Linda Farthing - Chair / English Teacher

Marty Allison - Computer Technology Teacher

Bryan Tramel - Band Teacher

Marvene Johnson - Educational Assistant (Resource Class)

Krissy Cole - Educational Assistant (In-School Suspension)

Susan Tucker – Educational Assistant (Resource Class)

The School Improvement Plan leadership team was composed of school teachers, administrators, non-certified personnel, community members, and parents. The leadership team members were selected by the principal to include all relevant stakeholder groups. The SIP leadership team was composed of the committee chairs and the school principal.

Linda Farthing – Chair – Teacher

Marty Allison – Teacher

Bryan Tramel – Teacher

Susan Tucker – Non-certified personnel

Marvene Johnson – Non-certified personnel

Krissy Cole – Non-certified personnel

Component 2

Jeanna Yates – Chair – Librarian

Janice Glasgow – Teacher

Penny Walton - Non-certified personnel

Michelle Serna - Teacher

Joyce Gibbs - Non-certified personnel

Karen Gibbs – Non-certified personnel

Phyllis Dawson – Non-certified personnel

Sherry Jones – Community member

Component 3

Misty Hayes – Co-chair – Teacher

Debbie Allen – Co-chair – Teacher

Nancy Jarrett – Teacher

Richard Jarrett – Teacher

Eric Tscheschlok – Teacher

Jennifer Hohl – Teacher

Renee Scott – Parent

Component 4

Teresa DeCoursey – Chair – Teacher

Diane Watkins – Teacher

Lynn Harter – Teacher

Lora Dotson – Teacher

Lesli Kimbro – Teacher

Robert Capes – Teacher

Component 5

Emily Harrell – Chair

Duane Robnett – Teacher

Sheryl Sensing – Teacher

Sherry Mangrum – Teacher

Lesa Moore – Teacher

Component 6

Tommy Shelton – Co-chair – Assistant Principal

Denise Rougemont – Co-chair - Teacher

Belinda Donaldson – Teacher

Terry Miller – Teacher

Russell Wilson – Teacher

After the formation of the SIP leadership team, the component committees met and documented meeting agendas/minutes to compose the SIP. Each leadership team member was provided a timeline for completion by the principal. November 17^th was the deadline for Components 1 and 2, Components 3 and 4 were due for completion on December 8^th, January 19^th and February 2^nd were the dates for Component 5 and 6, respectively. Leadership team members contacted the principal and all subcommittee members through e-mail to provide notification of the meeting dates and times. All committees met after school hours to review previous plans, data, and to assign individual indicators for each member to research and develop for the SIP. Each committee met a minimum of three times. Meeting minutes were recorded and submitted to the principal. All minutes were kept on file in the principal’s office.

In 1964 the old block building was demolished, and students began attending Charlotte High School in a new brick building. The doors of the new school opened in the fall of 1964 to ninth through twelfth grade students. It continued as a high school until 1972 when the school system consolidated its three high schools and opened Dickson County Senior High School to educate all students in grades ten through twelve. At that time, Charlotte High School became Charlotte Junior High for grades seven, eight, and nine using a six period a day system.

The fall of 1999 brought about another change as a result of the county’s educational building program. Grade restructuring once again occurred, and Charlotte Junior High became Charlotte Middle School, now housing grades six, seven, and eight. This change also affected the daily schedule whereby a modified block schedule is used with five or six academic core classes and two related arts classes. The teachers’ calendar involves two hundred work days while students attend school for 180 days. The school day lasts seven and one-half hours for both students and teachers.

Another change affecting Charlotte Middle School occurred in the fall of 2002 with the opening of the new Creek Wood High School. The Dickson County School System changed to a modified or "balanced" school year with nine weeks in school and two weeks off while summer vacation changed to eight weeks. This also changed the grading period to a quarterly system.

Charlotte Middle School’s profile encompasses many things. It is not just a building; but an integral part of the community. At the very heart, it includes dedicated faculty members and staff, wholesome students, and a predominately willing community. As educators, the faculty places an emphasis on its role because they have the students’ best interests in mind. They want students to succeed, and no other goal sets precedence or supersedes it. Success for each and every child is the underlying motive for teaching. Thankfully, most of the students do not seem to mind this invasion nor do the parents. Most, in fact, are very helpful. Especially when things get a little tough, people seem to appear and reach out supportively.

The facility sits majestically on a hill and overlooks Highway 48 in Charlotte, Tennessee. It is fully equipped to accommodate the 448 students that embody twenty-seven classrooms. It consists of 70,900 square feet and houses enough amenities to enable every student success. The library, computer/technology classrooms, and two science labs are available to allow student achievement in academics while the gymnasium produces physical fitness. Other helpful things within the building include three teachers’ work areas and the faculty lounge. All parts of the facility are used to develop the students’ academic, social, and community skills necessary to become successful citizens.

The teaching facility has one main building that is 70,900 square feet. There are twenty-six classrooms for academic use. Charlotte Middle School has one self-contained special education classroom, which is equipped with a full kitchen, laundry, and restroom. All academic subjects, life skills, and social skills are taught in this special education classroom. Charlotte Middle School has one room for in-school suspension.

Charlotte Middle School also boasts computer/technology classrooms and two science labs. They are all fully equipped and ready to stimulate thinking, reasoning, questioning, and creativity. The technology and computer rooms offer a computer prep center with different modules. The modules are Graphic Design, Desktop Publishing, Biosphere, Communications, Manufacturing and Automation, Power and Energy, Electronic and Control Systems, Construction and CAD, Engineering Structures, Multimedia, Video Production, Mechanisms, and Pneumatics. All modules provide student awareness of current technology and also provide hands on activities that could initiate one field as a possible career choice.

The seventh and eighth grade pods have two science labs. Each lab has Sheldon Science Support Systems, Trifacial Lab Centers, storage compartments, and showcases. There are fifteen 4-Pupil Bi-Level Tables and thirty seats. The tables have measuring devices, graphs, table charts, and laminated desktops which make it very easy to write and clean students’ data. There are three lab sinks, and one is handicap accessible. The showcases can be used to display the students’ work, artifacts, or scientific paraphernalia.

The Charlotte Middle School Library is situated near the center of the building and is available for student use during the normal school hours from 7:15 A.M. until 3:15 P.M. On occasion, it is also available upon request for student and community functions. The library can seat forty-four library users and has a total of 6,593 items or 14 items per student. Of this total, 5,864 are print items and 729 are non-print items. The library has one copier, four listening centers, and nine networked computers.

Charlotte Middle School has a full size gymnasium with motorized pullout bleachers on both sides and six basketball goals. The gymnasium includes four locker rooms, a coach’s office, a storage room, and a laundry room. The gymnasium is used for physical education, athletic contests, and an auditorium.

Through the expanded Charlotte Middle School cafeteria, students from CMS and New Directions Academy eat lunch and/or breakfast. Charlotte Middle School cafeteria feeds approximately 448 students from CMS and NDA on average each day. Of the 448 students in CMS’s school population, 58.9% receive free or reduced lunch. Forty-five percent of the students from both schools participate in the breakfast program. The cafeteria staff consists of four full-time cooks and one part-time cook.

The eight acre campus borders the New Directions Academy and Charlotte Elementary School. On the campus, there are a football field and a separate practice field with each having a sprinkler system. The football facilities contain two restrooms, a concession stand, and two storage rooms. On the back side of the campus, a portable building is used as a weight room to accommodate both the athletic programs and the physical education classes.

