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Planning for Restructuring (Implementation)

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    2011 Alternative Governance for School Improvement Proposal

    1. MARYLAND STATE DEPARTMENT OF EDUCATION

    COVER PAGE

    School Contact Information

    School Name and Number: Wicomico Middle School (0510)

    School Address: 635 E. Main Street, Salisbury, MD 21804

    2010-2011 School Principal: Mrs. Lillie A. Giddens

    ; Principal’s Phone: 410-677-5145 Fax Number: 410-677-5197

; Principal’s Email: lgiddens@wcboe.org

; Principal’s Signature: ______________________________________________________

    LEA Contact Information

    Local Educational Agency (LEA): Wicomico County (22)

    LEA Contact Person Name and Title: Mrs. Linda J. Stark

     Coordinator for School Improvement, Strategic Planning

    ; Phone Number: 410-677-4478 Fax Number: 410-677-5910

; Email: lstark@wcboe.org

; Contact Person’s Signature: _________________________________________________

    Local Board of Education Approval

Local Board Approval Date: February 8, 2011

    Superintendent’s Printed Name: Dr. John E. Fredericksen

_____________________________________________________Date____________________

    Superintendent’s Signature

LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 1

    Section 2-PART A: LEARNING FROM THE PAST

    THE YEAR OF CORRECTIVE ACTION REVISITED

     NCLB Corrective Actions taken during the 2009-2010 School Year

    NCLB Corrective Action #: 4

    NAME: Appoint an outside expert to advise the school on its progress toward making adequate yearly progress,

    based on its school plan under paragraph (3).

    Successes Challenges Lessons Learned

    1. The consultant was able to 1. The analysis of the Teacher 1. The process of change is objectively identify Capacity Needs Assessment difficult and it takes more than instructional strengths and was completed in early a few weeks to adjust to new challenges in the school and to December 2009 and a processes and procedures. We help the school implement a consultant (Lani Seikaly) was learned it was important to “go Plan-Do-Study Act learning contacted and immediately slow to go fast” and to bring cycle including the examination started to work in the school. everyone on board with a of student work. However, the winter holidays thorough understanding of the

    and the large number of snow desired results.

    days greatly limited the number

    of days the consultant was able

    to work with the staff prior to

    the Maryland School

    Assessment.

    2. The process of examining 2. It was difficult to adjust the 2. We must find ways to involve student work, introduced by the daily schedule in the middle of all our instructional and consultant to meet the identified the year so as to involve the administrative staff when instructional challenges, aligns entire staff in the professional scheduling professional with the improvement process development provided by the development and collaborative and tools on mdk12.org which consultant (e.g, special time.

    teachers were somewhat education teachers were not

    familiar with. always included).

    3. Teachers of non-tested areas 3. It was difficult for teachers to 3. The importance of intra- and

    were included for the first time adapt to the decrease in the use interdisciplinary in the improvement discussions of team time to plan field trips, communication to support and actions. discuss student management improving student learning

    and to plan interdisciplinary became very clear (e.g., in

    units and to the increase in team coming to consensus on what

    time devoted to working proficiency in student work

    collaboratively in the looks like for various

    examination of student work. indicators and objectives in the

    The previous year only one day State Curriculum).

    per week had been devoted to

    instructional planning; during

    the last half of the year of

    corrective action, three days per

    week were devoted to the

    collaborative learning cycle.

    LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 2

    Section 2 PART A: LEARNING FROM THE PAST

    THE YEAR OF CORRECTIVE ACTION REVISITED

    Significant Reforms Efforts and Supporting Action Steps

    2009-2010 School Year

    Priority # 1: In order to significantly reform Reading/English for African American, FARM, Special Education, and other students, teachers will differentiate instruction by:

    ; Regularly examining student work as grade level reading/English/language arts (RELA) content teams to diagnose what students know and still need to learn to reach proficiency on selected state objectives. RELA

    teachers will then use this knowledge to inform their differentiated instruction and feedback to students.

    Implementation will be monitored through:

    o weekly facilitation of the school improvement consultant and/or professional development coach;

    o walk-through, informal, and formal administrative observations;

    o data capture sheets summarizing findings and action steps from the examination of student work; and,

    o classroom assessment data used to monitor individual student progress toward proficiency.

    ; Providing weekly professional development to science and social studies teachers focused on relevant RELA

    teacher-selected state reading objectives. The process will be initiated with summarizing informational text in

    grades 6-8. Science and social studies teachers will examine student work to diagnose what students know and still need to learn to reach proficiency on selected state objectives. Science and social studies teachers will

    then use this knowledge to inform their differentiated instruction and feedback to students. Implementation

    will be monitored through:

    o facilitation of the school improvement consultant;

    o walk-through, informal, and formal administrative observations;

    o data capture sheets summarizing findings and action steps from the examination of student work; and,

    o classroom assessment data used to monitor indiv