State Board of Education Goals Future-ready Students for the 21st Century

Goal 1 North Carolina public schools will produce globally competitive students.
Goal 2 North Carolina public schools will be led by 21st Century professionals.
Goal 3 North Carolina Public School students will be healthy and responsible.
Goal 4 Leadership will guide innovation in North Carolina public schools.
Goal 5 North Carolina public schools will be governed and supported by 21st Century systems.

nts for the 21st Century

udents.

onals.

sible.

21st Century systems.

Franklin County Schools

District Goal 1:

By 2020, 90% of students will read on or above grade level and demonstrate mstery in m
determined by national, state, and local assessments.

Supports SBE Goal:

Goal 1 North Carolina public schools will produce globally competitive students.

District Goal 2:

By 2020 100% of teachers in Franklin County will be highly qualified.

Supports SBE Goal:

Goal 2 North Carolina public schools will be led by 21st Century professionals.

District Goal 3:

The school environment will be safe and inviting, with a focus on research based, 21st ce
and learning strategies that support the individual academic, social, emotional, and physi
development of every student.

Supports SBE Goal:

Goal 3 North Carolina Public School students will be healthy and responsible.

District Goal 4:

All student will demonstrate 21st century skills that will ensure they are college and caree

Supports SBE Goal:

Goal 4 Leadership will guide innovation in North Carolina public schools.

District Goal 5:

The district will ensure that profesisonal development focuses on mproving educator cap
core academic content for understanding in ways that enhance 21st century skills master

Supports SBE Goal:

Goal 5 North Carolina public schools will be governed and supported by 21st Century
systems.

level and demonstrate mstery in mathematics as

obally competitive students.

ighly qualified.

1st Century professionals.

a focus on research based, 21st century teaching

demic, social, emotional, and physical
healthy and responsible.
ensure they are college and career ready.

olina public schools.

focuses on mproving educator capacity to teach

enhance 21st century skills mastery.

d and supported by 21st Century

Recommended Data Sources for Analysis by School Improvement Te

Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, beh
Examine data from such areas as:

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained

End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on G

Testing Results)
End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on G
Testing Results)
School Report Card results: (www.ncreportcards.org)
North Carolina Teacher Working Conditions Survey results: ( http://ncteachingconditions.org )

North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversati
Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments)
Career and Technical Education Local Plan

School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-te
School Demographic Information related to drop-out information and graduation rate data
(http://www.ncpublicschools.org/research/dropout/reports)

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated
new and/or inexperienced faculty (http://www.ncreportcards.org and locally-maintained data)

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late
of transfers, and/or transiency including migratory moves (if applicable) (NC WISE and locally maintained data)

School Perception Information related to parent perceptions and parent needs including information about
levels (Locally maintained data)

Title III AMAO School Process Information related to an analysis of existing curricula focused on helping E
Learners (ELLs) work toward attaining proficiency

Title III AMAO School Process Information related to an analysis of existing personnel focused on helping E
Learners (ELLs) work toward attaining proficiency

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, inst
reform strategies, and/or extended learning opportunities
Ready Schools Inventory/Ready Schools Plan (http://www.ncreadyschools.org)
Special Education Continuous Improvement Plan
Title I AMO Reports (http://ayp.ncpublicschools.org)
Healthy Active Children Initiative (http://www.nchealthyschools.org)

by School Improvement Teams

ment in academic performance, behavior or other areas.

hat highly qualified, well-trained teachers provide instruction and how their assignments most effectively address ide

countability/reporting Click on Greenbook, then State

ccountability/reporting Click on Greenbook, then State

ingconditions.org )

ovement (To assist in conversations about improving teacher working conditions, The New Teacher Center created a g

ram-specific assessments)

fice referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report

uation rate data

rnover, or challenges associated with a high percent of

y-maintained data)

ent tardiness, early checkouts, late enrollments, high number

SE and locally maintained data)

eds including information about literacy and education

g curricula focused on helping English Language

g personnel focused on helping English Language

ment, instructional materials, instructional strategies,

org)

School Vision and Mission Statements for (insert school name)

Vision:

Vision: FMS will become a model school to watch for the district and state through high expectations and standards. We will re
embrace cultural diversity, form lifelong community partnerships with parents and business leaders to provide high quality supp
instructional services that lead to college, career readiness, and adulthood.