Another very important aspect about the facility is the school’s focus on safety. Charlotte Middle School continuously reviews environmental and safety conditions that could affect the health and welfare of both the staff and student body. An emergency preparedness plan is in place and posted in all classrooms. It gives the evacuation routes for fire and tornado and indicates safety zones in our school. They are also posted in each classroom, and drills are practiced throughout the year. Also as a help, every teacher has been given a handbook with safety precautions. With this as a tool, teachers are ready for any emergency. It explains how the school is broken into seven different zones. If a problem becomes apparent within the school, then the teachers will know which zone is affected. In the event of a bomb threat, students will be evacuated to the football field. A level three emergency is a total lock down. If this should happen, teachers will be notified. They will check the halls for students, lock their door, and move students to the safe areas in the room.

Charlotte Middle School facilities are available to the community for various types of activities. These activities include Junior Pro Football, Junior Pro Basketball, Girl Scouts, reunions and other civic activities.

Charlotte Middle School faculty members understand the importance of keeping up with current trends and issues regarding the content of the curriculum and the students they teach. Because this rationale is so important, teachers regularly participate in staff development and workshops and take graduate classes for recertification purposes or a higher degree status. CMS has no teachers teaching courses outside of their areas of certification, and all teachers are highly qualified in their subject areas.

Charlotte Middle School has a full-time principal and a part-time assistant principal. There are twenty-nine full-time teachers, three part-time itinerant teachers, and four aids. A full-time librarian and a full-time guidance counselor are included within the faculty. At this time, the staff includes two office staff members, one part-time nurse, five educational assistants, one part-time maintenance person, one daytime custodian, and five persons in food service. The years of experience of the staff range from zero to thirty-five years of experience. Out of thirty members of the faculty, twenty-six have tenure. The faculty participates in the following professional organizations:

Dickson County Education Association (DCEA)

Tennessee Education Association (TEA)

National Education Association (NEA)

National Middle School Association (NMSA)

Association for Supervision and Curriculum Development (ASCD)

Tennessee Middle School Athletic Association (TMSAA)

Middle Tennessee School Band and Orchestra Association (MTSBOA)

Music Educators’ National Conference (MENC)

National Council of Teachers of English (NCTE)

Generally speaking, our students are coming to school for the purpose of learning, and they are making progress. The attendance is 94.1% for 2007 and proves that the majority of our students are attending school. Many come with the right kind of attitude. The number of school suspensions was 30 as indicated by the school records. The percentage of students who passed was 97.9%, which is higher than the state’s goal of 97%.

There are a total of 16 students in the 504 plan at this time; 3 are sixth graders, 8 are seventh graders and 5, who are eighth graders. There are a total of 58 students that are in special education; 22 are sixth graders, 22 that are seventh graders, and 14 are in the eighth grade.

A banquet is held in honor of the students who display academic excellence throughout the year. Students who receive all A’s or all A’s and one B are invited to a catered banquet. Parents, siblings, and relatives are invited to attend. The principal recognizes each student for his or her accomplishments and gives each a printed T-shirt that has the Best of the Best, Charlotte Middle School, the year, and their names listed on the back.

Each nine weeks students receiving a 3.5 GPA or higher are rewarded with free time either in the gym or outside depending on the weather. They do this in the afternoon from 1:00 until 3:00 o’clock and can bring a snack and a drink. We also include the most improved students in each class. These are also listed in the Dickson Herald.

Eighth grade graduation is held every year in May. The students enter into the decorated gym to the commencement music. The choir and band also perform. Two eighth grade students give a departing speech to the students. There is a guest speaker followed by an eighth grade teacher who calls out the students’ names with each student receiving a certificate. Mr. Lecomte also speaks to the eighth grade class. Parents, family members, and friends are invited to the ceremony.

The AR reading program is implemented in all grades and includes special education and CDC. Our students have taken 4091 AR tests this school year, and it is only November. This results in an accumulation of 15,695.3 points, which is an average of 33.4 points per student. The AR Fun Day is an incentive that has helped this program to become successful. Students must have at least 100 points to attend the first level of Fun Day. The more points they accumulate the more activities they are able to participate in on Fun Day. Money has been donated by local businesses and organizations. Our library’s circulation statistics have increased dramatically since combining the AR programs with the AR Fun Day. During 2006-2007 school year, a total of 17,039 books were checked out of the library.

Accelerated Math is a computer based math program designed to give individual instruction based on a student’ s ability. The curriculum is aligned with the state and county curriculum to ensure that all state objectives are met. Students are able to work in regard to their particular needs. This program is used primarily for remediation.

Character Counts encourages and recognizes those students demonstrating good quality characteristics. Students demonstrate characteristics such as caring, trustworthiness, respect, responsibility, fairness, and citizenship. These students are acknowledged for this character. Gold Cards are awarded to students who have exhibited good character. These cards are placed in containers for each grade and drawn monthly for prizes.

Cheerleaders are selected by the student body and a panel of judges. Cheerleaders support all sports’ activities and boost the school’s morale. They must always maintain high standards because they represent Charlotte Middle School.

The CMS Choir is composed of students who display musical talent as well as good character and good grades. The choir is voluntary and performs at school assemblies, ballgames, and concerts throughout the year.

The Drama Club encourages positive social interaction while developing acting and public speaking skills. The club consists of sixteen students. All grades are represented. The breakdown is as follows: two 8^th graders, five 7^th graders, and nine 6^th graders. The club includes one boy and fifteen girls.

The 4-H mission is to provide research-based extension educational experience that will stimulate young people to gain knowledge, develop life skills, and form positive attitudes to prepare them to become capable, responsible, and compassionate adults. In Dickson County, the focus among teen 4-H members is citizenship and leadership projects.

Library assistants make a substantial contribution to our school’s library program by volunteering to work in the library during their flex time as well as before and after school. These students provide assistance at our computer center, monitor AR testing, and perform numerous library circulation duties. They set a positive example for other students with their hard work, enthusiasm, and willingness to lend a helping hand.

Office workers are an exceptional group of students. They have to be willing to perform numerous duties on behalf of the office. They are recommended by their teachers according to their grades, performance in the classroom, behavior, and attendance. These students help by answering the telephone and taking important messages as well as run numerous errands for the office and teachers. There is a level of confidentiality that must be maintained. All of the office workers are very trustworthy and know exactly what is expected of them.

Peer Mediation is in all grades. Students are trained as mediators, and they help two or more people resolve a conflict or disagreement. The conflicts can range from a minor infraction to a complex problem. The mediation involves solving the dispute through peaceful means. The mediator does not draw up the terms of the solution; the people with the conflict do that. In addition, it is the participants, not the mediator, who enforce the agreed-upon solution.

SGA

Student Government Association (SGA) is a student organization designed to promote student leadership and involvement in the school community. SGA meets twice a month to formulate annual goals and discuss ways to achieve these goals. In the last year, SGA has made its main objective to benefit the community and philanthropy. They have had fundraisers to collect money for causes including a donation drive to assist the Dickson County Help Center and a talent show fundraiser for the Cystic Fibrosis Foundation.

SGA officers are selected by the student body and faculty sponsors of SGA. Officer candidates are required to campaign and make speeches to the student body and faculty, outlining their vision for the school’s student leadership. These students must also maintain a 3.0 grade point average to run for an office. They must be in the eighth grade and maintain this level of academic excellence to remain an active member of SGA. Sixth and seventh grade have president and vice president representation as well. Each grade votes on their respective candidates.

Charlotte Middle School offers junior varsity and varsity football, basketball, softball, volleyball, golf, wrestling, and baseball. Team members exhibit a desire to play the sport and hustle on and off of the field or court. They maintain a good attitude and passing grades throughout the year, or they cannot participate. All sports follow TSSAA rules.

