The Vision Committee

1
The Vision Committee
2
Vision Committee Members

• Natalie Lane- Chairperson
• Lynn Abercrombie
• Susan Aden
• Rusty Atchley
• Brian Coontz
• Kathy Luzar
• Ameree Young

3
What we did.

• Examine research-based factors related to student
  performance.
• Review current beliefs and mission statement.
• Develop a shared vision to focus school
  improvement.
• Determine expectations for student learning.

4
Our Research
5
ResearchTeacher Expectations researched by
Susan Aden

• Expectations (teacher and student) do affect
  student achievement.
• Self-fulfilling prophecy effects are limited.
• Most teachers form expectations on the basis of
  appropriate information, such as cumulative
  folder information and grade changes.
• Effective schools communicate high expectations
  through policies and practices which focus on
  academic goals.
• Language can be a big barrier.

6
Research Character Education researched by
Kathy Luzar

• It is good!!
• It reduces behavior problems and increases
  improved social behavior.
• Boosts teacher morale.
• Costly
• We did Character First last year but only part of
  it because it is so expensive.
• Can be worked into daily classroom activities or
  could be part of remediation or morning TV
  program.

7
ResearchThe School Community researched by
Brian Coontz

• Three basic needs for students-
• Emotional and physical safety
• Belongingness
• Atonomy and competence (high expectations)
• How to meet them-
• Cultivate relationships among students, teachers
  and parents.
• Emphasize common purposes and ideas. (character
  education)
• Provide services opportunities and cooperation
  among students.
• Provide developmentally appropriate opportunities
  for autonomy and influence. (Allow students to
  be involved in the establishment of rules. This
  prepares them for the complexities of citizenship
  in a democracy)

8
Research The Learning Environment researched by
Ameree Young

• The focus is now on how students learn and not
  how we teach. (Dont these go hand in hand?)
• How we deal with struggling students has to be
  fast and effective
• BBSST, Sp. Education, 504 plans, at risk program,
  peer tutoring, remediation time.

9
Research Future Trends researched by Natalie
Lane

• Old- Community Learning- when learning takes
  place between a group of people with a common
  interest within a common location.
• New- Learning Community/ Learning
  Organizations- particiants from diverse
  backgrounds and scattered locations organize to
  learn together (DL trips)
• Three types
• Learner/ context
• Learner/ teacher
• Learner/ Learner
• Learner/ Learner is now preferred
• Vygotsky- children learn it twice- once on a
  social level and then on an individual level.
• Dewy- Interacition is one of the most important
  componets of any learning experience
• Education and life are interrelated, not
  separate.
• Children learn best by doing, by acting on the
  world.
• Continuity of experience is essential to growth.
• Technology- increases self-esteem and provides
  extra reinforcement.
• We are moving toward a paperless classroom.
• OLD- Learning about technology
• NEW- Learning with technology
• Have a method in place to share research with
  faculty (OUR BLOG)
• Part of the routine at school
• Practiced across grade level or departments

10
ResearchHow Students Learnresearch by Lynn
Abercrombie

• Most use the VARK method (visual, auditory,
  reading/writing, and kinesthetic)
• Learners accept labels and are reluctant to move
  beyond their comfort zones to develop new
  skills (especially low achievers). It is a
  crutch.
• There is a lack of evidence to support the
  identification of learning styles to improve
  performance or motivate students.
• Learning with understanding is different than
  memorization. We should teach understanding.
• We teach using all so that all students are
  covered.
• Metacognitive skills need to be taught- study
  skills!!

11
Research Current Beliefsresearch by Rusty
Atchley

• Our current Beliefs
• All students are valued individuals with
  unique needs. Home, school, and community
  share responsibility for the success of the
  students. A competent, caring, and qualified
  faculty and staff provide a positive learning
  environment. High expectations promote high
  achievement. Academics, with an emphasis on
  reading, are a priority in our school. Our
  school will incorporate twenty-first century
  technology. Our school encourages students to
  develop personal responsibility. A safe,
  orderly, and comfortable environment promotes
  student learning. Our school provides a
  variety of exploration and enrichment
  opportunities.
• Our current Mission--
• Our mission is to provide each student a safe,
  supportive environment and a challenging
  education that promotes responsibility and
  excellence in learning.
•  
• Our current Slogan--
• Making
• Grizzlies
• Mighty
• Students
• Previous research topics Effective Schools,
  Middle School Trends, and Changing Expectations
  in the Workplace.