Mission:

Mission Statement: Franklinton Middle School will prepare responsible 21st century learners who are ready for citizenship and
global and complex economy through an accelerated and rigorous academic environment that challenges students to think crit
analytically while building effective communication skills both oral and written.

Core Values:
Relationships centered on trust and open communication are needed to promote transparency.
We must support each student in developing a vision with clear goals.
Each student is capable of reaching his or her fullest potential if they receive appropriate suppo
Every student is expected to grow and develop, academically, socially, emotionally, and behav
Students deserve a wraparound support system and structure with all stakeholders working co
Educators must become result and action oriented in the decisions we make that impact stude
Respect, integrity, self-discipline, and honesty are all virtues that must be modeled and reinforc

insert school name)

pectations and standards. We will recognize and

leaders to provide high quality support and

rs who are ready for citizenship and participation in a

hat challenges students to think critically and

ed to promote transparency.

ey receive appropriate support and instruction based on his or her specific learning style and readiness levels.
ally, emotionally, and behaviorally through appropriate layers of support and interventions.
h all stakeholders working collectively towards the same end goal.
s we make that impact students lives daily. Parental involvement and community support is needed throughout
must be modeled and reinforced by all stakeholders.

ng style and readiness levels.

erventions.
support is needed throughout a students academic journey.

LEA or Charter Name/Number: Select your school district/charter school

School Name/Number:
School Address:
3 North Main Street, Franklinton, NC
Plan Year(s):
Date prepared:

Franklinton Middle School

2014-2017
13-Oct-14

Principal Signature:
Date
Local Board Approval Signature
Date

School Improvement Team Membership

From GS 115C-105.27: The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and
teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school
improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and
teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and
socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.

Committee Position*
Principal
Assistant Principal Representative
Principal Intern Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Teacher Representative
Teacher Representative
Teacher Representative

Name
Trenton Brown
Karen Lindsay
Crystal Davis
Jenny Smetana
Mary Moore
Regina Harris
Genia Henderson
LeeAnn O'Neal
Salome Randolph
Leslie Keenan

Committee Position*

Name

* Add to list as needed. Each group may have more than one representative.

Date
Date

l support personnel, and

t team to develop a school
upport personnel, and
flect the racial and

Name

School Data and Summary Analysis

Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying
priority areas for improvement.
Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance,
sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student
learning (also from walk-throughs/observations as well as data).
1. What does the analysis tell you about your schools strengths?
76% of the staff felt that they had time available to collaborate with their colleagues based on the 2013-2014 TWC. This number
is slightly higher than the district average at 75.1%. 82 % of teachers reported that they are protected from non-instructional
duties that interfered with their core instructional time. This number is 14 percentage points higher than the district average. 94%
of teachers indicated that they had access to reliable communication technology. 93% of teachers reported that they were
encouraged to try different innovations to improve learning. Despite of attrition in staff, teacher turnover, and multiple changes in
leadership over the past two years, 74% of staff returned to FMS for the 2015-2016 school year. 7th Grade English Arts
proficiency rate increased by 8 percentage points, up from 36 percent to 44 percent. 7th Grade ELA college and career
readiness increased by 14 percentage points. This number is up from 19% to 34%. The small school structure allows for
personalized learning within a small class environment compared to larger schools. Teachers, support staff, and administration
are able to build rapport with students and focus on the individual needs of each learner. Furthermore, the small school structure
allows greater visibility and accessibility to administration, guidance, and other front office staff. Parents and guardians are able
to forge lasting relationships with teachers. The environment is conducive for parent conferences with individual teachers and
interdisciplinary teams to discuss grades, attendance, and student conduct that affect the students overall performance. Two
way communication can be tracked and monitored given the small size of the schools demographic. Approximately, 330 students
are enrolled which enables school leaders/ support staff to more easily track and target students academic progress. In addition,
resources can more easily be utilized for intervention/ enrichment based on students needs, academic, social, and emotional.
The small school makeup allows teachers to assume more of a leadership role and be involved in the decision making process
within their grade level, department, and school in matters pertaining to staffing, scheduling, teacher leadership, budget, school
policies, and other school facets. FMS staff is comprised of 19 teachers. This number allows for differentiated professional
development and individualizes support.

