regarding strategies for improving student performance. |
To create a system for sharing data within the school through the use of a “Data Room” for displaying grade-level and school-wide results. The type of data to be housed in the room will be based upon faculty survey to determine the most useful and essential data (PACT/PASS, MAP, MMGW, School Report Card, etc..) |
To create a system for sharing school-wide data to the community through the school webpage.
|
|
Academic Assistance (Boggs) |
Utilize the AYP and GAP school-wide data set to determine which population is in the greatest need. Examine peer-reviewed articles that give strategies for positively impacting the chosen population (African American Males). Make recommendations for strategies with a framework for implementation to the administrative team as to how to proceed in subsequent years . |
Implement the framework to increase non-fiction reading among African American males, which according to AYP and GAP data is the population in greatest need. |
To provide academic assistance to underperforming students in AAP classes. |
The priorities and responsibilities of the focus teams are outlined below:
Responsibilities for Focus Team Leaders:
Develop agenda in advance of meetings
Use strategies to ensure all members have an opportunity to be equally involved
Ensure the communication of information between the Leadership Team and Focus Team
Monitor action plan progress
Retrieve necessary resources and data
Coordinate and Communicate with other Focus Team Leaders
Develop methods for sharing information/initiatives to the staff
Attend Leadership and Focus Team Meetings
Disseminate team minutes to team members and site coordinator
Maintain professionalism and accountability of team via team norms and assigned tasks
Team Expectations Data Focus
I. Review all available data:
Examine longitudinal and cross sectional – PACT/PASS results
Examine Failure/Retention Rate
Examine longitudinal and cross sectional – EOC results
Examine MAP, Common assessment, Success Maker data to determine growth over time
Examine the success rate of feeder HS students – Math, ELA, Science, History
Examine success rates of students in ninth grade who have taken Algebra I or other HS credit courses in middle school
Develop systems to measure the effectiveness of interventions and school initiatives
Analyze MMGW assessment and survey data – receive in September
Analyze results of SC Climate Survey completed by students, teachers, and parents
Analyze results of School Report – look for trends over 3 years
Analyze results of Feeder Elementary School Reports
Examine any other data that reflects on the quality of student achievement
II. Monitor all data that indirectly or directly affects student achievement such as attendance, discipline referrals, suspensions, special education referrals/evaluations, etc.
III. Assess trends and patterns in course selections – gender, ethnicity, socio-economic levels, gifted and talented, etc
IV. Work with the other Focus Teams to develop systems to evaluate effectiveness of initiatives
V. Develop a system to acquire other data and research needed to support any new curriculum and instructional needs
Curriculum and Instruction Expectations
Develop a system to examine the quality, rigor and effectiveness of assessments, assignments, and student work
Research and monitor best practices
Research the strategies of common syllabi and common assessments. Determine implementation and monitor progress and impact on student achievement
Ensure the usage of Long Range Plans and Lesson Plans to reflect and implement best practices
Review reports from Hand’s School Renewal Plan, SACS, TAV and School Report Card
Ensure all challenges are addressed
Provide a comprehensive list of all interventions and monitor progress
Examine all data as it relates to curriculum and instruction
Examine the usage of Revised Bloom’s on lesson plans and student assignments
Examine types of Formative Assessments – measure impact of student achievement
Review and update the Literacy plan – monitor progress
Develop Numeracy plan – monitor progress
Review courses/programs to ensure all are appropriately challenged, that instruction is differentiated and rigorous to meet the needs of the students
Examine the effectiveness of the Advanced Academic Program courses
Make recommendations to Professional Development for professional publications to be added to the Professional Development Library
Guidance/Public Relations Expectations
Review EEDA and ensure the school is in compliance with requirements
Create a publication that highlights the major goals and programs of the guidance department – share with staff, students, parents
Assess Kuder or SCOIS use
Maintain data on the number of parent conferences quarterly- communicate with Data team
Maintain documentation of how guidance interacts with school officials to address common problems related to attendance, failures, suspensions, transition to middle school/high school
Develop system to measure the impact of intervention programs
Develop plan for small student groups to “talk” about personal/peer issues for all grade levels
Develop a system to communicate summer programs, after school opportunities, etc with parents
Develop plan to increase the number of male volunteers and monitor impact of student achievement
Collaborate with feeder high school to plan an orientation for rising ninth grade students
Collaborate with feeder elementary schools to plan an orientation for rising sixth grade students – work with Transitions Team
