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Desired Learner Outcome #2: The students will use available technology as an effective tool for communication and learning.
Student Performance Standard: Students will demonstrate their knowledge of Computer Literacy Skills.
Belief Statement: The staff believes that all students can learn, achieve, and succeed when provided with opportunities for success, that a supportive and challenging learning environment promotes student learning, and that each student should develop fundamental skills necessary for a useful and productive life.
Mission/Vision Statement: The faculty provides opportunities for challenges that all students will encounter in a rapidly changing and increasingly complex society.
School System's 5 year Goal Statement: Basic skill development, academic excellence, and lifelong learning will be nurtured by the instructional program.
Link to State Board of Education Policies (Middle Grades): Teachers will weave technology, problem-solving and real world applications throughout the curriculum.
School Profile/Climate/Survey/Needs Assessment Data: 21st Century classrooms, computer lab, technology lab, computers in every classroom.
Expectations/Results:
1. Students will be able to pass a basic keyboarding test with mastery at 70% accuracy.
2. Students will be able to identify and use basic components of work process, spreadsheet, and data base with mastery at 70% level.
3. Students will be able to demonstrate mastery of computer fundamentals with mastery at 70% level.
Long Term Expectations: Students will use technology throughout the
curriculum as an effective tool to present projects utilizing multi-media
and to conduct research projects using the internet in the classroom.
Target Goal: Students will demonstrate their knowledge of Computer Literacy Skills
Expectations/Results: Students will be able to pass a basic keyboarding test with mastery at 70% accuracy.
Students will be able to identify and use basic components of word processing, spreadsheet, and data base with mastery at 70% level.
Students will be able to demonstrate achievement of computer fundamentals
with mastery at 70% level.
| Action Step | Time Line | Resources Required | Person(s) Required | Assessment |
| 1. Professional Growth | ||||
| 1. Teachers will participate in Staff Development on computer fundamentals, word processing, database, spreadsheet, previewing and selecting software, utilizing the internet as an instructional tool, e-mail, and using presentation tools. | Spring 1999 -on-going | Computer Lab | Administration, School Computer Teacher, & Technology Coordinator | Criterion Reference, Survey of how often teachers utilize computer for instructional purposes, evaluation of lesson plans by administration |
| 2. Curriculum | ||||
| 1. SMS will form a technology steering committee. | Dec. - Jan. 2000 | Time and manpower | Administration & Staff | Development of Technology Plan |
| 2. Develop a five year technology plan for Sevierville Middle School. | Spring 2000 | Analysis of present status in term of technology hardware and uses. | Technology Steering Committee | Continuous monitoring of goals established by the technology committee. |
| 3. Purchase of a computer lab. | 1999-2000 | $30,000.00 for lab | Administration & PTO | Lab in place. |
| 4. Integrated Technology literacy into the school curriculum | Aug 2000 and ongoing | Needs and upgrades of existing available computer technology in the school. Cost to be determined by technology committee. | Administration, PTO, and Technology Steering committee | Needs Assessment of Computer Program |
| 5. Technology Teacher for the Computer Lab | Aug 2000 | System Money | Central Office | Evaluation of teacher |
| 3. Communication/Climate | ||||
| 1. Establish and post a schedule for computer lab utilization | 1999-2000 and on-going | Time and lab | Administration and computer teacher | Evaluate the effectiveness of reaching our technology goals |
| 2. Display and present student projects. | 1999 - on-going | Time | Faculty of SMS | Evaluation of school climate |
| 4. Community Involvement | ||||
| 1. Assist in the purchase of lab and future expenses | 1999 and on-going | Lab - $30,000.00 Future expenses determined by needs assessment | PTO | PTO involvement in working in cooperation with SMS |
| 2. Guest Speakers sharing uses of technology | 2000 - on-going | Time | Faculty | Evaluation by students |
SMS Improvement Action Plan
Desired Learner Outcome #3: The learners will accept responsibility for his or her academic or personal actions with the understanding that choices result in consequences which impact the student, the home, the school, the community, and the world.
Student Performance Standard: Students will demonstrate a commitment to creating quality work and striving for excellence.
Belief Statement: The staff believes that a safe, disciplined, nurturing environment assists students in making responsible and appropriate decisions and that parents and students should be held accountable.
Mission/Vision Statement: Students will be provided the atmosphere to maximize individual, social, and emotional potential.
School System's 5 year Goal Statement: The school system's program will continue to reflect a commitment to planning and evaluation that takes into consideration community values in decision making processes.
Link to State Board of Education Policies (Middle Grades): Schools will develop a systematic way for adults to support and assist students in meeting high academic and behavioral expectations.