2. What does the analysis tell you about your schools gaps or opportunities for improvement?
FMS performance composite rate of proficiency has steadily decreased over the years. The school performance composite
declined from 41 percent to 34 percent, a -7 percentage point drop based on the 2014-2015 EOG Assessment data. The
percentage of students identified as college and career ready has also dropped from 2014-2015 school year. That number
dropped from 29% to 25%. These wide range decreases in student achievement school wide reflect discrepancies and lack of
consistency in the schools capacity to provide high quality instruction, assessments, and intervention. Analysis of the schools
instructional focus reflect capricious instructional practices that differ from class to class and across grade level. No consistent
practice or instructional focus is reflected in teacher lesson plan, PLT meetings, or grade level meetings. Poor leadership and

FMS performance composite rate of proficiency has steadily decreased over the years. The school performance composite
declined from 41 percent to 34 percent, a -7 percentage point drop based on the 2014-2015 EOG Assessment data. The
percentage of students identified as college and career ready has also dropped from 2014-2015 school year. That number
dropped from 29% to 25%. These wide range decreases in student achievement school wide reflect discrepancies and lack of
consistency in the schools capacity to provide high quality instruction, assessments, and intervention. Analysis of the schools
instructional focus reflect capricious instructional practices that differ from class to class and across grade level. No consistent
practice or instructional focus is reflected in teacher lesson plan, PLT meetings, or grade level meetings. Poor leadership and
management of instructional time has led to disjointed and flaky programs that lack clear vision and purpose. Progress
monitoring and early intervention and systemic interventions at best is unaccounted. Very scarce documentation of school wide
systemic tracking systems and progress monitoring is available for review. It appears that much of the school mark key functions
were not data driven based on the absence of detailed quarterly reviews, SIT minutes, and agendas. Poor documentation of PLT
collaboration and focus on what students know or dont know is reflected in the absences of PLT agendas, minutes, and data
notebooks.
As a result, the follow discrepancies can be cited based on aggregated data from 2014- 2015 school year: 6th Grade ELA
proficiency rate dropped by -25 percentage points. 6th Grade ELA college & career readiness declined by -19 percentage points.
6th Grade Math proficiency dropped by -5 percentage points. Less than 21 percent of student in 6th grade math were deemed
proficient in 2015. Less than 14 percent of students in 6th grade math scored a level 4 and 5 which measures college & career
readiness. While gains can be noted in 7th grade ELA as the rate of proficiency jumped from 36 percent to 44 percent, more
than half of the students remain deficient for 7th grade ELA. 7th Grade ELA college career ready saw improvement as it
increased from 19 percent to 34 percent. 7th grade math proficiency dropped from 36% to 24%. A negative 12 percentage point
decline. Only 20 percent of students scored at or above a level 4 for 7th grade Math. Disparities in student achievement continue
in 8th grade math as the proficiency rate dropped from 47% to 38%. 8th Grade ELA showed discrepancies in student proficiency
as it fell from 34 percent in 2014 to 29 percent in 2015. For college and career readiness in 8th grade, no gains can be cited in
any content areas. 8th grade science proficiency rate dropped by -10 percent. The school performance grade on the NC
Schools report card for 2015 received a letter grade of a D based on the States new accountability formula.
When we analyze perception data, consistent disparities reflected in the above findings can be noted regarding teacher
perception of the work environment. Based on the 2012 TWC survey, less than 60 percent of teachers felt that the school was a
good place to work. 73% of teachers perceived that they work in professional learning communities to develop and align
instructional practices compared to the district average of 92%. 52 percent of the staff felt that professional development
broaden their content knowledge. 35 percent of the staff felt that the school had a clear vision, mission, and goals compared to
the
district
average
of 82%.and
High
percentage
ofabout
teachers
felt a since
of distrust and
uncertainty
3. What
is data
is missing,
how
will you go
collecting
this information
for future
use? about school leadership. Many
teachers indicated that they were not involved in mark key decisions on staff and the SIT team did not play an intricate role in
This
school
as a35%
middle
school last
there
is not much
historical
data
to use in the
thisschool
process;
however,
school
wide opened
decisions.
of teachers
feltyear
that (SY13-14),
there was aso
lack
of mutual
respect
and trust
throughout
which
as
years
progress,
we
will
be
able
to
add
to
our
data
banks
to
aid
us
in
making
strong
decisions
that
support
student
contributed to a toxic working environment. A huge percentage of staff felt devalued and underappreciated as their efforts
achievement
andunnoticed
teacher growth
opportunities.
seemingly went
or unrecognized.
35% of the staff reported that student did not follow rules. Lack of consistency and
enforcement of school policy among administration contributed to student misconduct and conditions that stifled the learning
environment.