Sustained Silent Reading is a program that is implemented in all grades during Flex time. The students read silently for a particular period of time. Teachers are also encouraged to read with their students.

The advisory program consists of a small group of students assigned to a teacher, administrator, or other staff member for a regularly scheduled meeting to discuss topics of concern to students. The primary purpose of the program is to develop close, trusting relationships between students and adults and to increase engagement with learning and feelings of positive self-esteem and belonging.

Charlotte Middle School often receives resources and incentives for their classrooms. The incentives are helpful in motivating students to work toward success. Businesses give the teachers brown paper bags for students to cover new books. Pleasure reading and recess has also been incorporated for those who have completed all assignments. Snacks are provided during TCAP testing by community donations as well.

Several business establishments and local organizations have donated items for our yearly AR Auction. Members of the community donate items to each classroom in the seventh grade. The local video store has also donated free movie rentals to use as rewards as well as movies to support the curriculum being taught.

The CDC students are mainstreamed in many areas. Those able participate with the general population for field trips, school-wide functions, art, music, physical education, computer, health, Family and Consumer Science, and meals. CMS tries to include these students with their nondisabled peers to the greatest extent possible.

The eighth grade students take a career field trip sponsored by Education Edge to area businesses. Students have guided tours through the complexes to get an idea of different occupations and to see how businesses are run on a day to day basis. The students who will be entering high school the following year study various occupations and career paths that are offered at the high school. This allows the students to know what type of classes they can expect to take and the choices they will need to make. All students create a six year plan before they leave middle school. A "practice" plan is completed in class and then, the official plans are created with parent training and instruction with the assistance of high school counselors.

The library has several strong supporters who have donated on a regular basis. Some give books, videos, and listening center materials to the library program. The Charlotte City Council has donated money for the AR program. The " Help Us Grow" book campaign has given students and parents an opportunity to donate books or money to the library in memory or in the honor of special people or events. Various businesses and organizations in both the Charlotte and Dickson communities have also been strong supporters of the AR Auction providing both money and prizes to this annual event.

The Charlotte Middle School community has approximately 11,000 people with 4,118 households. The demographic breakdown is as follows: 10,060 White; 494 Black; 43 Indian; 29 Asian; 1 Islander; 51 other; 109 2 or more races. There are approximately 2,959 school age (>18 years) children. The average household income is $46,549, and the per capita income is $17,499. Approximately 70% of the community are high school graduates, and 11 % are college graduates.

Eubanks, a trucking/paving company, is the largest employer. Cee Bee Grocery is the second largest. There are two private schools in the county.

The community assists with various school activities. For example, businesses and individuals donate items, money, and a professional auctioneer for the annual Accelerated Reader (AR) Auction. Businesses also donate items like fruit during TCAP testing and hamburgers and hot dogs for the end of the year picnic. The Dickson County Public Library provides materials that can be used in the classroom. The Renaissance Center in Dickson donates free Cyber Sphere tickets for special uses. Members of the community volunteer to be chaperones on field trips.

The PTO, Parent-Teacher Organization, is a group designed to relay news to parents or guardians in regard to school information. The PTO meets once a month and serves as another source of communication between the school and the home. It is not a fund raising organization.

Charlotte Middle School has a student body of 448. Of those students, the races are as follows: 95% Caucasian, 4% African American, and less than 1% Native American and Asian.

The income level at Charlotte Middle School is as follows: lower income is approximately 50%, middle income is approximately 40%, and upper income families are approximately 10%. The lower income level correlates with the free and reduced lunch program. The income levels also correlate with the employment rate. Approximately 60% of the student body lives in a two-income family. Approximately 36% of the student body lives in a one-income family while 4% lives with non-working parents.

Approximately 75% of the student body lives in a two-parent home. Approximately 62% lives with their natural mother and father; an estimated 8% lives with a guardian other th an a parent; and approximately 23% of the students live with one parent and a step-parent.

Charlotte Middle School currently accommodates the communities of Charlotte, Vanleer, Slayden, and Cumberland Furnace, which are located in the county’s northern section.

Charlotte, which serves as the county seat, is located approximately ten minutes north of Dickson and twenty minutes south of Clarksville. Vanleer, Slayden, and Cumberland Furnace are all within twenty minutes of Charlotte.

According to the Dickson County Fact Book, the current population of Charlotte, Vanleer, and Slayden is 1648. There are 857 males and 791 females with a median age of 38. In all, there are 598 households. Interestingly enough, the population’s percentage has been most evident in Slayden. In the past ten years, the population for that town has grown 66.7% while Charlotte’s population growth has been 35%. Vanleer’s population over the same period has declined 15.9%.

The chart below indicates per capita income for Charlotte, Vanleer and Slayden.

Charlotte Middle School’s parents definitely hold the keys to their children’s successes. They predominately take a back seat view and entrust us for the better part of the educational process. This may be due to the ages of middle school students. Perhaps they feel their children are getting older and no longer require the constant communication between parent and teacher. Whatever the case, a particular time is set aside daily in case there is a need to talk with the teachers, and teachers continually try to keep the doors of communication open. Parents can meet during the team’ s planning time to review their child’s progress.

CMS also sponsors an Open House, Parent-Teacher Conference, Award Ceremonies, fifth grade orientation for incoming students, and various other functions. They are held during after school hours to allow more parents to meet with their child’s teachers. On a regular basis, teachers meet with parents to discuss discipline problems, academic problems, and any other problems that affect the student. Teachers also send home academic and discipline alerts, and the Mid-Grades in between every report card. The Mid-Grade report provides the student’s progress for the first half of the nine week grading period.

As previously stated, the faculty and staff, students, and community are the life of the school. They give breath to our school, and it brings life into the minds of every single person who walks in our halls. Our school has a foundation filled with pride. It contains pride from the teachers who care, the students who strive, and the community who is always there willingly to become partners in everyone’s education.

Jeanna Yates - Chair / Librarian

Janice Glasgow – Math Teacher

Penny Walton – School Secretary

Michelle Serna – Math Teacher

Joyce Gibbs – Bookkeeper

Karen Gibbs – Educational Assistant (CDC Class)

Phyllis Dawson – Educational Assistant (Resource Class)

Sherry Jones – Community Member

The belief, mission, and vision statements were developed by all stakeholders to represent the intent, goals, and visualization of the future. The belief and mission statements have evolved over many years. These two components were derived from a meeting with school faculty, students, parents, and community members. The vision statement was developed by reviewing the mission and belief statements, our community standards, and federal mandates which guide school curriculum and policy. The Parent-Teacher Organization met to discuss the belief, mission, and vision statements. During the meeting, each statement was clarified and each participant had an opportunity to provide input. Component 2 committee members met with each academic core and related art teams to discuss and gather input for the three statements. All additional staff members, including aids and secretaries, were asked for input as well.

Challenging and innovative lessons stimulate critical thinking, reasoning, questioning, and creativity.

Teamwork is vital for success, and individuality is treasured.

A strong work ethic and personal responsibility is prized and rewarded.

Grade level transition requires higher expectations and more responsibility that progress toward independence.

2.4 Clarity of Mission Statement / Focus on Student Success

Charlotte Middle School provides students the academic, social, and community skills necessary to become successful citizens.

Charlotte Middle School shall be a leader in promoting student learning and achievement through academic success.