Develop a plan to encourage high attendance for all students
Research Advisor-Advisee programs
Develop a plan to increase parental involvement – monitor progress
Expand the involvement of business partners
Develop a Career Fair
Expand the involvement with faith-based programs/alliances to support with the dissemination of information, planning off-site extra help services, providing recognition of students and staff
Examine the effectives of current volunteering and mentoring programs
Develop training for staff for use of volunteers
Develop a plan to promote service learning schoolwide
Enhance the recognition program for volunteers, business partners, parents, community members
Develop a sub-committee for school PR- to write articles about school events, arrange for media to attend events, maintains a scrapbook or video journal
Enhance connection with City of Columbia and surrounding areas
Enhance usage of school’s website to share information with parents and develop alternate means of communication
Transitions Expectations
Evaluate the effectiveness of current transitions programs for rising sixth graders and ninth graders
Conduct research on effective Summer Bridge programs for rising sixth graders
Develop of plan to implement a summer bridge program – monitor progress
Collaborate with Guidance to ensure that 5th grade students at feeder elementary schools have ample opportunities during the spring to learn about Hand
Research effective programs for transitions for each grade level
Research the concept of a middle school project – started in 6th grade and completed in 8th grade
Professional Development Expectations
Review the School Renewal Plan and MMGW Action to make suggestions regarding professional development experiences that will ensure meeting the goals and expectations of the plans
Facilitate the creation of the comprehensive professional development plan - must include the school’s theme, clearly explain the format and delivery planned for successful implementation of the plan, and must reflect the National PD standards
Develop a system to measure the effectiveness of the PD plan.
Implement periodic surveys to ascertain the needs of the staff
Review data to monitor the progress of the PD plan and monitor if needed
Review the effectiveness of the New Teacher Support/Mentoring program
Monitor the effectiveness of Team/Department meetings
Develop a system for teachers to share PD experiences with the school
Plan activities to provide recognition and reward to teachers
Examine methods to foster greater collaboration among teachers and to strengthen professional and personal relationships among the staff
Academic Assistance Expectations
Monitor the effectiveness of existing extra help strategies that support student learning
Research strategies for extra help – Power of I, or A, B, C not Yet, Failure is Not an Option, etc.
Review MAP/PACT data to identify students who need additional help and support
Research best practices for meeting needs of students who score Below Basic
Examine the concept of student-led conferences. (Student-led conferences are a process which requires students to lead discussions with their parents and teachers regarding the quality of their work. The student presents a collection of work.)
Examine the impact of the Comprehensive Remediation Program.
Develop and implement a plan to increase the scores on PACT, EOC, MAP
Examine the impact of the Parent PACT Workshop
Collect data on arts infusion and the impact on student achievement
Similar to the MMGW assessment data, MAP assessment data, although only available for English/Language Arts and mathematics, can also be used as an indicator to determine how students might perform on South Carolina’s standardized test, PASS.
The goal in using MAP assessment data to further meet the overriding district and school student achievement goal: “To increase annually the percent of students who meet the state standards in the five content areas assessed by PASS until the percent meets or exceeds the statewide average,” will be:
To increase by 10% yearly, the number of students meeting target growth rates for ELA and math.
Baseline MAP assessment data is listed below:
|
Overall Measure |
Baseline Data 2008-2009 |
|
MAP Grade 6
Meeting Reading Target Growth |
50.8 |
|
MAP Grade 7
Meeting Reading Target Growth |
54.2 |
|
MAP Grade 8
Meeting Reading Target Growth |
47.3 |
|
MAP Grade 6
Meeting Math Target Growth |
51.4 |
|
MAP Grade 7
Meeting Math Target Growth |
50.6 |
|
MAP Grade 8
Meeting Math Target Growth |
40.7 |
Student Achievement
Mission, Vision, Beliefs
Hand Middle School’s mission, beliefs and vision are reviewed annually for renewed commitment by the school’s stakeholders. After a careful analysis of our beliefs during the 2008-2009 school year, these tenets remained unchanged by all stakeholders. Using the new Richland School District One’s mission as a guide, the Hand Middle School mission was revised to mirror the district’s concise but meaningful mission. This decision was consistent with all stakeholder groups including the School Improvement Council, Parent Teacher Organization, and the Educational Foundation. Hand’s vision was created during the 2008-20009 school year by the school’s team leaders and was met with resounding approval by all stakeholders. Hand’s mission and vision are displayed in every classroom. Hand’s slogan began in the 1930’s with “Hold Hand High.” These important statements evidence a shared commitment toward success and are published in the school’s newsletters and discussed at quarterly honors assemblies.
