Cutler Middle School Mission Statement

Cutler Middle School Executive Summary 2013 Cutler Middle School Mission Statement We believe that the academic, emotional, physical and social development of our students is the primary focus of the school. We acknowledge that a holistic approach to education which involves the school, the student, the family and the community in partnership is a key factor in educating the total child. In order for all students to reach their fullest potential, it is our responsibility to provide them with a learning environment that is safe, nurturing and challenging. CMS GOALS: 1. The percentage of Black, Free/Reduced Lunch, and Special Education student sub-groups who score above grade level in reading will increase 5 percentage points this year as measured by the Measure of Academic Progress (MAP) assessment while accelerating achievement for all students. 2. The percentage of referrals to administration for discipline will be reduced by 20 percent this year as measured by school discipline data for 2014.

CMS SUBGROUP OBJECTIVES: 1a. Increase reading proficiency in the Black student subgroup by a minimum of 5% as measured by the Measure of Academic Progress, (MAP). 1b. Increase reading proficiency in the Students with Disabilities subgroup by a minimum of 5 % as measured by the Measure of Academic Progress (MAP). 1c. Increase reading proficiency in the Free/Reduced Lunch subgroup by a minimum of 5% as measured by the Measure of Academic Progress (MAP). Summary 2012-2013

Grade 6 Highlights:  Hispanic subgroup 25% increase in reading  Asian American subgroup 9% increase in reading

Areas of Concern:  Grade 6 - 14% decrease in math  Grade 6 – 18% decrease in writing  Students w/Disabilities subgroup 40% decrease in math  Hispanic subgroup 19% decrease in math  Hispanic subgroup 7% decrease in writing  Students w/Disabilities subgroup 20% decrease in reading  Black subgroup 17% decrease math  Students w/Disabilities subgroup 13% decrease in writing  Black subgroup 26% decrease in writing  Hispanic subgroup 17% decrease in writing  Free/Reduced subgroup 14% decrease in writing Grade 7 Highlights:  Grade 7 – 10% increase in reading  Black subgroup 13% increase in reading  Hispanic subgroup 9% increase in reading  Free/Reduced subgroup 23% increase in reading  Students with Disabilities subgroup 31% increase in reading  Black subgroup 13% increase in writing  Free/Reduced subgroup 5% increase in writing  Students with Disabilities subgroup 14% increase in writing

Areas of Concern:  Hispanic subgroup 9% decrease in math  Hispanic subgroup 21% decrease in writing  Asian American subgroup 21% decrease in writing

Grade 8 Highlights:  Black subgroup 9% increase in Reading  Hispanic subgroup 4% increase in Reading  Asian American subgroup 9% increase in math  Hispanic subgroup 34% increase in writing  Free/Reduced subgroup 4% increase in writing  Students with Disabilities 30% increase in writing 

Areas of concern:  Hispanic subgroup 16% decrease in math  Students with Disabilities 8% decrease in math  Black subgroup 9% decrease in writing

School-wide Baseline Behavior Data  Total office behavior referrals 751  Referrals by grade level: grade 6 -14%, grade 7 – 60%, grade 8 - 26%  Referrals/day (5 - 5 1/4) were in May, March, April, December  Problem behavior: Defiance/Insubordination/non-compliance 23%, Disruption 22%, Physical Aggression 13%, Abusive/Profane Language 9%  Location of Behavior: Classroom 59%, Cafeteria 13%, Hallway 13%  Students at Tier II or Tier III Intervention: Tier II - 7%, Tier III - 9%

Highlights:  Initial development of common school wide vocabulary and expectations for behavior.  Involvement of the Student Problem Identification Resolution and Intervention Training (SPIRIT Advisory Council).

2 Areas of Concern:  Total number of office referrals  Number of grade 7 office referrals

3 Initiatives in 2012-2013 1. A new Master Schedule was implemented 2. New math and new language arts curriculum were implemented with middle school teachers. 3. CMS class size was in the high teens or low twenties. 4. Team building activities early in the school year. 5. PTO celebration in April for students and staff acknowledging first year of consolidation. 6. Advisory program reinstituted. 7. Anti-bullying assembly by the Department of Justice was held for all students in September. 8. SPIRIT, Student Problem Identification Resolution and Intervention Training Program. 9. SPIRIT Advisory Council was created. 10. State Professional Development Grant. Year 1 focus on positive behavior intervention supports and school wide expectations. 11. Welcoming walk-through as part of State Professional Development Grant (SPDG) was completed 12. Instructional Rounds focused on questioning. 13. Offered a number of accelerated classes. (VHS Algebra II, French II, Spanish II, Pre-Algebra to 20 sixth graders) 14. Implemented the flipped classroom concept and the use of iPads in grade 6 15. A second computer lab offered staff more opportunities to implement instructional technology. 16. Additional intramural offerings provided before and after school. 17. Administered and analyzed safe school climate survey to students parents, and staff. 18. CMT Incentives

OUTLOOK FOR 2013-2014

Challenges 2013-2014: 4 1. The areas of concern identified above for specific subgroups. 2. The increased student enrollment requires additional parking spaces for after-school and evening programs. 3. There is an increased number of parents driving their students to school and picking them up at the end of the day. This has caused traffic flow problems. 4. Implementation of SEED – new teacher evaluation model. 5. Alignment of instruction and assessment to the Common Core State Standards.

Outlook/Initiatives for 2013-2014 1. The implementation of the District Theory of Action. 2. Common Core State Standards integration into lesson plans, unit plans, and evaluation plans. 3. Addition of a third faculty meeting of the month – collaboration related to Common Core State Standards. 4. Professional reading and viewing and follow-up discussion with faculty. 5. Vertical articulation dialogue, analysis, and decision-making that takes place in leadership work, district committees, and within and across buildings. 6. Addition of the 6-12 Subject Coordinators for language arts, math and science. 7. Use of faculty, Building/Department and Collaboration meetings to address teaching and learning 8. Focus on instruction for active learning that derives from planning for active learning. 9. Instructional rounds at the building level that cast a wide net on teacher participation and sharing results with the entire faculty. (building level – questioning techniques) 10. Increase communication with stakeholders. (parents, community members) 11. Full school-wide implementation of Positive Behavior Intervention Supports including the analysis of behavior data. 12. State Professional Development Grant year 2 will focus on Literacy. (Scientifically Researched Based Interventions) 13. Continue the SPIRIT Advisory Council. 14. Implementation of a flexible resource room.