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COBB COUNTY SCHOOL DISTRICT
Campbell Middle School
SCHOOL IMPROVEMENT PLAN 2006-2009
Revisions
___________ ___________ ___________ ___________
SCHOOL IMPROVEMENT PLAN Table of Contents
PROFILEtc "Profile" \f C \l 1
Executive Summarytc "Executive Summary" \f C \l 2 TOC \f \h \z
Campbell Middle School is located in a community that is rapidly changing. It has been designated a "High Priority School". Campbell is made up of over 1014 sixth, seventh, and eighth grade socially and ethnically diverse students. The diversity of the student population provides many opportunities for learning, as well as many challenges to learning. For example, the students participating in the free and reduced lunch program is at 75%. Our School Improvement Plan was designed to meet the challenges and utilize the strengths presented by our diverse population as we address the need for increased academic achievement by our students.
During the past several years, CMS has experienced a high transiency rate, creating challenges for the educational program. Currently, as with many suburban communities, the Smyrna community is changing. Thirty years ago Smyrna consisted of mostly middle class, blue-collar residents in single-family homes. During the past twenty years, numbers of rental properties increased, contributing to the transiency rate of the student population. Currently, there is a rebirth of the Smyrna area in which new executive-type homes are more prevalent. The population of middle school students in these new housing developments currently attends private or parochial schools instead of local public schools. Campbell has worked extremely hard to communicate to parents within the community that we are committed to providing a rigorous education for all students.
The challenges presented by the diverse population impact the academic achievement of the school. Because the limited English proficiency (LEP) enrollment has increased rapidly, it is a challenge to maintain adequate personnel to communicate effectively with parents. Additionally, many of the parents work long hours and have limited time for school involvement. The communication challenges contribute to high absenteeism resulting in a lack of adequate academic success. Our high transient rate, coupled with poor attendance, has made assessing student needs a strenuous task. The Campbell staff continues to increase their efforts to meet the needs of its Special Education students. Through more inclusion classes and the use of in-house professional learning to learn strategies to better meet the needs of these students, Campbell continues to explore ways to improve achievement of the Special Education population.
Providing parents convenient opportunities to become involved in the student's school experience is a challenge. The school attempts to make the environment one that encourages and welcomes parent involvement. Additionally, the transient nature of our population makes it difficult to maintain consistent involvement by parents of those students. The staff has sought to increase parent involvement through PTSA, volunteer opportunities, Open Houses and parenting workshops. In addition we have set meeting times that are compatible with work schedules and that are held at off-site locations when feasible. To better address the needs of our growing ESOL population, we have staffed bilingual personnel who assist our parents in both oral and written communication. We also use the Talk & Listen Kit to provide simultaneous translation during school functions. Through the assistance of bilingual personnel, we have seen increased participation by our non-English-speaking parents during our annual parent teacher conference week. (Parental Involvement)
In an ongoing effort to improve communication between home and school, we have developed several ways to inform parents about their child's academic and behavioral progress. Parents may monitor their children's assignments, grades, and attendance through the iParent web-based student information system. The staff uses a homework hotline that parents may call to acquire information about class and homework assignments. The school uses a Dial Out System for notifying parents of school activities and other information. In addition, all Campbell Middle School faculty and staff members have e-mail and voice mail. The Campbell Middle School website also updates parents on school events and provides links to other sites such as parenting topics and student class work help. Parents are also notified of their child's accomplishments with a Good News post card, which is sent out periodically by teachers, and a positive phone call from the Principal. A renewed commitment to monitor student absences was implemented at the beginning of the 2006-2007 school year. Chronic absenteeism is addressed with parents via telephone calls, letters, and referrals to the school social worker. As part of our ongoing emphasis on home-school communication, letters have been sent to all parents notifying them of the Needs Improvement status of the school. The letters explained school choice options. The principal met with every parent who was considering exercising the school choice option. Letters were sent to the parents of qualifying students notifying them of available supplemental education services (SES). Parents of Hispanic students were notified by letters written in Spanish. During PTSA Open House parents were able to speak with some SES providers. A translator was available at this event to interpret information for our Spanish speaking parents. (Notification)
Community involvement is vital for schools. Campbell has partnered with many companies for resources and personnel to work with our children. Campbell is proud of its partnerships with Publix, Home Depot, Kaiser Permanente, LongHorn Steakhouse, Shanes Barbecue, and Hewitt Corporation. Campbell is the first middle school in Cobb County to participate in Camp Coca-Cola.