This school opened as a middle school last year (SY13-14), so there is not much historical data to use in this process; however,
as years progress, we will be able to add to our data banks to aid us in making strong decisions that support student
achievement and teacher growth opportunities.

4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school?
Cite relevant evidence from your analysis to support these priorities.
Implementation of Understanding by design format for unit plans will be incorporated to insure that teachers are using the State
Common Core and NC Essential Standards to align learning goals, assessments, and instruction to promote mastery learning
and rigor. Aggregated data compiled across subject and grade level reflect a negative trend of students failing to meet state
standards. The schools performance composite score dropped from 41% in 2014 to 31% in 2015.
A systemic pyramid response to intervention/ enrichment will be implemented to track, monitor, and target learning
discrepancies and acceleration based on regular analysis of assessment data. A comprehensive system of intervention and
tiered support is needed to provide timely intervention, resources, and instructional modification based on multiple sources of
data to reduce the high number of students that fail to meet State and District strategic targets and a years worth of growth
based on the new accountability model ( EVASS projections)

 Implementation of Understanding by design format for unit plans will be incorporated to insure that teachers are using the State
Common Core and NC Essential Standards to align learning goals, assessments, and instruction to promote mastery learning
and rigor. Aggregated data compiled across subject and grade level reflect a negative trend of students failing to meet state
standards. The schools performance composite score dropped from 41% in 2014 to 31% in 2015.
A systemic pyramid response to intervention/ enrichment will be implemented to track, monitor, and target learning
discrepancies and acceleration based on regular analysis of assessment data. A comprehensive system of intervention and
tiered support is needed to provide timely intervention, resources, and instructional modification based on multiple sources of
data to reduce the high number of students that fail to meet State and District strategic targets and a years worth of growth
based on the new accountability model ( EVASS projections)
Committees will be assembled to build partnership with community and parents.
Additional committees and efforts will be developed to establish staff /student recognition protocols and create team building
activities to foster morale. Committee will review and reevaluate school policy and handbook to ensure equity and fairness along
with greater consistency in managing student/ staff conduct as it relate to the district standard code of conduct. 35% of staff felt a
lack of mutual respect and trust. 35% of staff felt like students did not comply with school rules and nor were disciplinarian
expectations enforced with consistency.

Priority Goal 1 and Associated Strategies

Area for improvement and supporting data:
Increase reading, math, and science EOG scores by 10%.

