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Student Demographic Data

The school has seen a change in its racial diversity from the 2010-2011 school year to the current 2014-2015 school year. There has been a decrease in African American students from 41.6% to 33%, a decrease in White students from 37% to 31%, an increase in Hispanic students from 24.8% to 33%.

Community Demographic Data

Information obtained from the 2010 census indicates that there were 4,589 people living in the Town of Mount Olive, an increase of .5% from the 2011 census. Percentage of residents under the age of 18 years is 20.7%. The racial breakdown percentages include 50.3% black, 38.5% white, 0.4% Indian, 0.3% Asian, 9.2% Hispanic, and 0.2% other. 

The Town of Mount Olive is supported by blue collar workers that are predominately employed by Mount Olive Pickle Company, Case Farm Chicken Processing Plant, Butterball, and Georgia Pacific Corporation.

Mount Olive has one institution of higher education, University of Mount Olive.

School Characteristics

Mount Olive Middle School is composed of grades 5 – 8. It is located in a rural area of eastern North Carolina in the Town of Mount Olive. There are currently 458 students enrolled and all class sizes are at or below the State average. Mount Olive Middle operates on a five (5) period day, each period being 72 minutes. The school has 30 certified teachers and 28 support staff. Four (4) of our teachers have National Board Certification. Sixty-eight percent of the staff has been teaching 10 years or more.

Stakeholders Perspective on the Quality of Education

A survey of students and parents conducted during the 2013-2014 school year indicate a positive perception of Mount Olive Middle School. 

Teacher Working Conditions Survey conducted during the 2013-14 school year rendered positive results. Some of the most positive results are as follows:

Ø      100% of the teachers said that teachers use assessment data to inform instruction.

Ø      96% of the teachers said that they are encouraged to try new things to improve instruction.

Ø      79% of the teachers said that they have autonomy to make decisions about instructional delivery.

Ø      96% of the teachers said that PD offerings are data driven.

Ø      100% of the teachers said that PD offerings are aligned with the school improvement plan.

Ø      100% of the teachers said that they are encouraged to reflect on their own practice.

The areas of concern that have been duly noted are as follows:

Ø      Educating students with minimal interruptions – MOMS has a school-based health center and students are frequently called from their classrooms to the center for health related concerns. The value of the center to our students’ health significantly outweighs the interruptions to the classroom.

Ø      Reliability and speed of internet connections – This is an area over which we have no control at the school level.

Ø      Parents/guardians support teachers, contributing to their success with students – This is an area that we are addressing at the school level by providing parents more opportunities to be involved in the education of their children.

Ø      Students follow rules of conduct – We are addressing this area of concern through our PBIS model, mentoring, and a progressive discipline plan.

Ø      Determining content of in-service PD programs – MOMS has followed the mandated staff development plan implemented by WCPS for Common Core and Essential Standards; therefore, very few PD opportunities were specific to staff needs.

Mount Olive Middle School has nine (9) Partners In Education (PIE) participants. The PIE are very supportive of our efforts. 

MOMS has an active PTSO that is very supportive of our efforts. The PTSO provides support to our staff and students through staff appreciation events and financial support for technology, supplies, and field trip opportunities and special recognition incentives. 

MOMS has a strong community support base. Several local churches and organizations provide support to our staff and students through staff appreciation events and financial support for staff wish lists and for supplies, clothing, food, etc. for our students. Community members also serve as mentors for some of our students.

Data Summary Analysis – Mount Olive Middle School

What does the analysis tell you about your school’s strengths? Consider data sources such as state testing data, annual measurable objectives, student growth data, stakeholder survey data, discipline, attendance, etc.

Mount Olive Middle School exceeded expected growth during the 2013-14 school year in the following areas: 8th grade Reading, 5th, 6th, and 8th grade Math, 8th grade Science, and 8th grade Math 1. In addition, we met expected growth in 5th, 6th, and 7th grade Reading, 7th grade Math and 5th grade Science. MOMS was designated “exceeded expected growth” for the year. Overall, we are pleased to report that our students are growing academically. We met 29 out of 45 Annual Measurable Objectives (64.4%). 