Student Learning Needs and Desired Results
The United States Department of Education has set the proficient level as the standard common assessment for achievement. At this level, students demonstrate mastery of the knowledge/skills necessary to be successful in college-preparatory work in grade nine. According to the Education Oversight Committee’s 2010 goal, South Carolina’s student achievement will be ranked in the top half of states nationally. The Southern Regional Educational Boards’ MMGW has identified effective practices that work to improve achievement for all groups of students in middle schools. According to MMGW, effective school expectations include the following:
· The school has a driving mission to prepare all students for success in college-preparatory level high school courses and postsecondary study and careers.
· Students are enrolled in a solid academic core that prepares them to meet academic and performance standards.
· School and classroom practices reflect high expectations for student learning.
· Teachers engage students in compelling challenging assignments.
· Students feel connected to the school and are guided to complete a program of study to meet a postsecondary and career goal.
· Students experience seamless transitions into and out of the school.
· Leadership focuses on continuous improvement of teaching and learning.
Richland County School District One’s critical components to success include: High Expectations, Instructional Leadership, Creating a Culture of Continuous Improvement, Using Data to Improve Results, and Professional Development.
Student Achievement Results
State Report Card History
|
|
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
|
Absolute |
Good |
Good |
Good |
Average |
Average |
Average |
|
Growth |
Below Average |
Below Average |
Average |
Unsatisfactory |
Good |
Average |
* Criteria to achieve each rating (Excellent, Good, Average, Below Average, and At-Risk) increases by .10 point each year until 2010.
The data for student performance on PACT assessments for the past five years presents a broad picture of student achievement at Hand. As reported on the 2003, 2004, and 2005 School Report Cards, the absolute rating for Hand has been good. The 2006 and 2007 absolute ratings for Hand have been average. The improvement ratings for 2002, 2003, and 2004 were below average, but the 2005 improvement rating increased to average. Hand’s 2006 improvement rating dipped to unsatisfactory, but rose to the 2007 improvement rating of good. The Historically Underachieving Group Award boosted Hand’s improvement rating one level for 2007. Hand continues to strive to meet Adequate Yearly Progress.
Adequate Yearly Progress History
|
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
|
Not Met |
Not Met |
Not Met |
Not Met |
Not Met |
Not Met |
|
17 out of 21 |
20 out of 21 |
17 out of 21 |
16 out of 21 |
15 out of 21 |
16 out of 21 |
|
17.6/15.5 |
17.6/15.5 |
38.2/36.7 |
38.2/36.7 |
38.2/36.7 |
58.8/57.8 |
*The last row represents the % of students proficient in ELA and the % of students proficient in Math you must achieve to be considered as “making AYP” for each subcategory.
Hand Middle School’s Adequate Yearly Progress for 2008 increased with the addition of one subgroup’s performance, subsidized lunch in mathematics, to 16 out of 21 standards with the sliding scale of students who must meet the proficiency standard rising to 58.8 in English language arts and 57.8 in mathematics. In 2007 15 of 21 subgroups met proficiency with a standard of 38.2 in English language arts and 36.7 in mathematics. The following chart shows Hand Middle school’s results of students scoring Basic or above on PACT disaggregated by student groups.
Percentage of HMS Students Meeting/Exceeding SC PACT Standards Spring 2008
Basic and Above
|
Subjects |
All Students |
African
American |
Hispanic |
White |
Asian |
Other |
Male |
Female |
Econ. Disadv. |
Special
Educ |
|
ELA |
79% |
70% |
81% |
92% |
100% |
50% |
74% |
83% |
63% |
37% |
|
Math |
76 |
66 |
89 |
90 |
100 |
50 |
72 |
80 |
62 |
39 |
|
Science |
77 |
66 |
86 |
90 |
100 |
100 |
75 |
78 |
63 |
46 |
|
Social Studies |
76 |
66 |
78 |
89 |
100 |
100 |
75 |
76 |
62 |
39 |
|
Writing |
69 |
64 |
64 |
89 |
92 |
29 |
58 |
79 |
61 |
22 |
PACT scores for 2008 indicate that the percentage of students scoring basic and above in ELA was 79%, Math was 76%, Science was 77%, Social Studies was 76%, and writing was 69%. In addition, the percent of students performing at the proficient and advanced levels on the 2008 PACT in ELA was 42.5%, Math was 44.2%, Science was 46.6%, and Social Studies was 42.2%.