School Goal 1:

By June of 2016, FMS performance composite rate of proficiency will increase from 34% to 45% while
meeting or exceeding expected growth based on the EOG tests.
Restrainers: Time, teacher knowledge of UBD, High number of BT, lateral Entry
staff,
Resources: Math - IXL, STAR Math, Chromebook cart for math teachers, Case 21 Benchmarks,
Coach books, math tutoring afterschool.
Reading - STAR Reading, Case 21 Benchmarks, Crosswalk Coach
Books, News ELA, Scoot Pad, Sets of novels at each grade level, online crosswalk version.
PLT, SIT
Team, School data, UBD template, Common Core and NC Essential Standards, Web tools,
Professional Development
Key Process Manager: Administrative Team
Measurable Process Checks: Summative assessments, Case 21 Benchmarks, EOG assessments,
Quarterly data review, daily walk through, observations formal/ informal, teacher artifacts, student
work samples, unit plans submitted per unit.

Supports this
district goal:

By 2020, 90% of students will read on or above grade level and demonstrate mstery in mathematics
as determined by national, state, and local assessments.

Target:
Indicator:
Milestone date:

Increase composite scores by 10% in all tested areas.

Benchmark and EOG results
November 2015, February 2016, April 2016

Goal 1 Improvement Strategies Identify research-based strategies whenever possible.

Action steps: Implementation of Understanding by design format for unit plans will be incorporated to
insure that teachers are using the State Common Core and NC Essential Standards to align learning
goals, assessments, and instruction to promote mastery learning and rigor.

Plan/Do

1.SIT team will receive professional development on

how to incorporate the UBD model to design unit
plans backwards from the Common Core or Essential
Standards with close focus on district pacing guide.
(Timeline 1st QTR- 1st 9wks)

2.SIT team will design a UBD template to facilitate

Strategy 1: curriculum alignment across content areas using the
district curriculum guide.
( Timeline 1st Qtr- 2nd 9wks)
3. Sit will provide training within each member
department on how to utilize the UBD template to
guide curriculum planning.
( Timeline 1st Qtr- 3rd 9wks)

5.Teachers will be required to utilize the UBD

template to design lessons plans for each
unit. Unit plans will be submitted to
administration for review.
( Timeline ongoing)
6.

7.

4.Teachers will receive additional PD on the UBD

model.
(Timeline ongoing)

8.

Action steps: A systemic pyramid response to intervention, remediation, and enrichment will be
implemented to track, monitor, and target student progress and instructional effectiveness based on
Strategy 2: multiple sources of data. MTSS.
1. All students will be screened using multiple
5. Quarterly review of grades, attendance, and
sources of data to identify students with at-risk
behavior will be conducted to further track
factors and cognitive deficiency based on curriculum
and target specific needs.
standards.
2. At the beginning of each quarter, teachers will
6. Quarterly benchmark celebrations will be
administer benchmarks and make comparison with
conducted for students that meet proficiency
EVAAS growth projections to cluster students into
and or demonstrate growth.
tiered groups for additional support and intervention.
( Timeline Quarterly)

1
6

3. Students will receive data notebooks for tested

core subject areas to record their growth projections
and to track their own progress based on
benchmark, formative, and summative assessments
throughout the year prior to EOG assessments.
( Timeline Quarterly)
4. Students will receive remediation or enrichment on
content skills, objectives that align to their specific
need.
( Timeline Daily)
Action steps:
Strategy 3: 1.
2.
3.
4.

8.

5.
6.
7.
8.