Misty Hayes – Co-Chair / Literature Teacher

Debbie Allen – Co-Chair / English Teacher

Jennifer Hohl - Health Teacher

Nancy Jarrett - Social Studies Teacher

Richard Jarrett - Science Teacher

Eric Tscheschlok - Social Studies Teacher

Renee Scott - Parent

During the analysis of both the academic and non-academic assessment components, assessment data was derived from the 2005 to the 2007 School Report Cards, Tennessee Valued-Added Assessment System (TVAAS), Tennessee Comprehensive Achievement Program (TCAP) Achievement test, TCAP Writing assessments, Gateway – Algebra I tests, teacher formative assessments, and Think Link formative assessments. This data will reflect several years and will be analyzed for trends and w ill also be disaggregated in hopes to gain more knowledge of the skills that are being taught and those that are not being retained.

2005

TVAAS Grade for CMS was a B with a 0.5 Mean Gain

Achievement CRT score for CMS was 54/B

2006

Reading made AYP by using the projection method however math did not. This causes both cells to be targeted.

2007

2005

TVAAS score for CMS was an A with a 1.4 Mean Gain

Achievement CRT for CMS was a 55/B

2006

TVAAS score was an A with a 1.3 Mean Gain

Achievement CRT for CMS was 56/B

Reading made AYP by using the projection method however math did not. This causes both cells to be targeted.

2007

2005

2006

2007

Achievement CRT for CMS was 52/C

Social Studies

2005

TVAAS Grade for CMS was an A with a 1.5 Mean Gain

Achievement CRT for CMS was 54/B

2006

TVAAS Grade for CMS was an A with a 1.0 Mean Gain

Achievement CRT for CMS was 54/B

2007

Charlotte Middle School Profile

2005

Status was Good Standing

Expulsions - 0

2006

Status was Target

Attendance was 95.4%

Promotion was 98.3%

Expulsions - 0

2007

Status was Good Standing

2005

.1 Above the state’s score of 4.2

2006

2007

.1 below the state’s score of 4.2

2005

4 % were Below Proficient (1 Student)

7 % were Proficient (2 Students)

89 % were Advanced (24 Students)

2006

0 % were Below Proficient

4 % were Proficient (1 Student)

96% were Advanced (27)

2007

0 % were Below Proficient

Students are assessed through the use of teacher-made formative assessments. Quizzes, exams, assignments, and tests are utilized to determine a student’s strengths, weaknesses, and ability level. Report card grades provide information to the teacher, student, and parents about the achievement level of the student.

The tables below summarize the data for the Think Link assessments given in August and December 2007. Results are compiled according to grade level. Each subject field is divided into several reporting categories. Student performance is indicated for each category in terms of the percentage of students who scored either advanced and/or proficient and the percentage that scored not proficient. Think Link data is also disaggregated by subgroup and each math and reading teacher is provided disaggregated data provided for individual student and subgroup progress.

According to the 2006 Report Card, Charlotte Middle School was placed on target by the Tennessee Department of Education. CMS was labeled on target due to failing to make AYP in both reading/language arts and math with the students with disabilities subgroup. Previously, we were not graded within the students with disabilities subgroup because we had less than 45 students within that population. According to the 2007 Report Card, Charlotte Middle School is once again in Good Standing. The focus continues to be on our low performing students.

The analysis of data encompasses the academic years of 2005, 2006, and 2007. The data includes a reflection of the performance of the subgroups provided by yearly Report Cards. During all three years, the total school body, white students, and the economically disadvantaged were counted because there were more than 45 members in each area. Beginning in the 2006 school year , the subgroup of students with disabilities was added to our list because there were more than 45 members. In addition, each grade level has been disaggregated allowing for in-depth analysis.

The data collected from the 2005, 2006, and 2007 testing years indicated some degree of progress being made in all subject areas and all grade levels. There were positive trends in the students with disability subgroup. They had a great improvement in both math and reading and language arts in 2007, in the 2007 CRT Reading and Language Arts Achievement, and in the 2007 CRT Math Achievement. Our levels of non-proficient students are less than state average in the overwhelming majority of data sets. In the past three years, CMS only had one student score below proficient on the Gateway Algebra while in the last two years, no one has tested below proficient.

As the No Child Left Behind Act matures, the state of Tennessee has made changes in the formatting of reports and emphasis on special areas of interest. The subgroup of students with disabilities requires and has received immediate attention. Charlotte Middle School was below proficient in both math and reading and language arts for 2006. During the 2007 school year, Charlotte Middle School faculty members focused on the students with disabilities subgroup by analyzing data, altering schedules, and purchasing supplemental materials. The analysis of the 2007 data reveals that the results of the extra effort paid off with Charlotte Middle School coming off the target list. The school will continue to make adjustments to the program to insure all students are given the best opportunity to excel.

Charlotte Middle School has remained in the A range on the School Report Card for the past three years, scoring a 4.3, 4.2, and 4.1, respectively. Statistically speaking, the state considers this a no change (NC) trend. In 2007, 88.3% of the students scored a 4 or better. 11.7% (or 14 students) scored a 3 or below. Eleven of these students scored a 3. Of these fourteen below proficient writers, seven were students with disabilities. In 2006, twenty-two students scored below proficient in writing. Discussions during in-service, staff developments, and faculty meetings have prompted Charlotte Middle School to incorporate writing across the curriculum in an attempt to raise our level of proficiency. Our special education and regular education teachers collaborate to develop and strengthen writing skills with the students with disabilities subgroup. Special education CDC students who must take the grade level test are an area of concern. These students are being placed in higher level classes to see if the increase rigor will help improve writing scores.

According to the data from 2005 and 2006 and 2007, CMS students improved on the Gateway mathematics test. In 2006 and 2007, CMS had no students below the proficient benchmark while one student was below in 2005. An improvement can also be seen in the proficient category over all three years. Charlotte Middle School had two students in 2005 that were proficient compared to one in 2006 and three proficient in 2007. All other students for all years, except for the single below proficient score in 2005, were in the advanced range. In order to meet the mathematics diploma requirement, the students must perform in the proficient or advanced category of the Gateway test.

In 2007, our advanced percentage is 87.5%, which is down from 96% the previous year. According to the 2007 data, all Charlotte Middle School students who took the test met the mathematics diploma requirements as issued by the Gateway test. Only one student in 2005 failed to meet this requirement.

Think Link is a service provided by Discovery Education that matches diagnostic assessments to each state’s high-stakes achievement tests. Think Link results can help predict student performance on such tests while highlighting categories of strength and weakness. In short, Think Link is a formative assessment aimed at improving AYP status in the coming year. CMS administers Think Link assessments three times yearly: in August, December, and March. The August test evaluates the students’ previous grade level progress while the following two tests focus on current year SPIs. Our data is analyzed under the assumption that the Think Link assessment is highly correlated with the TCAP Achievement test.

Certain results from the August assessment stand out as points for consideration. On the math component, eighth graders achieved at least 90% proficiency in all categories except measurement and problem solving, in which only 88% and 89% proficient, respectively. Seventh graders, meanwhile, scored highest on numbers and operations, with 95% proficient or advanced. On the reading/language arts component, the content category was an area of weakness for the seventh and eighth grades, but not for the sixth grade. Sixth grade seemed to struggle somewhat with writing /organization and meaning categories.

The December Think Link Assessment is analyzed with more intense scrutiny due to its correlation with the current year’s SPIs. The August and December tests can not be compared because they are testing two different grade levels. The December and March tests will be compared for growth and gains. Upon evaluating the math component, fourteen out of the twenty categories across the three grades were above the proficient and advanced percentage of the current AYP benchmark of 86%. The areas of weakness are problem solving and geometry in 6^th grade, numbers/operations, data / probability, and measurement in 7^th grade, and numbers / operations in 8^th grade. Upon evaluating the reading and language arts component, eighteen out of the twenty-one categories across the three grades were above the proficient and advanced percentage of the current AYP benchmark of 89%. The areas of weakness are vocabulary in 6^th grade, grammar in 7^th grade, and techniques / skills in 8^th grade.