Performance gaps exist for students with disabilities and free/reduced lunch in all content areas. Gaps exist between African American and white students in all content areas. Females overall, are achieving at a higher level than males in all subject areas. Additionally, writing scores are consistently the lowest of the content areas. An extra period for all students has been added to the master schedule to support writing instruction.
2008 Accountability Snapshot
Palmetto Achievement Challenge Test (PACT)
ELA-% All Students
|
|
Below Basic |
Basic |
Proficient |
Advanced |
|
03-04 |
25.0 |
36.0 |
29.1 |
9.8 |
|
04-05 |
23.4 |
40.0 |
26.7 |
9.9 |
|
05-06 |
24.5 |
40.1 |
27.2 |
8.2 |
|
06-07 |
23.4 |
34.2 |
30.6 |
11.8 |
|
07-08 |
21.3 |
36.2 |
29.8 |
12.7 |
MATH-% All Students
|
|
Below Basic |
Basic |
Proficient |
Advanced |
|
03-04 |
28.7 |
32.2 |
19.3 |
19.7 |
|
04-05 |
26.6 |
32.9 |
21.2 |
19.3 |
|
05-06 |
26.6 |
39.5 |
17.2 |
16.7 |
|
06-07 |
28.4 |
33.8 |
18.9 |
18.9 |
|
07-08 |
23.6 |
32.2 |
17.1 |
27.1 |
SCIENCE-% All Students
|
|
Below Basic |
Basic |
Proficient |
Advanced |
|
03-04 |
34.3 |
29.8 |
16.9 |
18.9 |
|
04-05 |
34.4 |
30.2 |
15.5 |
20.0 |
|
05-06 |
40.1 |
29.3 |
12.1 |
18.5 |
|
06-07 |
24.6 |
28.6 |
17.7 |
29.2 |
|
07-08 |
23.5 |
30.0 |
16.4 |
30.2 |
SOCIAL STUDIES-% All Students
|
|
Below Basic |
Basic |
Proficient |
Advanced |
|
03-04 |
24.6 |
37.5 |
16.5 |
21.4 |
|
04-05 |
26.0 |
36.7 |
17.1 |
20.2 |
|
05-06 |
27.7 |
37.3 |
15.2 |
19.8 |
|
06-07 |
20.5 |
42.3 |
13.0 |
24.2 |
|
07-08 |
24.4 |
33.3 |
14.3 |
27.9 |
When comparing the performance of Hand students on PACT to middle schools with similar students for the years 2002, 2003, 2004, 2005, 2006, and 2007, Hand students have generally performed better. The percentage of Hand students scoring Advanced was higher than similar schools from 2001 to 2008 in both ELA and Math. In ELA, Math, Science, and Social Studies for 2006, 2007, and 2008 Hand had a higher percentage of students scoring at the Advanced level than middle schools with students like ours.
Hand Middle School was a Richland School District One pilot school for MAP in 2007-2008 and continued implementation in 2008-2009. This test has provided useful information in the areas of reading and mathematics. Due to technology issues, the spring 2009 MAP testing was the first test administration when every Hand Middle School student was tested. The following data displays Hand’s progress towards reaching target goals, however this data is not totally accurate because all students were not able to take the MAP in the fall 2008. The test data is used for differentiating instruction.
The following chart shows the difference between 2008 and 2007 Proficient and Advanced scores at Hand Middle school by percentage.
PACT 2008 AND 2007 Proficient and Advanced Scores by Content
|
ELA 2008 |
ELA 2007 |
Math 2008 |
Math 2007 |
Science
2008 |
Science 2007 |
Social Studies
2008 |
Social Studies 2007 |
|
42.5 |
42.3 |
44.2 |
37.6 |
46.6 |
46.7 |
42.2 |
37.2 |
|
Difference |
.2 growth |
|
4.6 growth |
|
.1 decrease |
|
5 growth |
The percentage of students scoring proficient and advanced increased in all content areas except for science, however, science remains Hand’s content with the most students (46.6 percent) scoring Proficient or Advanced. Social studies and mathematics displayed the most growth with 5 percent and 4.6% respectively.