Professional development - Identify the professional development required to successfully implement the E
a
strategies above.
r
Staff person or group

Professional
Development/Resources

Facilitator

Entire Staff

MTSS Training

Kim Leonard

Entire Staff

Differentiated Instruction

1a)Staff Development
1b) Dr. Lakisha Rice

Core Teachers

Digital Learning
STAR Math/STAR Reading
Training
Data Based Training
Digital Learning Web 2.0 tools to
support RAM remediation

Math and Reading Teachers

Plan/Do
MTSS Team
Entire Staff

Gwen Nicholson
FCS District
Steve Ventura Lessons
Gwen Nicholson

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Entire Staff

PLT Dufour Model

Grade Level Meeting support
horizontal alignment

Administration
Administration

Departmental Meetings

Vertical alignment of standards

and curriculum

Department Leaders

SIT Team

SIP Key Process

Administration/SIT Chair

Entire Staff

Skillful Teacher Book

Administration

Staff

Title 1 Funds to support core

instruction and remedition
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Priority Goal 2 and Associated Strategies

Area for improvement and supporting data:
Improve the climate/culture of high expectations and collegiality at FMS

By June of 2016, the percentage of teachers work satisfaction will increase from 35% to 80% as
measured by the 2016 TWC survey and other qualitative data.

School Goal 1:

Goal Process Manager: SIT Team

Restrainers: Time, Money,
Resources: Survey data (TWC) formal and informal feedback from staff, small school structure.
Multiple Measurable Checks:
Informal Teacher Survey , quarterly referral data review, PLT structures agendas, minutes,

Supports this
district goal:

The school environment will be safe and inviting, with a focus on research based, 21st century
teaching and learning strategies that support the individual academic, social, emotional, and physical
development of every student.

Target:
Indicator:

Create and maintain a climate of high expectations and support where all stakeholders feel safe, emp
Surveys given randomly to staff, students, and parents AND reduction in Out-of-School Suspensions

Plan/Do

Plan/Do
Milestone date:

December 2015, February 2016, April 2016

Goal 2 Improvement Strategies Identify research-based strategies whenever possible.

Action steps: Develop a sunshine committee to establish staff recognition protocols and create team
building activities to improve staff morale.
1. Conduct professional development with staff using
themes from Rita Pearson to enhance staff
understanding of parental and community
engagement.
2. Establish a calendar of events for staff recognition.
Strategy 1: ( Timeline August 2015 to June 2016)
3. Plan and implement fund raising activities to
support teachers.

5. Conduct semester surveys to gauge

teacher perception of the work environment.
6. Implement structures to ensure that
school functions as a professional learning
community.
(7.Timeline 1st semester & 2nd Semester)

Strategy 1:

4. Involve community support groups and student

leaders (Student council, SGA/ other clubs) to
recognize students during teacher workdays and
teacher appreciation week.

8.

Priority Goal 3 and Associated Strategies

Area for improvement and supporting data:

By June of 2016, community partnerships with local stakeholders and business leaders will increase.
Parental involvement and support will reflect improved ratings based on survey and other qualitative
measures.

School Goal 1:

Key Process Manager: Adminstrative Team

Restraints: Parent schedules, teacher schedule, resources, time, location
Resources: Parent survey, school website, athletic programs, parent workshops/ programs.
Measurable checks:
Focus groups agenda/ minutes, revenue/ donations garnered, surveys, enrollment increases/
decreases, number of parent volunteer

Supports this
district goal:
Target:
Indicator:
Milestone date:

Plan/Do

Plan/Do

Goal 3 Improvement Strategies Identify research-based strategies whenever possible.

Action steps: 1. Form parent partnership group that meets monthly while collaborating with PTSA and
Booster clubs.
1. Conduct professional development with leadership
team using research based practices to build
effective communication skills.
(Timeline 1st
Strategy 1:
quarter - 1st 9 wks.)
2. Compose a leadership team committee to
coordinate the meetings.
3. Conduct focus meetings with community activist
to garner support, resources, and long term
partnerships.
(Timeline
1st quarter
- 1st
9 wks.)
4. Market school
parent
focus
group meeting on
school website.

5. Send out phone message to parents

requesting involvement.
(Timeline Ongoing)
6. Maintain sign-up sheet at open house and
during other extra curricular activities
including
7. Schoolathletics.
representative visit various
associations gatherings to market school.
8.