12
How We Support Our Beliefs
13
How we support our beliefs

• All students are valued individuals with unique
  needs.
• With a caring faculty, students who are having
  difficulties are usually quickly noticed.
• We have life skills class for handicapped
  students.
• Bullying is not allowed at our school.
• Uphold IEPs which make sure that students
  education is individualized to maximize success.
• Taking responsibility for personal space
• Students choose their own AR books on topics that
  interest them and that are their reading level.
• Peer tutoring for students needing academic help
• Nurse available to those students with health
  issues
• Rubrics are used for self-grading and student
  expectations.
• Advanced classes are offered.
• IAPs- Individualized Achievement Plans.

14
How we support our beliefs

• All students are valued individuals with unique
  needs (continued).
• Clusters are offered
• Fellowship of Christian Students is active at our
  school
• Tolerance of other religious beliefs
• Awards are given for achievements in athletics
  and academics.
• Indian educations is offered
• Assistive technology is available to students who
  qualify for it.
• Life skills students are assigned appropriate art
  projects
• Students are greeted by faculty throughout the
  day
• Teachers evaluate students individual needs and
  accommodate in a variety of creative ways such as
  use of therapy partners and stress balls for
  managing stress throughout the day.
• Peer assisted Tutoring is available for students
  to use their ability to help others.
• Teachers use differentiated instruction,
  assignments and assessment methods.
• Students are given interest inventories for
  enrichment planning.
• Applebees straight A awards certificates

15
How we support our beliefs

• Home, school, and community share responsibility
  for the success of the students.
• Parental involvement daily through emails, phone
  calls and notes home
• Communicate expectations with parents through 2
  letters per semester
• PTA programs help educate parents about a variety
  of subjects (the drug program and My Space)
• Teachers web sites and STI are available to
  communicate assignments and grades to parents
• Conduct conferences with parents as needed.
• BBSST Committee screens students with academic
  needs
• Students have assignment sheets and planners that
  are signed daily by parents as well as teachers.
• SCAN visits and SCAN essay contest
• Students participate in the Madison County
  Volunteer Father of the Year Contest
• Parents volunteer in the school and for field
  trips
• School marquee used to inform parents about
  activities and meetings
• Parents help to facilitate activities and
  fund-raising for gifted clusters

16
How we support our beliefs

• Home, school, and community share responsibility
  for the success of the students (continued).
• Athletic booster club
• Choral parents group
• Band booster parents group
• Fast food restaurants sponsor the band and choir
• Science Olympiad uses parents for volunteers to
  mentor students in specific events and for
  transportation. They also put a dinner together
  for the students as a way to celebrate
• Teachers encourage students to read
• Teachers use the wealth of experience and
  knowledge from our local community to find
  motivating guest speakers
• Distance learning programs are utilized
• Night concerts (band and choir)
• Parents volunteer at the Autumn Chase Fun Run
• 100 PTA membership
• Parents and teachers chaperone dances
• Junior Achievement program
• PALS for life veterinarian program
• Project American Life
• Art classes make Christmas cards for the
  community as a fund raiser.
• Teachers write for and are awarded grants from
  local businesses and private groups.

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How we support our beliefs

• A competent, caring, and qualified faculty and
  staff provide a positive learning environment.
• Teachers make themselves available to each
  student
• Open Door Policy
• Each student belongs to all of us
• Most competent staff that I have ever worked
  with.
• We are all a family
• Faculty cares and respects each other
• Faculty members are highly qualified in their
  area
• Teachers live, shop, eat and fellowship within
  the school community
• Some faculty members are also parents
• Faculty members consider themselves competent,
  caring, qualified, and positive
• At risk program makes student correction program
  academically productive
• Teachers go through ongoing in-service training.
• Teachers are available both before and after
  school.
• Some faculty members carry advanced degrees.
• Teachers give positive feedback to both parents
  and students on a regular basis.
• Faculty members encourage correct responses with
  queries.
• Students are exposed to literature and media
  continuously
• MGMS promotes a pleasant, pleasing and positive
  atmosphere throughout the learning community

18
How we support our beliefs

• A competent, caring, and qualified faculty and
  staff provide a positive learning environment
  (continued).
• Administration guides our students daily
• The staff sets the tone for a positive learning
  environment
• Students are aware that their well being is a top
  priority of the faculty
• Teachers are special and take pride in our
  students
• Students dont care what you know, they need to
  know that you care
• Our teachers are highly qualified in their
  subject matter
• Active BBSST committee that all teachers use to
  refer students to when they need help
• Teachers contact parents to report positive
  behavior as well as concerns.
• MGMS promotes a positive learning environment
• Students earn stars in the library for AR points
  as well as other tangible rewards from classroom
  teachers
• Teachers provide positive comments on graded
  papers and report cards
• Good student work is displayed and good papers
  are read aloud
• Bright colors and motivational posters are
  displayed throughout the classroom and school
  community
• All teachers participate in accreditation process
• Many faculty members give up family time and work
  late throughout the week and come back on
  weekends
• We are all one big family, teachers, staff, and
  administration. We all work for the students
• The sunshine/ social fund
• We interface with other middle school teachers
  within the community