In examining the performance of subgroups at Hand from 2001 to 2008, it is evident that three main subgroups - African American students, disabled students, and students with subsidized meals - are not performing as well as other subgroups. Performance by these groups did not change significantly over the years from 2001 to 2005. The performance of African American students, disabled students, and subsidized meal students continues to reveal discrepancies in the performance of our students. Disabled students have not scored as well as non-disabled students, and, in fact, the only area that Hand did not meet AYP objectives for 2004 was in the performance category for disabled students. A consistent pattern that emerges is that the highest percentage of students scoring Below Basic during the years 2001 to 2007 was the disabled subgroup. Co-teaching classes have been implemented in the sixth and seventh grades to support and enhance students learning for special education resource students. Socio-economic status comparisons show that students with subsidized meals have not performed as well as full-pay meal students.
An examination of eighth grade course failure rates (D’s and F’s) from September 2008 (Figure 1.3) shows the students failing or making D’s in mathematics, English and science. In pre-algebra 28 percent are experiencing difficulties and 83 percent are African American. Hand’s African Americans are 58 percent of the student population. In English 8 the overall failure rate is 23 percent including 87 percent African American. This data shows the importance of making greater strides with our African American student population in terms of engagement and extra help. The Academic Assistance Focus Team is including “The Power of I” as a GBE priority.
|
Course |
Number Enrolled |
Total # Ds and Fs |
Black |
Hispanic |
White |
Other |
Male |
Female |
|
Algebra I |
77 |
3 |
1 |
0 |
2 |
0 |
3 |
0 |
|
Pre-algebra |
169 |
48 |
40 |
2 |
4 |
2 |
31 |
17 |
|
Honors English |
131 |
12 |
7 |
0 |
4 |
1 |
5 |
7 |
|
English 8 |
143 |
33 |
29 |
0 |
3 |
1 |
10 |
13 |
|
Honors Science |
141 |
2 |
0 |
1 |
1 |
0 |
2 |
0 |
|
Science 8 |
164 |
8 |
6 |
2 |
0 |
1 |
3 |
6 |
The majority of Hand Middle School students attend Dreher High School. The following chart depicts 2008 ninth grade student performance on End of Course (EOC) assessments in Algebra I, English I and Physical Science. In all cases, students exceed the performance of students at “comparable” schools, as defined by the South Carolina Department of Education. Algebra I in ninth grade was exceeded because over 50 percent of Hand students entering Dreher High School took Algebra I at Hand.
2008 EOCEP Three-Year Summary Graph
2008 EOC Pass Rates for Dreher High School, Columbia, SC
|
Exam |
Dreher High School |
Comparable Schools |
|
Algebra I |
70 |
82 |
|
English I |
72 |
64 |
|
Physical Science |
69 |
56 |
|
ALL TESTS |
71 |
68 |
Variables that Impact Student Achievement
The administrative team in conjunction with our school social worker work to ensure every student’s compliance with the South Carolina Compulsory School Attendance Law. Attendance Intervention Plans are developed and truancy petitions are filed in accordance with this law. The student attendance data varies by ethnicity and gender. School attendance can have a definite impact on student achievement and retention rates, as well as dropout rates. African American males have the lowest student attendance rate at Hand; however they still meet state standards for attendance. Every effort is made to work with students that are exhibiting attendance problems such that dropout does not become an issue. For students, the retention rate for Hand Middle School has fluctuated slightly over the past five years ranging from 0.8% to 3 percent of the student population being retained between the years of 2001 to 2008. The percent of students older than usual for grade level at Hand has decreased steadily since 2001 and is lower than the percent of students older than usual for grade level at schools with students similar to ours. Student attendance rates have remained around 96% for the past two years, and Adequate Yearly Progress for attendance participation has been met every year at Hand. A comprehensive remediation after-school program supports student learning for students scoring Below Basic on PACT. Attendance and dropout data follow:
2006-2008 Average Daily Attendance Report
|
Race/Sex |
Year |
6th
Grade |
7th Grade |
8th Grade |
All Grades |
|
* All * |
2006 |
96.0 |
96.2 |
95.1 |
95.7 |
|
|
2007 |
96.2 |
96.3 |
95.6 |
96.0 |
|
|
2008 |
96.4 |
96.2 |
96.2 |
96.2 |
|
* All Female * |
2006 |
96.4 |
95.4 |
95.2 |
96.0 |
|
|
2007 |
96.5 |
95.6 |
95.3 |
96.1 |
|
|
2008 |
96.7 |
96.7 |
93.4 |
96.5 |
|
* All Male * |
2006 |
95.5 |
96.1 |
95.0 |
95.5 |
|
|
2007 |
95.9 |
96.1 |
95.8 |
95.9 |
|
|
2008 |
95.9 |
95.7 |
95.9 |
95.8 |
|
African-American |
2006 |
95.4 |
95.7 |
94.5 |
95.2 |
|
|
2007 |
96.1 |
95.0 |
94.8 |
95.6 |
|
|
2008 |
96.2 |
95.8 |
95.6 |
95.9 |
|
African-American Female |
2006 |
96.0 |
95.9 |
94.4 |
95.5 |
|
|
2007 |
96.8 |
95.5 |
94.4 |
95.9 |
|
|
2008 |
96.6 |
96.7 |
96.0 |
96.4 |
|
African-American Male |
2006 |
94.8 |
95.5 |
94.6 |
95.0 |
|
|
2007 |
95.2 |
95.4 |
95.2 |
95.3 |
|
|
2008 |
95.7 |
94.9 |
95.3 |
95.3 |
|
Other |
2006 |
97.5 |
98.4 |
95.3 |
97.0 |
|
|
2007 |
97.3 |
97.0 |
98.1 |
97.4 |
|
|
2008 |
96.6 |
97.4 |
97.3 |
97.1 |
|
Other Female |
2006 |
98.2 |
98.0 |
95.2 |
97.4 |
|
|
2007 |
97.1 |
96.9 |
98.1 |
97.3 |
|
|
2008 |
97.7 |
96.8 |
98.2 |
97.5 |
|
Other Male |
2006 |
96.1 |
98.9 |
95.4 |
96.6 |
|
|
2007 |
97.6 |
97.3 |
98.1 |
97.6 |
|
|
2008 |
95.7 |
98.3 |
95.5 |
96.6 |
|
White |
2006 |
96.9 |
96.8 |
95.7 |
96.4 |
|
|
2007 |
96.3 |
96.9 |
96.2 |
96.4 |
|
|
2008 |
96.5 |
96.5 |
96.9 |
96.6 |
|
White Female |
2006 |
96.8 |
97.2 |
96.2 |
96.7 |
|
|
2007 |
95.9 |
96.7 |
96.3 |
96.3 |
|
|
2008 |
96.9 |
96.5 |
96.6 |
96.7 |
|
White Male |
2006 |
97.0 |
95.5 |
95.4 |
96.2 |
|
|
2007 |
96.7 |
97.1 |
96.2 |
96.6 |
|
|
2008 |
96.2 |
96.4 |
97.1 |
96.5 |
Student Aggregated Behavior Outcomes
Percentage by School Compared to Total Number of Dropouts
|
Grade |
07 |
08 |
(blank) |
Total |
% |
|
Hand |
|
1 |
|
1 |
50.00% |
Dropout Data by School, Grade, Race and Gender
|
Hand Middle School |
|
|
|
Gender |
Ethnic |
08 |
Total |
|
M |
B |
1 |
1 |
|
M Total |
|
1 |
1 |
|
Grand Total |
1 |
1 |
School Dropout Percentage by School Compared to Total School Population
|
School |
School Population* |
Number of Dropouts |
% of 2007-08
Student Population |
|
Hand |
817 |
1 |
0.12% |
*2007-08 Enrollment based on 135-Day
Attendance Outcomes
Hand Middle
|
ADA |
45th |
90th |
135th |
|
2008-09 |
97.28 |
96.64 |
96.27 |
Hearing Board Data
Hand’s staff works hard through a myriad of intervention strategies to keep students in school, as is evidenced by our high student attendance rate. Hand has a three-tiered mentoring program including at least 75 students with mentors to support positive developmental and academic growth. Additionally, many students are placed on behavior notebooks. The Student Intervention Team provides another avenue for parent and school communication. Students who have consistently had school challenges enter the Empowered Program with intensive school and parental involvement. Teaching and learning remain our priority at Hand Middle School. As such, students are not allowed to disrupt the learning environment. Once students have exhausted all possible interventions strategies, it occasionally becomes necessary to refer students to the hearing office. Hearing office data, along with other disciplinary infractions follow.