Future Think Link assessments will help us determine with more precision the areas in which our students are least prepared. The Discovery Education service disaggregates the data into individual subgroups to assist schools in preparing for the TCAP assessment. Charlotte Middle School specifically monitors the students with disabilities subgroup. Drill down reports are provided as well. These reports list students ranked by proficiency in an easy-to-read format. Each student can be evaluated based on individual assessment criteria and their proficiency in each area. These reports are provided to the faculty. The faculty can use this information to adjust teaching and curricula accordingly. Especially helpful in this regard is the fact that the questions on the Think Link assessments correlate to specific SPIs.

Charlotte Middle School is in Good Standing with the State Department of Education. CMS was in good standing during the 2004 and 2005 years, but our status changed during 2006. This was due to the fact that we had more than 45 students within the students with disabilities subgroup. CMS failed to make AYP in math and reading and language arts in 2006. Through the use of the projection method, CMS made AYP in reading and language arts but not in math. In 2007, through use of intense focus and flexible scheduling, Charlotte Middle School achieved AYP in the students with disabilities subgroup. This achievement placed Charlotte Middle School back in Good Standing. This subgroup continues to remain the focus of CMS. More detailed information is provided below within the disaggregation of the data.

The academic data will be disaggregated within the following subgroups: All students, white, students with disabilities, and economically disadvantaged. Male and female student data disaggregation is included when provided. It will outline strengths and weaknesses, which will adequately provide the essential information necessary to create and carry out our plan for success. As previously stated, the students with disability subgroup was added to our evaluated subgroups during the 2006 Report Card. This placed Charlotte Middle School on target because we did not have enough students performing proficiently.

2005

All Students

7 % were Below Proficient

93% were Proficient & Advanced

Broken down it was 47% Proficient and 46 % Advanced

White

6% were Below Proficient

94% were Proficient & Advanced

Broken down it was 47 % Proficient and 47 % Advanced

Economically Disadvantaged

10% were Below Proficient

90% were Proficient & Advanced

Broken down it was 44 % Proficient and 46 % Advanced

Male

5% were Below Proficient

95% were Proficient & Advanced

Broken down it was 45 % Proficient and 50 % Advanced

Female

8% were Below Proficient

92% were Proficient & Advanced

Broken down it was 49% Proficient and 43 % Advanced

2006

All Students

8 % were Below Proficient

92% were Proficient & Advanced

Broken down it was 44 % Proficient and 48% Advanced

8% were Below Proficient

92 % were Proficient and Advanced

Broken down it was 42% Proficient and 50% Advanced

Economically Disadvantaged

11 % were Below Proficient

89 % were Proficient & Advanced

Broken down it was 49% Proficient and 40 % Advanced

45 % were Below Proficient

55% were Proficient & Advanced

Broken down it was 42% Proficient and 13% Advanced

Male

11% were Below Proficient

89% were Proficient & Advanced

Broken down it was 45 % Proficient and 44 % Advanced

Female

5 % were Below Proficient

95 % were Proficient & Advanced

Broken down it was 43 % were Proficient and 52 % Advanced

2007

All Students

6% were Below Proficient

94% were Proficient & Advanced

Broken down it was 46% Proficient and 48% Advanced

White

6% were Below Proficient

94% were Proficient & Advanced

Broken down it was 46% Proficient and 48% Advanced

Economically Disadvantaged

9% were Below Proficient

91% were Proficient & Advanced

Broken down it was 53% Proficient and 38% Advanced

27% were Below Proficient

73% were Proficient & Advanced

Broken down it was 60% Proficient and 13% Advanced

2005

All Students

3% were Below Proficient

94 % were Proficient & Advanced

Broken down it was 49% Proficient and 48% Advanced

White

4 % were Below Proficient

94 % were Proficient & Advanced

Broken down it was 48% Proficient and 48% Advanced

Economically Disadvantaged

6 % were Below Proficient

94 % were Proficient & Advanced

Broken down it was 55 % Proficient and 39% Advanced

Male

3 % were Below Proficient

50 % were Proficient

47 % Advanced

Female

3 % were Below Proficient

48 % were Proficient

49% Advanced

2006

All Students

10 % were Below Proficient

90 % were Proficient & Advanced

Broken down it was 49 % Proficient and 41 % Advanced

White

9 % were Below Proficient

91 % were Proficient and Advanced

Broken down it was 49 % Proficient and 42 % Advanced

Economically Disadvantaged

11 % were Below Proficient

89 % were Proficient & Advanced

Broken down it was 55 % Proficient and 34 % Advanced

Students with Disabilities

38 % were Below Proficient

62 % were Proficient & Advanced

Broken down it was 54 % Proficient and 8% Advanced

Male

11 % were Below Proficient

89 % were Proficient & Advanced

Broken down it was 54 % Proficient and 35 % Advanced

Female

6 % were Below Proficient

94 % were Proficient & Advanced

Broken down it was 46% were Proficient and 48 % Advanced

2007

All Students

4% were Below Proficient

96% were Proficient & Advanced

Broken down it was 50% were Proficient and 46 % Advanced

White

4% were Below Proficient

96% were Proficient & Advanced

Broken down it was 49% were Proficient and 47% Advanced

Economically Disadvantaged

3% were Below Proficient

97% were Proficient & Advanced

Broken down it was 58% were Proficient and 39% Advanced

Students with Disabilities

17% were Below Proficient

83% were Proficient & Advanced

Broken down it was73% were Proficient and 10% Advanced

While looking at TVAAS data within the content area of reading and language arts, the report indicates a 0.6 gain for sixth grade, a 1.4 gain for seventh grade, and a 0.8 gain in eighth grade.

While looking at the Adequate Yearly Progress, Charlotte Middle School was met the federal benchmarks in all subgroups. These subgroups include all students, white, economically disadvantaged, and students with disabilities.

Teresa DeCoursey – Chair / Literature Teacher

Diane Watkins – Literature Teacher

Lynn Harter - Art Teacher

Lora Dotson - Family Consumer and Science Teacher

Lesli Kimbro - CDC Teacher

Robert Capes - Science Teacher

Collaboration takes place in many different forms among the administrators, educators and parents at Charlotte Middle School. Each core team has a time set aside to meet in their daily schedule. The teams meet to discuss any areas of concerns they may have, to organize schedules, and discuss student’s progress. Parents likewise, can schedule meetings at this time to address any concerns they may have. Minutes are taken at these meetings, each person present signs the minutes, and this allows all involved to fulfill what was agreed upon.

The administration at CMS works directly with the staff to achieve a closely knit community. Weekly meetings are held to update all teams of any necessary concerns pertaining to the school or a specific student; upcoming items that need to be added to the calendar are noted at this time as well. The administration comes to the daily meetings when a new area of concern arises and teachers need to be notified immediately. Meetings can be scheduled with the administration if they have a specific area of concern they need to discuss. The administration has an open door policy which allows you to get immediate feedback on questions or concerns.

The school guidance counselor works closely together with the elementary schools and the high school to prepare students for the adjustments they need to make entering a new school. The elementary schools come for a visit and take a tour through the middle school to become more familiar with it, the music department provides a program to show up coming students some of the things they can elect to do as a middle school student, and they hold question and answer sessions to address any concerns the students may have.

The eighth grade students take a career field trip sponsored by Education Edge to area businesses. Students have guided tours through the complexes to get an idea of different occupations and to see how businesses are run on a day to day basis. The students who will be entering high school the following year study various occupations and career paths that are offered at the high school. This allows the students to know what type of classes they can expect to take and the choices they will need to make. All students create a four year plan before they leave middle school so they have help and guidance before they need to make decisions on their own.