19
How we support our beliefs

• High expectations promote high achievement.
• Loss of time and resources offered when behaviors
  deteriorate and students must be removed from
  class think how negative behaviors will
  diminish their chance to learn and excel
  responsible for the choices they make (actions,
  behavior, speech)
• In keyboarding students are expected to maintain
  27 wpm on 3 minute timed writing with 6 or less
  errors for 80 average.
• Advanced classes challenge potential Gifted
  clusters homework, reports and projects must be
  turned in on time we have an awards day for all
  three grades students are expected to
  participate in a variety of contests students
  are encouraged to maintain perfect attendance and
  be on the A or Aand B honor roll top five
  highest averages. Reflections form PTA
• Students are encouraged to take responsibility
  for personal space and PE clothes.
• Students are required to perform on or above
  grade level.
• Teachers follow the Alabama Course of Study when
  planning and teaching.
• Students are taught skills and given experiences
  and confidence to use libraries for life long
  learning. These include reading motivation,
  library research skills, information analysis,
  technology skills and cultural literacy.
• Students have received consistent superior
  ratings at Festivals
• Provided excellent representation of the school
  at District and State performances and
  competitions.
• Alabama writing scores are best in the state and
  standardized test scores are outstanding

20
How we support our beliefs

• High expectations promote high achievement
  (continued).
• Academic and elective standards are high
• Teachers expect the students to participate 100
  of the time
• Faculty encourages students to strive to be in
  the National Junior Honor Society.
• ZAP program ensures that students learn material
  that is presented.
• Improve standardized test scores yearly
• Students use rubrics to assess themselves and
  communicate expectations. This allows students to
  self monitor
• Students set goals during study skills
• Students receive high scores on their ADAW test
• Students have an AR goal of 25 points a nine
  weeks
• Teachers require best effort in each activity,
  for example they have to redo sloppy work or
  unacceptable work
• Our school holds an academic pep rally
• Students are rewarded for high achievements
  (Presidential Physical Fitness Award, Grizzly
  Award, Academic and Sports awards)
• All students are expected to meet or exceed all
  academic content standards.
• Advanced projects are assigned to all students,
  gifted and not gifted
• Students are guided to make their own
  discoveries in the science lab.
• Students must maintain an average of 88 or
  better in all academic classes to participate in
  any cluster.

21
How we support our beliefs

• Academics, with an emphasis on reading, are a
  priority in our school.
• All grades participate in the Accelerated Reader
  program.
• Teachers work to instill a love of reading in
  students.
• Students are introduced to various forms of
  literature.
• Teachers attend workshops on reading and devote
  many hours of instruction to reading skills.
• We focus on reading during remediation and other
  classes as a key building block to learning.
• Students have DEAR (Drop Everything and Read)
  time during Learning Strategies.
• Students have open access (open at all times of
  day) to the library media facility and materials.
• Students select materials and books to meet
  individual needs.
• We have an academic pep rally each year.
• Reading is part of each subject.
• ZAP program has reduced failures by more than 60

22
How we support our beliefs

• Academics, with an emphasis on reading, are a
  priority in our school (continued).
• Students attending ISS are required to have
  reading material regardless of the reason they
  are in ISS.
• Students are allowed to miss PE to meet academic
  needs.
• Students read a variety of books including
  fiction and nonfiction.
• The reading lab is used by students to assess and
  assist reading levels in all grades.
• Reading skills class is offered as an elective.
• Counselors have oral reading program in reading
  skills classes.
• Students receive peer help for all subjects.
• Reading is a separate class for sixth grade.
• Students are taught metacognative skills during
  study skills with the counselors.