Hearing Office Outcomes
Referrals
|
SCHOOL |
TOTAL |
BLACK MALE |
BLACK FEMALE |
WHITE MALE |
WHITE FEMALE |
HISPANIC
MALE |
HISPANIC
FEMALE |
OTHER
MALE |
OTHER
FEMALE |
|
Hand |
29 |
22 |
6 |
1 |
|
|
|
|
|
Special Education Outcomes
135 Day 2009 Discipline
|
School |
ISS |
ISS |
OSS |
OSS |
|
|
# of Students |
# of Incidents |
#of Students |
# of Incidents |
|
Hand |
36 |
129 |
23 |
67 |
Hand Middle School Expulsion Referrals for the Past Four Years
|
Year |
2005-2006 |
2006-2007 |
2007-2008 |
2008-2009 |
|
# of Expulsion Referrals |
60 |
50 |
39 |
29 |
The instructional staff currently consists of sixty professional members dedicated to the educational advancement of our 834 students. The percent of teachers with advanced degrees at Hand Middle School has ranged from 46 percent to 68.2 percent during the years of 2001 through 2008. Hand has more teachers with advanced degrees than middle schools with students similar to ours. The percentage of teachers with advanced degrees has increased steadily over the past five years. In addition, 100 percent of the teachers working at Hand Middle School have been designated as highly qualified teachers. The number of teachers returning each year has remained consistent over the past five years with a high percentage of returning teachers ranging from 76.5 percent to currently 88.1 percent. Teacher attendance has increased between 2006 and 2008 from 93.2 percent to 96 percent.
Over the past four years, the percent of our student population at Hand Middle School with disabilities other than speech has increased from 9.5 percent in 2001 to 12.6 percent in 2008, and the percent of students eligible for gifted and talented has increased from 28.7 percent in 2001 to 33.1 percent in 2008. For the past four years, over 50 percent of our students have participated in high school credit courses while similar schools have averaged closer to 20 percent participation in such courses. In 2008, 66.8 percent of our students were enrolled in high school credit courses, including Algebra I, geometry, Chinese I, Spanish I, Latin I , French I, keyboarding, and business computer applications. At Hand, the suspension and expulsion rate for violent and criminal offenses was .7 percent in 2008 which is .1 percent lower than middle schools like ours. Academic assistance plans are developed with interventions for individual student needs through the Student Intervention Team (SIT).
The following chart displays the course-taking patterns at Hand by ethnicity/gender and special types of courses. This data indicates more African American students and Hispanic students need access to advanced coursework.
Course-Taking Patterns by Ethnicity/Gender, Special Types of Courses
|
Course Title
Numbers/Percentage |
Grade |
High School Credit |
Black |
Hispanic |
White |
Other |
|
Male |
Female |
Male |
Female |
Male |
Female |
Male |
Female |
|
Remedial |
|
Math Practice Lab (double dose class) |
8 |
None |
26 |
11 |
1 |
1 |
1 |
1 |
1 |
0 |
|
Reading Practice Lab (double dose class) |
8 |
None |
17 |
7 |
0 |
2 |
0 |
0 |
1 |
0 |
|
Mathematics |
|
Pre-Algebra |
8 |
None |
57 |
51 |
2 |
7 |
12 |
14 |
4 |
2 |
|
Algebra I |
8 |
1 unit |
7 |
13 |
1 |
0 |
28 |
23 |
0 |
2 |
|
MEGSSS/Geometry |
8 |
1 unit |
3 |
4 |
2 |
3 |
12 |
15 |
1 |
2 |
|
MEGSSS/Algebra I |
7 |
1 unit |
4 |
10 |
1 |
0 |
19 |
20 |
5 |
1 |
|
High School |
|
Keyboarding |
7 |
.5 unit |
24 |
29 |
0 |
0 |
28 |
20 |
4 |
2 |
|
Keyboarding |
8 |
.5 unit |
16 |
13 |
1 |
0 |
11 |
7 |
1 |
1 |
|
Business Computer App |
8 |
.5 unit |
5 |
15 |
0 |
0 |
18 |
11 |
0 |
1 |
|
Spanish I |
8 |
1 unit |
4 |
12 |
1 |
4 |
17 |
11 |
0 |
0 |
|
French I |
8 |
1 unit |
3 |
5 |
1 |
1 |
2 |
2 |
1 |
0 |
|
Latin I |
8 |
1 unit |
0 |
1 |
0 |
0 |
3 |
6 |
1 |
0 |
|
Chinese |
8 |
1 unit |
3 |
0 |
0 |
0 |
7 |
0 |
0 |
0 |
|
Honors |
|
English/LA |
8 |
None |
9 |
21 |
3 |
4 |
43 |
43 |
1 |
3 |
|
Science |
8 |
None |
10 |
15 |
3 |
3 |
44 |
41 |
1 |
3 |
|
Social Studies |
8 |
None |
10 |
16 |
3 |
4 |
42 |
41 |
1 |
3 |
Hand Middle School piloted African American Promise for Richland School District One beginning in 2007-2008. The mission of African American Promise is to “create a climate of equity and acceptance that respects, values and responds to the diversity of Hand’s community. We will expect, challenge and nurture minority students to acquire the knowledge, skills, attributes and insights necessary to demonstrate academic excellence; and collaborate with families and the community to maintain environments that support the success of our minority youth.” Through African American Promise, academically gifted African American students receive support, any necessary interventions and assistance in maintaining participation and performance in rigorous courses.