The support team (S-Team) holds meetings to determine a child’s specific needs. This involves teachers, parents, administrators, and a related service provider, if needed. These professionals work together to decide what would be the best level of special education a student needs. Students who are identified as "at risk" may be referred to a support team. The S-Team can make modifications or refer students for a 504 Plan, S-Team modifications, or to the review team for testing to determine special education eligibility for an IEP. Each meeting that takes place is to create, revise, or review a child’s individual educational need and to create the best possible situation for that student to achieve success.

The special needs class is in constant collaboration with the students’ parents, past teachers, and ancillaries. These students join other students in the regular education classes. The teachers work closely together to ensure these students success in and out of the classrooms. Inclusion is taking place in math and reading / language arts for grades 6th, 7th, and 8^th with pullout to supplement these core classes.

The librarian cooperates with all members of the staff. All literature teachers coordinate the Accelerated Reader program through the library. Students can take the computerized tests in the classroom and the library. Students have access to books from the school library and the classroom libraries. The teachers work closely together with the librarian to purchase new AR books and AR tests. Students who reach a goal of 100 AR points by the end of the year are rewarded by various activities. AR points are transferred from the two feeder schools into our AR program; this allows students to build on their reading skills.

Teachers schedule classes in the library and the computer lab to do research projects, work on the computers, take assessments, and to check out the materials. Students , also, have an opportunity to visit the library individually to take tests, check out books, read magazines, or just have a quiet place to do homework. The librarian makes a schedule each week to notify teachers when library time is available and delivers these to each class.

All grade level teams meet daily to discuss new ideas, meet with students and parents, monitor student progress, plan activities, analyze test scores, and determine what can be done as a team to build test scores. The special education department and the related arts teachers also meet as teams. These meetings allow teachers to discuss their subject areas thoroughly to make sure all material is being presented at the appropriate times in a child’s school career.

The science teachers meet to discuss the yearly science fair. The teachers work together to create a rubric for judging the projects, decide which categories each grade will present, and what type of awards will be presented. The teachers schedule a night to host the fair and invite the parents to come and view the students work.

The Charlotte Middle School Band holds two concerts each year jointly with William James Middle School and Creekwood High School. The concerts are open to the community with no admission fee. The CMS Band has performed on the Charlotte town square for the city Christmas tree lighting ceremony. Students often participate in performance opportunities with the Creek Wood High School. Parents from CMS are active in the Creek Wood Band Boosters, a non profit organization that supports the band programs at CMS, WJMS, and CWHS. Booster parents and band students operate concession stands at all CMS and CWHS home football and basketball games.

The art department has worked with the city of Charlotte by creating a quilt for the Child Abuse Awareness Program. The city paid for the quilting to be done. The art department also works with the Little Master Art Exhibit that is held each year in Dickson at the Renaissance Center. Art shows are held at school which is coordinated with the science fair, talent show, or choir presentations.

The school hosts several opportunities for the parents to visit the school throughout the year. Each year the school holds an open house for parents and students to come and meet the teacher, view the classrooms and see their child’s locker. Meet Your Teacher Night is held at the beginning of the school year so parents and students can meet and greet the teachers they are going to have that year. Twice a year the school holds a Parent Teacher Conference Night. Parents again are invited to attend and talk to the teachers concerning their child’s behavior and grades. Each academic team meeting provides additional opportunities for parents or teachers to request for and hold a meeting between the school and home.

At the end of the year, the school hosts The Best of the Best Banquet. Those students who have met the schools’ standards of excellence are invited to attend. A dinner is provided, awards are presented, and a guest speaker encourages students to keep up the good work.

The eighth grade hosts an Eighth Grade Graduation each spring. Students and parents are encouraged to attend. The ceremony consists of guest speakers, student speakers, awards, and music provided by the music department. Students are encouraged to continue their education and to reach that final high school graduation goal.

The school website has a homework page for each grade that is updated weekly. Parents can go to this page to not only check on homework, in-class assignments, and tests but to be cognizant of any upcoming project or special event. The website lists the e-mail addresses for the teachers, aides, and administrators. Each teacher has their individual e-mail listed for ease of communication. Parents can contact a single teacher or communicate with the whole team, if necessary. During team meetings, those concerns are addressed, and a single teacher will e-mail the parent the team’s views. Teachers can mass e-mail parents communicating to them when Saturday Academy is occurring, special cultural days the students participate in, the need of parent volunteers, or other details. This allows teachers and administrators to reach a large population of the school in just a short period of time.

Throughout the year each academic core 6^th -8^th, related arts, and special education teams provide a staff development for our school. Each team researches a topic that would be beneficial to the growth of our school, and they present it to their fellow teachers. Visual aides are presented, and various forms of technology are used to enhance the overall presentation.

Each nine weeks, a newsletter is sent home on the back of the student’s report card. Every grade level and the related arts teachers report what the students will be covering in each class the next nine weeks. Parents can also be notified of important dates, PTO information, school wide events, and website information. The mission and vision statements are also included on the report card newsletter.

Collaboration with various staff and parents occur with the compilation of the School Improvement Plan as well as the Southern Association Accreditation of Colleges and Schools (SACS)/AdvancEd. Parents, staff, and community work closely together to reflect on what has been accomplished and what else can be done to form a partnership.

The Parent Teacher Organization meets to become better acquainted with school policies, testing, and what is expected of each student at CMS. Meetings were held to discuss TCAP scores and their possible meaning for the school and the school community.

The parent volunteers help the teachers in the classroom. They provide the much needed help to reshelf items that have been checked out, file papers, and various other tasks. This frees up the teacher to allow more in-depth teaching in the classroom.

The community, parents, and students help with various activities that happen throughout the school year. Local businesses have donated for Red Ribbon Week by providing materials, guest speakers, and rewards for contests. Food drives are held at the school for the Dickson Help Center. Parents volunteer to chaperone for the pep club and school dances.

School Board meetings that occur each month allows the general populace to attend and voice their ideas, concerns, possible solutions, and preventions they may have. The school board will then in turn pass along to the administrators and staff any new polices they’ve made.

Collaborations between administration, instructional staff, and community stakeholders were conducted for the creation of the school improvement plan. Committees met individually and with the administration to discuss the data and critical information that needed to be included in the school improvement plan. Each committee meeting was documented and kept on file in the principal ’s office. The school improvement plan components were submitted to the editing team in a rough draft format. The editing team worked on refining the data and information as well as editing the small details of punctuation and spelling. Through the use of the committees, all stakeholders were involved in discussions and the development of the school improvement plan.

Charlotte Middle School utilizes various modes of strategies in determining the evaluation of the school ’s organizational structure. Minor decisions and adjustments that are made arise from meeting principals, teachers, and students’ basic needs. These decisions can be reached using both formal and informal assessment methods.

Principals make informal decisions based on talking with staff, students , parents, and other stakeholders. Decisions can also be made from discussions among principals about ideas in the educational field. Some of those decisions made are whether to rank, track or scramble the student’s schedule. Adjusted schedules are also needed to be implemented for testing and special programs that occur. Discipline concerns that arise need to be met on a daily basis. New areas of concerns need to be met to head off foreseeable disturbances.

Teams for each grade level can evaluate decisions and modify them to meet their individual needs. Each team works together to implement schedule changes because of special team programs or rewards. A team can make decisions that effectively promote SSR and other similar programs. Team decisions work effectively when dealing with on going discipline problems. The team can work with both student and parents/guardians to solve problems that arise. Team unity when making decisions makes this module a highly effective tool.