23
How we support our beliefs

• Our school will incorporate twenty-first century
  technology.
• Library uses computerized retrieval system
• CD recorder is used to record rehearsal CDs and
  allow students to listen to their own
  performances.
• DVDs are used for performance critiques, musical
  presentations during concerts and instruction.
  ACTIV room is used to teach rhythmic dictation.
• Our school technology leader attends training
  sessions and shares information with teachers to
  provide training and mentoring to our staff
• School web site with links to each of our
  teachers individual sites.
• Parents can check students grades through STI
  system.
• Email is used daily as a correspondence between
  staff and teachers and parents
• Our school is equipped with a computer lab,
  distance learning lab, ACTIV board room, and
  reading lab.
• Teachers regularly use classroom equipment
  including classroom computers, LCD projectors,
  TVs, VCRs, DVD players, and overhead projectors

24
How we support our beliefs

• Our school will incorporate twenty-first century
  technology (continued).
• Each teacher incorporates technology into at
  least one lesson plan
• Teachers use technology to research ideas and
  information for lessons, keep records of student
  conduct and grades, write lesson plans, and post
  homework.
• Teachers write grants to try to obtain more high
  tech tools.
• Students use power point, excel, internet, audio
  textbooks, and CDs.
• Science department uses Pocket PCs to record
  data form labs
• Digital photography is used throughout the school
• Students are provided with assistive technology
• Our school uses a technology committee to decide
  how technology funds will be used to best improve
  our students learning
• The reading lab (STAR reading and STAR math) is
  used by numerous teachers
• Several faculty members have attended summer
  technology conventions
• The art classes have put together a graphics
  department and continually use programs like
  Photoshop
• Clusters include robotics and SIMCITY

25
How we support our beliefs

• Our school encourages students to develop
  personal responsibility.
• Abstinence program taught at our school
• All sixth graders participate in the alcohol
  prevention program (Slick Tracy)
• Students are responsible for using school
  property in a responsible manner (text books,
  library and reference books, lab materials,
  technology devices)
• At the beginning of each year FAC students have a
  unit called Personal Development where they write
  long term and short term goals for the year as
  well as a short written assignment about personal
  responsibility.
• Teachers and administrators consistently enforce
  school rules and policies
• Homework is the students responsibility
• Students are required to maintain their PE locker
  and clothes
• Seventh grade completed weekly journals
• Tardiness is not permitted.
• Our yearbook staff takes on the entire
  responsibility and production of the yearbook
  including sales and distribution.
• Students are assigned a report for overdue
  library books.
• Eighth grade students are taught food handling
  safety and nutrition.
• Some classes use a classroom behavior contract
• When students do not follow rules or procedures,
  they develop plans to try to prevent another
  incident from occurring.

26
How we support our beliefs

• Our school encourages students to develop
  personal responsibility (continued).
• Students are responsible for taking papers,
  report cards, pictures and letters home to
  parents.
• Students are encouraged to keep an assignment
  notebook or planner in order to develop
  organization skills
• Sixth graders attend Project American Life where
  they learn about their responsibility as an
  American Citizen
• At risk teacher counsels students and provides
  motivation to difficult to reach students
• Students often perform self evaluations on
  projects
• Students must keep their choir portfolio up to
  date without reminders from the choral teacher
• Study skills allows students to discuss the
  choices they have made and the importance of
  consequences of our actions
• Character Education is taught throughout the
  school and teachers have received professional
  development for teaching character ed.
• Our counselors teach study skills to each class
  each year to build a students responsibility up
  from 6th grade through 8th grade
• Students are responsible for coming to the
  teacher to make up any work missed while they are
  absent
• Students are required to turn in assignments in a
  timely manner.
• Students have to turn in their library books on
  time and pay for lost or damaged books
• Students are responsible for demonstrating what
  is learned through tests and projects
• Students are responsible for weekly art sketches
  that are completed outside of the classroom.
• Teachers counsel students on a daily basis.
• Students are responsible for arranging
  transportation to early morning detention.
• Students are required to be in class before the
  tardy bell and have all needed materials nine
  times a day.
• Students are taught that they are responsible for
  all actions, positive and negative.

27
How we support our beliefs

• A safe, orderly, and comfortable environment
  promotes student learning.
• Prescriptions medicines are locked up and
  administer to children by an adult
• Reproductive system is taught in 7th grade
• At Risk program allows students who are
  disrupting the education of others to be removed
  to a setting that they can also learn in.
• In house provides an environment that is
  conductive to learning and safe for all
• Teachers enforce school rules in our classrooms
  and review their rules throughout the year.
• Teachers monitor the halls before, after, and
  between classes.
• Teachers monitor the lunchroom daily
• Teachers have a Classroom management plan that is
  in action
• Teachers prepare and plan for each class,
  anticipating problems before they occur,
  prevention is the key
• Students follow routines throughout the day.
• Classrooms are structured and many use a seating
  chart
• Teachers make an effort to keep classrooms free
  of clutter
• Problems with lights, air conditioning or heat
  are reported and repaired in a timely manner
• Security officer and administration are active
  and visible in the halls before, after and
  between classes

