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The self-study process at Bryson Middle has been in place since 2002 when the staff first began working with the School Portfolio Toolkit materials developed by Dr. Victoria Bernhardt, Ph. D. The leadership team received training during the summer of 2002; the staff was trained during the fall. The first step was to complete an extensive needs assessment; then a year was taken to develop the first school portfolio. Mission, vision, and belief statements were developed that year; the staff continues to examine those statements with implementation of the Professional Learning Community concept. Each year PASS (formerly PACT) scores, discipline data, and action plan are reviewed and modified. Initially our staff provided input through grade levels, working to consensus.
As a result of our Making Middle Grades Work initiative beginning in the fall of 2010, our staff is divided into focus teams where each teacher serves throughout the year. The focus teams of Data/Technology, Guidance/Transition, Student Engagement, Academic Rigor, Parent/Community Involvement, School Climate/Culture provide input and work to serve the school. These teams contain representation from all grade levels and are cross-curricular in nature.
With a large staff, focus teams meet to analyze data for each grade level, to study the strategies from the action plan, and to make recommendations about changes. Reports from these meetings are shared with all staff; input is given and incorporated into the plan until consensus is achieved. Then the proposed plan is submitted to the School Improvement Council and to the PTSA Executive Board for input An updated draft of the plan is then shared with the staff again for input and final consensus.
Summary of Needs Assessment for Student Achievement
In the spring of 2012, PASS scores show that while the majority of Bryson Middle School students are improving their performance, not all are performing at high levels. The most prominent underachieving group is the disabled population while African-American students perform at approximately 20 mean points lower than other ethnicities. Additionally mean scores for each subject area demonstrate an increase for all students, but math and ELA are still significantly lower than science and social studies averages. In response to data, the following initiatives have been determined:
School-wide writing plan to provide Common Core support
Implementation/refinement of full inclusion with co-teaching models of instruction
Systematic strategies for note-taking, reading informational text, researching, and developing vocabulary
Interactive technology integration in the classroom for increased engagement
Systematic student self-reflection and response to learning to increase student ownership
Stronger communication of implementation of Common Core State Standards
Summary of Needs Assessment for Teacher and Administrator Quality
Needs assessments indicated that teachers desire and need continued professional development to maximize their growth. A plan of development is determined based on school initiatives and staff needs. Additionally, a need to increase collegial conversations regarding observation feedback (administrative and peer) was addressed and will be a focus of upcoming discussions.
Summary of Needs Assessment for School Climate
The State Report Card Survey has indicated student, parent, and teacher satisfaction from the majority of our stakeholders. Growth, however, is still needed. Focus strategies are:
Providing clear expectations and positive incentives for behavior
Developing uniform policies regarding late work, re-testing, extra credit, etc.
Expanding the current program of achievement celebration and recognition
Initiating quarterly academic parent nights for showcasing student achievement
Refining communication with stakeholders and marketing logo of “Inspiring Excellence”
Implementing an advisory program for student mentoring
Designing a school-wide character education program to address student/teacher respect and bullying.
Significant Challenges in the Last Three Years
Quarterly development of quality benchmarks for all core academic classes
Collaborative planning of content curriculum and common assessments
Large related arts classes due to allocation restraints
Implementation of inclusion model for learning disabled students
Significant Accomplishments in the Last Three Years
ESEA/Federal Accountability Rating of A (91.5)
Palmetto Gold for Student Achievement in 2012; Palmetto Silver Award for both achievement and closing the gap in 2011
Implementation of quarterly benchmarks as formative assessment
Increases in all PASS subjects area for overall student performance
The purpose of Bryson Middle school is to provide educational experiences for students that lead them to be ethical and productive members of society.
Bryson Middle School will be a professional learning community that inspires and supports academic excellence and social responsibility.
We will educate and nurture every student.
We did not achieve adequate yearly progress as defined by NCLB. Certainly, we wish to achieve that goal. Our PACT scores show that students are not achieving at high levels (Proficient and Advanced). We need to provide instruction to assist students in reaching these higher standards. We also must continue to improve instruction to move students from below basic to basic. These areas of concern drive the action/strategic plan.
Goal Area 1: Student learning and Achievement
Increase the percentage of students meeting standard (Met and Exemplary) in writing as measured by the Palmetto Assessment of State Standards (PASS) from 74.2% in 2012 to 79.2% in 2018.
Increase the percentage of students meeting standard in English Language Arts (reading and research) as measured by the Palmetto Assessment of State Standards (PASS) from 72.5% in 2012 to 77.5% in 2018.
Increase the percentage of students meeting standard in mathematics as measured by the Palmetto Assessment of State Standards (PASS) from 69.9% in 2012 to 74.9% in 2018.
Increase the percentage of students meeting standard in science as measured by the Palmetto Assessment of State Standards (PASS) from 81.4% in 2012 to 86.4% in 2018.
Increase the percentage of students meeting standard in social studies as measured by the Palmetto Assessment of State Standards (PASS) from 78.8% in 2012 to 83.8% in 2018.
Goal Area 2: Teacher and Administrator Quality
All teachers will receive support, training, and professional development in research-based strategies, best practices, and technology.
Goal Area 3: School Climate
Achieve an annual student attendance rate of 95%.
Maintain a student expulsion rate below 0.5% of the total school population.
Increase the percent of parents who are satisfied with the learning environment from 79.0% in 2012 to 82.0% by 2018.
Increase the percent of students who are satisfied with the learning environment from 74.3% in 2012 to 77.3% by 2018.
Increase the percent of teachers who are satisfied with the learning environment from 91.0% in 2012 to 93.5% by 2018.
Increase the percent of parents who indicate that their child feels safe at school from 88.9% in 2012 to 91.9% by 2018.
Increase the percent of students who feel safe at school during the school day from 84.9% in 2012 to 88.5% by 2018.
Maintain the percentage of teachers who feel safe at school during the school day at not less than 97.0% from 2012-2018.