Teachers make daily informal decisions on how an area is taught and the effectiveness of the lesson. The teachers modify and adjust accordingly. Assessment is made regarding students mastery of the subject and the need for re-teaching. Rewards and discipline are daily decisions that need to be constantly monitored and adapted to fit a student’s specific need.

Students express their ideas with the teachers and staff. Some of their areas of concerns are in regards to clubs and activities they would like to see implemented in the school, dress code and school rules. Students also give recommendations on some of the books and Accelerated Reader tests they would like to be available in the library.
Major decisions affecting the school wide community are made on a more formal agenda. During scheduled meetings with the teachers their input and recommendations are sought out and taken into consideration. These decisions are looked at from an individual as well as from a team perspective to make the best evaluation possible for all of the school community.

Monthly principal meetings are held to make decisions that will affect the county. Decisions are then modified appropriately to fit our school community. The principal then informs the staff during weekly scheduled meetings or holds additional meetings to address the staff as a whole. The principal addresses all questions and concerns about the information discussed in the meeting.

Community members, parents/guardians, and all stakeholders are welcome to visit Charlotte Middle School at any time and discuss concerns and provide input on decisions. The open door policy provides the opportunity for all stakeholders to be involved. The parent-teacher organization meets to effectively discuss areas of concerns and make decisions regarding the basic daily operation of the school including dress code and school rules as well.

Researched-based programs are looked at, studied, and modified for our specific needs. Scheduling is one area in which these programs have been used. The research has been taken into consideration and applied to our school to make the best ruling possible for each grade level and specific needs for the teachers.

Charlotte Middle has weaknesses in our decision making policies: 1. It is not necessary for our school to have a consensus to make something policy. This lack of consensus pertains to school-wide as well as core team units and across grade level subject areas. When majority rules, not everyone has bought into the idea and therefore may not support the decision made. 2. No Child Left Behind has put more emphasis on the core teacher. This program has solely made the core team responsible for each child that goes through their class. It does not allow any responsibility to be placed on the child or family unit. 3. E-mail can be a weakness for the faculty and staff. While e-mail is instantaneous and allows for immediate implementation, not everyone checks their e-mail frequently. Some faculty members check sporadically, some check daily, and others check several times throughout the day. If something needed to be addressed immediately, we could have a break down in communication unless other measures were taken.

Charlotte Middle has strengths in our school evaluation process: 1. We develop ideas that are researched-based teaching strategies and techniques. We look to see if a program has been data driven, if research backs it, and if it is a strategy that will better our school and test scores. 2. As a small school, we can easily modify any decisions that have been made. Having a staff of twenty nine teachers and one principal allows for immediate feedback to occur, therefore, we can monitor and adjust with greater flexibility. 3. Our staff members are willing to attend additional conferences to acquire supplementary knowledge. Staff members who attend conferences are required to hold staff development meetings to pass the learned information along to all of the other teachers. 4. E-mail used between faculty and staff allows for swift communication to occur. This will allow for immediate implementation of strategies. Everyone can be notified quickly and effectively verses the hand delivery of messages.

Charlotte Middle School uses human resources and funding from various origins to improve curricular, instructional, and organizational effectiveness. Teacher assistants work with special education students to provide added assistance in the inclusion classrooms. Remediation classes have been included in the schedule by including a second math class in the sixth grade and by changing the schedules of the special education resource students in seventh and eighth grades to have a second math class. Students are taught by the regular education teacher in each of the grades, and those skills are reinforced later in the day by the resource teacher. By changing these schedules, students can be successful in the regular education classes and master the needed skills for TCAP.

The state allocates $6,600 a year to fund the Extended Contract Program. This allows the school to establish Saturday Academy. Saturday Academy is a homework assistance program that allows students to come and receive extra help, tutoring, or time to complete unfinished assignments. The state also awards $2,650 for all middle school students who fail two academic core subjects to attend summer school at Charlotte Middle School.

Charlotte Middle School has a morning tutoring program for all resource students. When these students arrive at school, they can go to the tutoring class and receive any extra help they need. Tutoring takes place at various other times throughout the day as well. Students may be held from their related arts classes to receive added assistance by the core teachers. Assignments are gone over or redone to help improve a child’s understanding and ability to apply the learned knowledge. Peer tutoring is also used during the day. Students frequently help others to understand the material that has been presented but not learned due to absenteeism, failure to understand, or just need some extra time for comprehension.

Various grants have been applied for and received. Two grants totaling $6,000 covered tables and chairs used for cooperative learning for science and resource classes. A $1,000 covered additional materials for bullying prevention. The library received $5,000 for additional books, audio books for lower level readers, and additional Accelerated Reader tests.

The central office has helped to upgrade teacher and student computers, the computer classrooms, the computer lab, and the library. The central office gives $3,000 each year to the library fund to help purchase new items for the library. One thousand dollars of the school fee money plus seven dollars and fifty cents per student is also given to the library. This money is used to purchase new books, books on tape, new Accelerated Reader tests, high interest/low level reading books, and new reference books. All teachers support the Accelerated Reader program and use it to augment the literature classes to help bring up test scores. The library also houses a faculty library with professional books to help teachers who are furthering their education or those who are looking for ways to improve their classroom teaching.

The school sponsors a fundraiser during the year. These funds go to purchase technological items for the classrooms and library. These items include TVs, VCR/DVD players, overhead projectors, mobile computers, and projectors. This money has been used to purchase TCAP coach books at a cost of $385 per class set to enhance and augment all classes and to bring up the test scores. The coach books review the SPIs mandated for each core class.

School fee monies are allocated and distributed evenly throughout the school for each classroom. These monies are to be used on items that will benefit all students. The faculty has a second source of income, BEP, which is allotted for instructional supplies.

Think Link tests, a formative comprehensive assessment tool which allows the teachers to monitor and adjust their teaching skills, are provided at a cost of $4,400. This testing is funded with title money and by the central office. The test is taken three times before the state assessment. By taking these tests and monitoring the students’ scores and skills, the teachers are provided data to determine the students’ strengths and weaknesses and their improvements.

Businesses, parents, and community members provide resources and goods for the school. In the past, these stakeholders have donated monies to fund our Accelerated Reader reward program and other programs. The local businesses have donated goods to the classrooms, various school clubs, and organizations. Likewise, businesses have helped on testing dates to provide fruit as a snack to better the mental agility of the students.

Technological updates are monitored by the technology coach that works with the corresponding department at the central office. The technology committee works to keep the school’s equipment functioning and up-to-date. All concerns and needs are processed through the tech coach which is funded through the central office.

Charlotte Middle School has in-service days and two staff development days to analyze test data. The student’s scores are tracked for three years and low performing students are identified. The scores are looked at to monitor achievements and gains. Department teams analyze TVAAS scores and the breakdown of quintile gains and achievements in every subject and every grade. School Performance Diagnostic identifies the advanced, proficient and below proficient students and coordinating data with the SPIs. The team leader keeps a notebook of the test scores available to monitor the students. Each year the new scores are added and given to the appropriate team. Fifth grade reports are received from the two feeder schools and are added to the notebooks. Special Education IEPs and 504 plans are received from the feeder schools as well. After identifying areas of strength and weaknesses, teachers develop plans for addressing those needs and adjusting the instruction.

Think Link Tests are administered three times before the TCAP test is given. Teachers analyze reports following each assessment to predict student mastery of state tested standards. Teachers share with individual students and other teachers on each child’s strength and weakness shown by the assessment. Re-teaching and tutoring occurs for students that have not mastered the skills. After analysis, each teacher creates a plan for instruction of non-mastered skill for their class.