28
How we support our beliefs

• A safe, orderly, and comfortable environment
  promotes student learning (continued).
• All lockers have a lock
• Bullying is not tolerated, everyone is given a
  fair chance
• All school rules and procedures are followed
  including the dress code.
• The entry to the building is well decorated-
  banners, bulletin boards that display student
  achievements
• Announcements are made at the end of the day so
  they do not disturb classes.
• Our physical plant is over 40 years old with
  minimal repairs to the plumbing, heating, and air
  conditioning in spite of that the overall
  environment is conductive to student learning.
• We have a school safety plan with emphasis on
  emergency lock down, fire, and tornado drills.
• Medical forms must go on field trips
• Several teachers have medical certification
• Teachers are provided with plastic gloves to
  clean up any body fluids and have received
  professional development on the proper procedures
  to clean up such accidents
• We have a nurse on campus
• Two counselors are available to students daily
• Students are required to sign a safety contract
  for science classes and have to follow all lab
  rules
• Character education practices are applied to
  daily student learning

29
How we support our beliefs

• Our school provides a variety of exploration and
  enrichment opportunities.
• A variety of clusters are offered.
• Students can participate in a wide variety of
  clubs and service organizations.
• Students are allowed to show responsibility as
  aides in the office and library.
• Students in seventh and eighth grade are allowed
  to participate in a variety of sports.
• Teachers use differentiated instruction and
  curriculum.
• Teachers incorporate a variety of research
  projects and hands on activities into their
  curriculum.
• Students are sometimes allowed to select
  assessment methods.
• Students participate in local, state and national
  competitions.
• Teachers and staff work hard to encourage
  students to be active in the school.
• A wide variety of electives are offered to
  students (music classes with various abilities
  and interest areas, keyboarding, Family and
  Consumer Sciences, Tech. Ed., reading skills,
  yearbook, physical education)
• Activities are varied in PE
• We offer advanced classes to all grades.

30
How we support our beliefs

• Our school provides a variety of exploration and
  enrichment opportunities (continued).
• Students are allowed to go on a wide variety of
  field trips including DL trips.
• Competitions are held in the school (Spelling bee
  and geo Bee)
• Students serve as field support staff at the
  Autumn Fun Run.
• Our students read to elementary students during
  the Read Across America week and serve as reading
  coaches.
• Students campaign for the Childrens Advocacy
  Center.
• Tasks are assigned by exploration teachers (ISS)
• The library is a forum for ideas and information.
• Library resources are available for all to use.
• The science lab and AMSTI rooms are available to
  use for conducting class experiments and
  research.
• The counselors teach guidance, study skills,
  social skills, manners, goals, and life choices.
• Students can audition to participate in a number
  of activities including All-City, All-State, the
  Alabama Young Voices Festival, Solo and Ensemble,
  and Singabration at Walt-Disney World.

31
Beliefs Survey Results
32
Beliefs Survey Results

• The results of the first survey showed that our
  current beliefs are supported with at least 93
  considering each a high priority. The results of
  each question are reported on the following
  slides. The number of teachers who voted is
  noted above the percentage. The scale is 0-4 with
  0 being not important to 4 being very important.

33
Beliefs Survey Results
34
Beliefs Survey Results
35
Beliefs Survey Results
36
Beliefs Survey Results for MGMS Beliefs
37
Goals for Student Learning Survey Results
38
Goals for Student Learning Survey Results

• This survey was given to the faculty as well as
  to the stakeholders. The results are on the
  following slides. The number of people who voted
  for each is noted above the percentage.
• Please recall the code
• 0 No Evidence of Achievement
• 1 Low Level of Achievement
• 2 Evidence of Progress, But Not Fully Competent
• 3 Fully Competent Level of achievement
• 4 Exemplary Level Achievement

39

• Goals for Student Learning Survey Results-
• Faculty

40
Goals for Student Learning Survey Results- Faculty
41
Goals for Student Learning Survey Results- Faculty
42
Goals for Student Learning Survey Results- Faculty
43
Goals for Student Learning Survey Results- Faculty
44
Goals for Student Learning Survey Results- Faculty
45

• Goals for Student Learning Survey Results-
• Stakeholders

46
Goals for Student Learning Survey Results-
Stakeholders
47
Goals for Student Learning Survey Results-
Stakeholders
48
Goals for Student Learning Survey Results-
Stakeholders
49
Goals for Student Learning Survey Results-
Stakeholders
50
Goals for Student Learning Survey Results-
Stakeholders
51
Goals for Student Learning Survey Results-
Stakeholders (One did not answer)
52
Goals for Student Learning Survey Results-
Stakeholders (four did not answer)
53
THANK YOU!!