School Profile/Climate/Survey/Needs Assessment Data: Parent Orientation with distribution of student handbook, conferences, grade cards, PAWS program
Expectations/Results: Students will demonstrate organizational skills through the use of student planners and mastery of 75% skill expectations in a skills study unit.
Long Term Expectations: Students will develop necessary skills of
organization, dependability, and responsibility in order to be successful
students at Sevierville Middle School.
Target Goal: Students will demonstrate a commitment to creating quality work and striving for excellence.
Expectations/Results: Students will demonstrate organizational skills
through the use of student planners and mastery of 75% skill expectation
in a skills study unit.
| Action Step | Time Line | Resources Required | Person(s) Required | Assessment |
| 1. Professional Growth | ||||
| 1. Teachers will be involved in collaboration to identify study skills needs of our students. | Jan 2000 - May 2000 | planning time | guidance staff and 6th grade teaching teams | Team reports to principal |
| 1a. Examine materials to establish goals and objectives. | Jan 2000 | planning time | guidance staff and 6th grade teaching teams | Team reports to principal |
| 1b. Identify the necessary components of the study skills unit | Jan 2000 | planning time | guidance staff and 6th grade teaching teams | Team reports to principal |
| 2. Curriculum | ||||
| 1. Teachers will create study skills unit with goals and objectives. | Jan 2000- May 2000 | planning time and curriculum mapping structure | guidance staff and 6th grade teaching teams | Written Study Skills Unit |
| 2. Integrate study skills concepts into the 7th/8th grade curriculum | Sept. 2000 - Jan 2001 | planning time and curriculum mapping structure | guidance staff and 7th/8th grade teaching teams | Written study skills unit integration |
| 3. Communication/Climate | ||||
| 1. Provide student planners and monitor use weekly by parents and teachers | Aug 2000 - on-going | $4,000.00 ( At an average of $5.00 per student.) | Teachers and Parents | Evaluation of use of planners |
| 4. Community Involvement | ||||
| 1. Parent Orientation | Beginning of 2000-2001 school year | Orientation day | School staff | Use of planners |
| 2. Survey parents/students after the first 6 weeks concludes | End of first 6 weeks fall 2000 | Survey form | Administration and guidance department | results of survey |
SMS Improvement Action Plan
Desired Learner Outcome #5: The learners will participate in experiences that facilitate the transition from all grade levels into high school and the examination of career fields.
Student Performance Standard: Students will experience a smooth transition from 5th grade at Sevierville Intermediate School into 6th grade at Sevierville Middle School.
Belief Statement: The middle school student is a valued individual with unique social, physical, intellectual learning, and emotional needs.
Mission/Vision Statement: Students will be provided maximum opportunities to grow academically and socially by a faculty who recognizes future challenges and opportunities.
School System's 5 year Goal Statement: The system will promote parent and community involvement in the school program.
Link to State Board of Education Policies (Middle Grades): Schools will establish a climate that is emotionally safe, encouraging students and adults to ask questions, discuss ideas, take risks, make decisions, and learn form mistakes.
School Profile/Climate/Survey/Needs Assessment Data: Survey of students and parents, parent conferences
Expectations/Results: Students and parents will demonstrate familiarity with the facilities, programs and schedule by an indication or 90% satisfaction level as shown by a grade level survey on orientation into the 6th grade.
Long Term Expectations: All students and parents will be satisfied with the transition from one grade to the next, be knowledgeable of expectations at each grade level, and aware of how they can participate in the development of their children at Sevierville Middle School.
Target Goal: Students will experience a smooth transition from 5th grade at Sevierville Intermediate School into 6th grade at Sevierville Middle School.
Expectations/Results: Students and parents will demonstrate familiarity
with the facilities, programs and schedule by an indication of 90% satisfaction
level as shown by a grade level survey on orientation to the 6th
grade.