CMS uses the Blue Book for Tennessee State Standards in the core areas to develop lessons and activities. All departments are currently involved in aligning the curriculum from grade level to grade level with in the school to ensure students are ready for the next grade. Eighth grade teachers will be given Gateway standards and ensure the curriculum prepares students for those standards before they take the Gateway test in Algebra I. All vertical teams share academic skills and concerns with colleagues. The collaboration helps to bridge the gap between grades with the ability to build on previous taught lessons.

Teachers are required to turn in unit or lesson plans weekly for review by the principal. All plans are required to reference curriculum standards, SPI’s, and the curriculum framework. All plans for each teacher are collected and placed in notebooks for weekly review. Meetings are held between the teachers and administrators to address strengths and areas of concern.

Parents are notified of test data through the parent teacher organization. The administration has a presentation outlining the scores and their consequences to the students, to the parents and the community. The test data for each student is sent home for the parents viewing. During the testing week parents are encourage to help their child to do the best they can and to ensure their child is mentally and physically prepared for the state test.

Teachers keep parents notified of their child’s progress by many different means. A mid-nine weeks progress report is sent home between each grading period. This allows parents to see before the end of the grading period how their child is progressing. A parent/guardian may be contacted by phone, e-mail, or letter if a concern arises that needs immediate attention. The school website and the school newsletter provide information about current and future events. Parents/guardians are encouraged to visit the school and observe the classroom and meet with their child’s academic core team. Staff members continually search for new and better ways to communicate with parents and the school community.

Charlotte Middle School has organized analysis of data and support programs which are in place for the instructional process. Staff development and across the grade level subject area teams meet to breakdown data from TCAP. This includes analyzing achievement data and TVAAS scores. This data is then compared to our data from the Think Link Tests to create a formative measurement. The core teams use Think Link data and their own formative assessments to make sure every student is achieving at the proper level. Any time a team decides a student’s needs are not being met, they have the power to change schedules, make modifications, request an S-Team, etc. This type of monitoring system allows the school to stay on top of potential problems.

Staff development analysis of the data occurs in an all day session and at the end of the school year to establish what our strengths and weaknesses are for that testing year. The information is disaggregated and discussed at the beginning of the next school year to see what areas of strengths and weaknesses the upcoming students have. This data is also discussed during core team meeting times to analyze the team’s strengths and weaknesses. All teachers desegregate the data and differentiate the learning process in their classes to reach all levels.

All staff developments are researched based concepts. The teachers from each core team, related arts, and special education, are responsible for researching and providing a staff development during the academic year. Once a topic has been chosen, it needs to be based in research and beneficial to the growth of our school. Staff development is also provided five times before the beginning of school and twice throughout the school year to further the growth and development of the faculty and staff. These staff developments are provided by the principal and our county school board.

Teachers gain knowledge and fresh and innovative ways to learn how to incorporate these new ideas into their classrooms. Teachers are always looking for a way to "capture" the student’s attention and staff developments and conferences are just a couple of ways to do that.

All students are taken into account as to how they will be affected by these researched based strategies and techniques. Charlotte Middle School wants to provide the best possible education for all students, so while there are numerable strategies and techniques available we only look at researched based ideas. Before any new strategy or technique is incorporated it has to meet our criteria: 1. Is it researched based? 2. Will it be beneficial to our students? 3. Is it affordable? 4. Will the majority of our teachers use it?

Academic core class time is at a premium. Disruptions are not allowed. Programs, meetings, etc. are scheduled during related arts time or after school to keep disruptions in the classrooms down to a minimum. Adjusted schedules are utilized so all core classes have an opportunity to meet throughout the day. Faculty and staff are constantly looking at different scheduling arrangements which will benefit the classroom teacher. All teachers analyze their classes to check grouping success.

Emily Harrell - Chair / School Counselor

Sheryl Sensing - Math Teacher

Lesa Moore – Special Education (Resource Math) Teacher

Duane Robnett - Math Teacher

Sherry Mangrum - Special Education (Resource Language) Teacher

GOAL 1

Form 5.1: Goal 1

Form 5.3, continued

GOAL 2

Form 5.1: Goal 2

Form 5.3, continued

GOAL 3

Form 5.1: Goal 3

Form 5.3, continued

GOAL 4

Form 5.1: Goal 4

Form 5.3, continued

Tommy Shelton – Co-Chair / Assistant Principal

Denise Rougemont – Co-Chair / Science Teacher

Belinda Donaldson - English Teacher

Terry Miller - Music Teacher

Russell Wilson - Physical Education Teacher

Numerous formative assessments are used during the course of the school year. In order to gather data, Charlotte Middle School evaluates students at the end of each nine weeks. Think Link tests, a service purchased by the central office, evaluate the students’ progress three times a year. At the beginning of the year, the Think Link establishes how much the students have retained from the prior year. Another Think Link test is given at the end of the first se mester to determine the first half of the year’s progress. In the spring, a third Think Link test is given to determine what, if any, remediation needs to occur before TCAP testing.

At the end of each nine weeks, the teams meet to discuss the progress of student learning. The teachers brainstorm to find ideas to assist all students, including low, middle, and high achievers, to attain understanding and knowledge needed to be successful.

Think Link data is compared to measure student gains. This data is broken down into state objectives (SPIs). Charlotte Middle School also uses the drill down and disaggregated reports to analyze our subgroup population and lower performing students. The data is reviewed to determine which objectives are not being met and to determine our remediation strategy.

To formally assess our science gains, the faculty uses teacher-made formative assessments and individually created Think Link assessments provided from their website.

Our school system is in the process of purchasing Compass Learning software as another assessment tool. This will provide the teacher with the ability to assess the achievement level of all students and to prescribe a remediation strategy to those in need.

The faculty and staff reviews TCAP scores, TCAP Writing, and the Algebra Gateway annually to compare with the previous year. The school staff meets in order to disaggregate subgroup data to identify low/middle/high performing students. The staff brainstorms for new ideas in order to increase the areas and subgroups that are not proficient. The vertical and horizontal teams meet to discuss ways to make certain subgroups proficient. The TVAAS scores are reviewed annually. Horizontal teams meet to discuss areas of concern. The TVAAS is divided into gains for subject and teacher and disaggregated into subgroup quintiles to evaluate gains. They also share the successes they had in certain areas and ways they can improve on these instructional strategies.

Results are communicated to parents through PTO meetings, website information posting, parent conferences, and report card newsletters. During PTO meetings, all test data is explained in layman’s terms.

Charlotte Middle School’s plan is based on student achievement. Each academic core team and department team (vertical team) assesses SIP goals, which pertain to their area. Each team reviews achievement of students, studies gains from previous years, and identifies needed changes to goals. Goals are always fluid, and Charlotte Middle School constantly monitors all goals as the situation dictates.

Charlotte Middle School has a Parent-Teacher Organization. This organization meets in order to inform parents and to get their feedback and concerns. Communication is very important at these meetings. The teachers not only explain the curriculum to the parents, but also ask for their advice and assistance with the SIPs. The parents are provided information about the performance of the students and the subgroups on each formative and summative test.

The many staff developments we have during the year, along with the faculty meetings, will help to ensure that we keep on a productive and successful path for our students, school, and community. Our plan for implementing progress for the future is during summer in-service. At that time, we will meet in our vertical teams to disaggregate subgroup proficiency and other TCAP data. We also review this information during the school year to adjust goals as needed.

During staff development meetings, we meet in vertical teams to disaggregate TVAAS data. This data is monitored each year in order to review goals and SPIs to determine if goals need to be adjusted.

Teachers understand the goals of the SIP. They continually evaluate scores, both formative and summative. As our students achieve, goals are modified for optimum performance. The teachers and administration work together in this monitoring process.