Professional learning is strong at Campbell Middle School. Monthly cluster meetings have been restructured to focus less on operational issues and more on professional training and collaboration. The Campbell staff is offered a wide variety of workshops throughout the year to improve instruction in the classroom. This year standards-based classrooms, collaborative data teams, performance-based instruction, and curriculum alignment to teaching and learning trainings will be offered to all teachers at Campbell Middle. Staff members are also encouraged to participate in workshops and conferences outside of the school district which support the School Improvement Plan. No less than 10% of Title I funds made available to Campbell Middle School will be used to provide Staff Development. (Assurances)
Significant Accomplishments
Campbell Middle School strives for excellence in developing good citizenship skills and innovative progress in both academic and extracurricular areas. For instance, during the 2006-2007 school year, initiatives such as an attendance recognition program, Olweus anti-bullying initiative, Power Over Prejudice program, Peer Helper program, participation in Relay for Life, and fund-raising for Pennies for Patients were all successful school-wide ventures.
We have also made progress in focusing resources toward technology. The lack of current student-accessible technology at Campbell Middle School, coupled with the overall lack of home technology in this school community, places our students at a technological disadvantage. Using Title I funds, we were able to purchase additional technology for student use. Examples include new computers, interactive white boards, LCD projectors, Quizdom interactive student response systems, and math manipulatives. Technology enhancements were also made with funds received from a grant awarded from Walton Communities and from a grant from Representative Rich Golich. Furthermore, Campbell Middle School teachers have been the recipients of 8 mini-grants funded through Title I and School Improvement.
Additional support for students in math and reading were provided through after school tutoring in the LEAP (Learning Extension Advancement Program) using state and local monies. We anticipate offering the program again this school year. The Hewitt Corporation supported our reading program by providing weekly tutoring sessions at their worksite. Students were provided transportation, dinner, and most importantly, real-world application of the importance of reading. The Hewitt Corporation plans to continue this partnership this school year.
Increased options provide students with extracurricular opportunities that support academic achievement. Clubs such as Chess Club, yearbook staff, and closed-circuit broadcast of the WCMS morning news show staff require academic responsibility and commitment from students. Campbell Middle in partnership with Kiwanis International chartered a student chapter of the Builders Club, a service organization last year. This club provides opportunities for community involvement as well as building leadership skills in the participating students.
Our students participated in several academic competitions. Teams were sent to both local and regional Math Counts, Academic Bowl, and Science Olympiad contests. For first time competitors, our students demonstrated the start of a new Campbell tradition. Campbell Middle School students also earned accolades in essay and oratorical contests.
Campbell Middle School is the first middle school in Cobb County to become a Community Partner with Camp Coca-Cola, a five-year leadership development program for eligible seventh grade students which includes a summer camp, year round activities, and community service. Selected students satisfactorily completed a rigorous written, creative, and oral application process.
The 2006-2007 school year was also the first year of implementation of the Advancement Via Individual Determination (AVID) program. AVID is a college preparatory program that encourages high-potential students to complete a challenging high school curriculum and go on to four years of college. Identified seventh grade students who met the AVID criteria and completed the application process will begin the program this year. Eighth grade students will continue into year two of the AVID curriculum.
Funding from the Special Purpose Local Option Sales Tax (SPLOST) provided renovations to our media center, theater, gym, and front office areas. Nine academic classrooms and three connections classrooms were completed in December, 2006.
Significant Challenges
Campbell Middle School faces several difficult challenges as it moves toward increased student achievement. A highly transient and diverse population and low home-to-school interaction play significant roles in the performance of our students to achieve mastery in the areas of math and reading. This modest suburban community, which borders wealthy communities, is in transition as small low-priced single-family and multi-family housing is being redeveloped into executive residential communities. Fifty apartment complexes feed into the school. Poor attendance, high incidences of disciplinary action and transience are major challenges we face as efforts are made to create an academically challenging environment.
Meeting the needs of a widely diverse population also presents a challenge to the Campbell Middle School community. Some of the factors to note are the increased number of students in our ESOL and IEL programs. The major challenge with the limited English proficiency (LEP) students is equipping them to meet minimal academic goals. The achievement of the LEP segment of our student body is plagued by low attendance and low academic success. Parents of LEP students typically speak little or no English. Latino Town Hall meetings have been scheduled to inform parents of LEP students of the academic and attendance expectations. Additionally, the PASSport to Success Parent Workshop Series is aimed at teaching strategies that enable parents to encourage academic success. While we have increased the numbers of staff members who are bi-lingual, the large number of LEP parents continues to limit the amount of communication between the school and home. This communication is vital to student success.