At Hand students who score Below Basic in mathematics and/or English language arts not only participate in our after-school comprehensive remediation program but also receive an additional class (double-blocked) in mathematics or English/language arts.
Factors which have helped support student achievement include school leadership, prime instructional time, parent participation and support, class sizes (budget cuts for 2009-2010 have increased teacher/pupil ratios) and teacher participation in professional development. The principal at Hand has served for seven years. During the past five years, the percent of prime instructional time has ranged from 88.9% to as high as 91.1% which is comparable to schools with students similar to ours. Teacher participation in professional development has increased steadily from 7.3 days per teacher in 2001 to 10.4 days per teacher per year in 2005 to 12.3 days per year in 2007. The student to teacher ratio at Hand Middle School is very favorable and has been less than in middle schools similar to ours for the past five years. In 2008, the student-teacher ratio in core subjects was 17.0 to 1.
Parent, teacher, and student surveys administered by the State Department of Education and reported on our school report cards indicated that a high percentage of parents, teachers, and students were satisfied with the learning and physical environment at Hand Middle School as well as with home-school relations. In 2008, it was indicated that for the area of school-home relations that 92.3% of teachers were satisfied, 86.3% of students were satisfied, and 84% of parents were satisfied.
Action Plans and Performance Goals
While gathering information for the needs assessment for Hand Middle School, several areas of concern, as well as areas of strength emerged. Accordingly, action plans and performance goals were developed specifically focused on increasing student achievement in the areas of ELA, Math, Science, and Social Studies with an overlapping literacy focus. In the area of student achievement, the needs assessment revealed a continuing need to move our students from scoring in the Below Basic range of PACT to the Basic and Above ranges of performance in ELA, Math, Science, and Social Studies. Another area of concern was the need to continue to move more students to the highest levels of achievement on PACT by increasing the number of students scoring at the Proficient and advanced levels. These areas are now moving each student from the Not Met area on PASS to Met and Exemplary on PASS. Parent involvement and school climate were identified as strengths and will continue to be focus areas because of our beliefs that both are crucial in supporting student achievement. Technology accessibility was viewed as a challenge. Based on the information provided in the needs assessment, all action plans for student achievement were developed within the guidelines of identifying strategies that will address moving students from Not Met to Met and Exemplary levels of performance, and will include parent involvement and the use of technology. In addition, strategies clearly include plans for professional and staff development to address identified strategies for each action plan in order to ensure effective implementation of initiatives and to promote professional development of the faculty and staff at Hand. It should be noted that professional and staff development were identified as areas of strength by the school faculty and when applying the self-assessment rubric for staff development provided by the State Department of Education in 2005. In 2007, in an effort to gather more data on our students, Hand piloted the use of MAP in our school. Teachers and administrators are participating in staff development opportunities to learn more about utilizing this data and to incorporate this training as part of our data-driven focus.
In addition to the four action plans developed for student achievement, action plans and performance goals were also developed for teacher and administrator quality, school climate, technology, arts infusion and literacy. Both our technology and arts infused plans were revised from existing plans and will continue to serve as guides for effective technology planning and arts infused strategies as we prepare our students and provide challenging and meaningful educational experiences. With the completion of our building and the addition of our new auditorium and arts rooms, we will continue to plan for and expand upon our arts opportunities for all students. Also, for the 2007 -2008 school year, our technology team was bolstered by the addition of a full time computer lab instructor and the placement of a technology support person within our school. Due to budget constraints for the 2009-2010 school year, the technology support person is shared with two other schools and the computer lab instructor position has been eliminated. Because all learning requires language, Richland School District One views literacy as an overlapping theme in all content areas for student success.