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Stakeholder survey data indicates that all stakeholders are satisfied with all aspects of MOMS.

Attendance data suggest that attendance at MOMS is good. Tardies and early sign-outs are a concern and need to be addressed. Most tardies are from out of district students, while the early sign-outs vary but we consistently see that the same students are frequently checked out early.

CWT data shows that teachers use the textbook and overhead projector/board more than any other type of instructional materials in the classroom. However, teachers are beginning to utilize laptop computers and other forms of technology as well.

Discipline data shows that there was a 24% decrease in disciplinary issues over the previous year.

What does the analysis tell you about your school’s gaps or opportunities for improvement? Consider data sources such as state testing data, annual measurable objectives, student growth data, stakeholder survey data, discipline, attendance, etc. (Add Charts and Graphs)

Although our data shows high growth, many of our students are not making performance requirements of proficiency as mandated by AMOs. We are making progress toward proficiency; however, there is much work to be done in all subgroups including the LEP and Hispanic subgroups in which we met proficiency goals last year. We must continue to make progress toward proficiency, and at higher rates of gain, in order to make our AMOs.

Survey data shows that we need to minimize classroom disruptions. We have implemented strategies to address this issue including making appointment slips for students who are to be seen in the WISH Center so that telephone calls to the classroom are not necessary. We are also using the intercom system in the classroom rather than having the teacher pick up the phone receiver when called. We will use this method of calling classroom unless there is a confidentiality issue that cannot be addressed over the intercom.

We will need to address tardies to school and early check outs. The Social Worker will be involved in this process and administration will make personal contacts with parents as needed to ensure that students arrive in a timely manner and that check-out during the school day is minimized.

CWT data shows that teachers do not use technology regularly in the classroom but rely heavily on the textbook and overhead projector/board for instructional materials.

Discipline data shows an increase in office referrals resulting in disciplinary action during the months of October and November. Most referrals occurred from incidences in the classroom. The majority of referrals were for black students. We must therefore implement classroom management strategies to address referrals from the classroom. We must also address the issue of referrals of black students. We will use our mentoring program to assist with this issue.

Based upon the analysis conducted, what 3 top priorities emerge for the school? (Add charts and Graphs)

•           Achievement in all deficient areas of Annual Measurable Objectives.

•           Need to use data to inform instructional practices.

•           Need to focus on student behavior, attendance, and grades. 

Priority Goal 1 and Associated Strategies

 

School Goal 1:

Increase our efforts to improve student, staff, and community safety at Mount Olive Middle School as measured by disciplinary incident reports, student referrals, staff referrals, and increase in professional development devoted to safety.MOMS will successfully implement a school-wide PBIS program and mentoring program that will teach students appropriate behaviors and minimize student discipline issues.Discipline referrals will decrease by 10% as a result of this program.

Supports this District Goal:

Wayne County Public Schools students will be healthy and responsible

Assigned Implementation Team:

Staff, PBIS team, Administrators

 

Goal 1 Improvement Strategies

 

Strategy 1:Increase staff, student, and community awareness/engagement for school safety issues, needs, and concerns; as well as, clarify and communicate district- and school-level policies and procedures pertaining to identified areas.

Action steps:

Timeline:

Status:

Complete all requirements for the CIRC (Black Box)

9/30/14

In progress

Create a Crisis Plan utilizing School Safety Components Template

9/30/14

Completed

Participate in district and site professional development focusing on emergency response.

9/30/14

In progress

 

 

 

 

 

 

 

 

 

 

 

Strategy 2: MOMS will teach students acceptable behaviors for all areas of the school.

Action steps:

Timeline:

Status:

 

MOMS will continue to implement PBIS systems

Daily, weekly, monthly

In progress

Students will be rewarded monthly for acceptable behaviors

Monthly

In progress

Teachers will receive refresher training on PBIS

Quarterly

In progress

 

 

 



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