Low parent participation in the educational programs at Campbell Middle School continues to present a challenge. Teachers take extra measures to communicate with parents regarding the student progress. Methods implemented to improve school-to-home communications include Dial-Out system, teacher web pages, email links from the school web page, the homework hotline, written notes, parent conferences, and phone contacts and numerous parent workshops to keep parents informed about academics. 0 The number of students receiving services under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and Americans with Disabilities Act (ADA) guidelines present an additional challenge to Campbell Middle School. The special needs population stands at thirteen (13%) percent, served by one special education lead teacher, thirteen classroom teachers, and one speech language pathologist. The challenge is to provide these students with appropriate instruction in the least restrictive environment so that their educational needs are met. The number of students in inclusion classes has increased to meet federal and state guidelines.
Building sensitivity to and respect for the cultures represented by the ethnicities in this diverse population is a key element is facing the challenges created by the daily interaction of students and staff within the CMS community. Anti-bullying strategies implemented school-wide are designed to reduce the incidences caused by the lack of understanding between various ethnic groups and cultures.
Another challenge is assisting families and students with managing chronic student discipline problems. Campbell Middle School has partnered with three agencies to provide intervention services to both the student and family. First Steps and Next Steps Child and Adolescent services offer comprehensive and individualized treatment within the school day for students who repeatedly have behavior concerns. Through a referral process, The Bridges Center provides in-home family intervention services in the familys primary language spoken. We anticipate these offerings will reduce the number of students whose behavior patterns escalate and/or continue throughout the school year.
Organizational Characteristics
There are 127 staff members including: 77 classroom teachers, 14 special education teachers, 3 ESOL teachers, 4 IEL teachers, 3 gifted education teachers, 3 counselors, 1 graduation coach, 1 secretary, 1 bookkeeper, 3 clerks, 1 nurse, 7 paraprofessionals, 8 custodians, 11 food service staff members, and 6 administrators.
Forty-three percent (43%) of the certified staff hold master degrees, fourteen percent (14%) hold specialist degrees, and two staff members hold doctoral degrees . This results in fifty-seven percent (59%) of the certified staff holding advanced degrees. Currently 34% of the certified staff is pursuing an advanced degree beyond the current degree held. In addition, five staff members are certified gifted instructors and have received training on differentiation strategies to meet the needs of all learners. Two staff members are National Board Certified teachers and two teachers have been awarded the prestigious Master Teacher Certification from the state of Georgia. Beginning teachers and teachers new to the district are assigned mentors. The mentors meet with their assigned teachers on a regular basis and are asked to complete a classroom observation each semester. Mentors along with Area Lead Teachers work with new teachers on new teacher induction issues and effective instruction. (Mentoring)
The September 2007 student enrollment is 1,014. We currently have 48% African Americans, 35% Hispanics, 10% Caucasians, 4% Multi-racial, 2% Asians, and 1% other ethnicities. Seventy-five percent (75%) of our students are on the free and reduced lunch program. Each grade level is divided into three academic teams. These teams meet regularly to develop strategies and discuss the academic and behavioral needs of their students.
To determine the needs of students, a Building Leadership Team (BLT) meets monthly to make collaborative decisions regarding school proceedings. Professional Learning Communities also assist in addressing academic, citizenship, and social needs of students. Our PLC consists of 6 committees, which focus on specific components in guiding the school toward its mission. The 6 committees include: Advancement Via Individual Determination (AVID), Anti-Bulling, Climate and Culture, Community Collaboration, Media/Technology and School Improvement.
Campbell Middle School houses students who are in the Intensive English Language (IEL) program. Our school environment provides opportunities to immerse students who are currently learning English. These students attend connections daily to allow student to interact with English speaking students. Campbell Middle School also provides academic services for qualifying students with limited English proficiency through our English Speakers of Other Languages (ESOL) program.
We are continuing into year two of the AVID program for seventh and eighth graders. Approximately 59 students are being served with this program. The AVID program identifies students who maybe at risk but with support they are placed on a college track. Once students are placed in the program they will continue to get extra support through high school.
Campbell Middle School has implemented a School Council in accordance with HB 1187. The advisory council is composed of two parents, two teachers, two business representatives, and the principal. They serve as a link between the school and the community. The council provides community representatives an opportunity to give input into school operations.
Student Performance Data Analysis
Criterion-Referenced Competency Test (CRCT) As a requirement of the No Child Left Behind Act of 2002 (NCLB), all schools must implement an annual testing and accountability system. In Georgia, this is accomplished with the administering of the Georgia Criterion-Referenced Competency Test (CRCT) to students in grades kindergarten through grade eight. School accountability is based on certain indicators related to student testing performance and attendance. Schools which do not make adequate yearly progress (AYP) are designated as needs improvement.
Data Analysis 2005-2007
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