| Action Step | Time Line | Resources Required | Person(s) Required | Assessment |
| 1. Professional Growth | ||||
| 1. Guidance counselors and 6th grade teachers will team with 5th grade teachers for unit design on transition | Jan - Mar 2000 | planning time | Guidance counselors and 5th and 6th grade collaboration teams | Development of Unit |
| 2. Develop student /parent survey for follow up assessment | Jan - Mar 2000 | planning time | Guidance counselors and 5th and 6th grade collaboration teams | Survey instrument |
| 2. Curriculum | ||||
| 1. Develop goals/activities for Spring Orientation for 5th grade students | Jan 2000 - Mar 2000 | Identification of needs | Guidance counselors and 5th and 6th grade collaboration teams | Use of survey to measure effectiveness |
| 2. Write agenda for 1/2 day orientation for 5th grade students | Mar - Apr 2000 | Goals for Unit | Guidance counselors | Written Agenda |
| 3. Communication/Climate | ||||
| 1. Schedule 1/2 day orientation for each 5th grade class | April 2000 | Environmental schedule for 6th grade | Principals and guidance counselors | Written schedule |
| 2. Send invitation to 5th grade students | April-May 2000 | Printing | Guidance Counselors | Invitations |
| 3. Survey students after first six weeks as 6th grade students | Oct. 2000 | Survey | Guidance Counselors and 6th grade teachers | Results of Survey |
| 4. Community Involvement | ||||
| 1. Parent Involvement in Orientation | May/August 2000 | orientation plan for parents | Guidance counselor and principal | % of participation by parents in orientation |
SMS Improvement Action Plan
Desired Learner Outcome #6: The students will participate in a curriculum that promotes academic performance beyond the state and national standards.
Student Performance Standard: Student performance on proficiency skills as measured by the Terra Nova Test will show improvement in all five academic areas.
Belief Statement: The staff believes that all students can learn, achieve, and succeed when provided with opportunities for success, that the middle school student is a valued individual with unique social, physical, intellectual, and emotional needs, and the each student will recognize the value of learning as a lifelong goal.
Mission/Vision Statement: The student will have the opportunity to grow to his/her maximum academic potential by way of educationally challenging atmosphere.
School System's 5 year Goal Statement: Basic skill development, academic excellence, and lifelong learning will be nurtured by the instructional program.
Link to State Board of Education Policies (Middle Grades): Schools will establish high expectations and standards for all students.
School Profile/Climate/Survey/Needs Assessment Data: 1999 Terra Nova test results, in particular those dealing with proficiency scores.
Expectations/Results:
1. Students will increase performance to 10% above the national average by the end of the 8th grade year as measured on the Terra Nova Proficiency Test in the area of Reading, Language, and Social Studies.
2. Students will show an improvement at an average of 2% growth over the next two years on Proficiency Scores in the areas of Math and Science as measured on the Terra Nova Tests
Long Term Expectations: 60% of students as Sevierville Middle School
will perform above the national averages on proficiency scores in all academic
areas.
Target Goal: Student Performance on Proficiency Skills as measured by the Terra Nova will show improvement in all five academic areas.
Expectations/Results:
1. Students will increase performance to 10% above the national average by the end of the 8th grade year as indicated on the Terra Nova Proficiency scoring in the area of Reading, Language, and Social Studies.
2. Students will show an improvement at an average of 2% growth over
the next two years on Proficiency Scores in the areas of Math and Science
as indicated by the Terra Nova Tests.
| Action Step | Time Line | Resources Required | Person(s) Required | Assessment |
| 1. Professional Growth | ||||
| 1.The faculty at Sevierville Middle School will participate in staff development that will increase the ability of teachers to interpret test score data, teaching strategies, and learning styles that enable them to identify curriculum weaknesses. | 1999-2001 | Inservice Days, Planning Time, and Test Data | Administration and Faculty | Evaluate the effectiveness of staff development on the improvement of test scores. Teachers identify curriculum needs based on performance data. |
| 2. The faculty at SMS will be trained for curriculum mapping. | Dec. 1999 - Oct. 2000 | Planning Time and Inservice Days | School curriculum Mapping team | Evaluation of the process by teachers. |
| 2. Curriculum | ||||
| 1. The faculty at SMS will design content, skills, and assessment maps by grade level and content area. | 1999-2000 | two inservice days | Site Facilitator and Faculty at SMS and Central Office | Quality of written curriculum maps produced |
| 2. The faculty at SMS will align state and local standards to instructional maps | 1999-2000 | Insevice days | Site Facilitator and Faculty | Curriculum Maps and standards alignment |
| 3. Faculty of SMS will identify repetitions and gaps in instruction | 1999-2000 | Inservice Days | Site Facilitator and Faculty | Curriculum Maps |
| 4. Teachers will coordinate grade level instruction | Aug 2000 - on-going | Inservice days and planning time | Faculty and Administration | Effectiveness of Instruction on criteria tests and standardized tests. |
| 3. Communication/Climate | ||||
| 1. Maps shared and edited in small group discussion | March 2000 | Materials for maps and inservice day | Curriculum Mapping Team and School working teams | Evaluation by teachers |
| 4. Community Involvement | ||||
| 1. Educational Field trips as part of curriculum maps developed | Aug 2000 - on-going | Sites for trips | Faculty and community | evaluation by students and teachers |
| 2. Investigate use of community resources for tutoring program | 1999 on -going | Volunteers | PTO and faculty | Effectiveness of tutoring program |
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