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Continuous School Improvement Plan

Frederick County Public Schools is dedicated to continuous improvement. Our school principals lead efforts to plan, implement, and review their goals, using a variety of data to make sure we’re always moving in the right direction. School and division plans are monitored for progress and updated quarterly to support our commitment to our students and their families.

This information keeps families informed about our progress and the status of school goals. You’ll find updates and insights as we work together to improve student learning and school performance.

School Profile Information

School: James Wood Middle School
Principal: Dr. Tara Woolever
Enrollment: 872

School Vision Statement

Practicing compassion, advocacy, resilience, and empathy to make positive contributions to our community.

School Mission Statement

BETTER TOGETHER!

Goal #1

By June 2025, unadjusted pass rates for all student groups in all SOL-tested content areas will increase by 5% percentage points above the baseline.

Student Measure #1:  85% of all students will be proficient in the classroom using evidence-based, tier 1 instructional strategies measured by IXL, Edia, and common assessments.

Student Measure #2: 85% of students will demonstrate growth on content-specific assessments (VGA and SOL assessments).

Staff Measure #1:  By June 2025, after receiving professional learning in MTSS structures and interventions, all teachers will demonstrate the application of Tiered Instruction and Interventions as measured by observations using a common walkthrough form. 

Staff Measure #2:  By September 2025, evidence-based literacy and numeracy practices will be implemented in 6-8 classrooms.

Quarter Status Progress Narrative
Q1 On-Track
  • 97.4% of students took the IXL Diagnostic. Two-thirds of the students scored below grade level on the first diagnostic assessment. 
  • IXL extra practice is being assigned during Flex time.
  • Science classes have taken one common formative assessment using Formative.  All Science classes have completed a common learning experience.
  • Math classes use Edia in classrooms and during Flex time. Common unit assessments are given after every unit in all grade levels. 
  • 10/14/24-10/18/24 English Language Arts classes completed on common formative assessment during the last week of the quarter.
  • 9/23/24 All staff attended six different professional development sessions that included MTSS intervention and enrichment, ELL Test Scores, Accommodations, and Instructional Strategies, Accessing IEPs using VA IEP and Co-Teaching Models, Tier 3 Reading Interventions for students with decoding and fluency needs, and reading and writing across the content area professional development.
Q2 On-Track
  • The number of Tier 3 Reading Intervention students increased from 66 to 82 during Resource/Flex periods. Sixty-nine scored 299 or lower on their Spring 2024 Reading SOL. Twenty-one of the 69 students were already identified and in Tier 3 intervention.  Sixteen additional students were added to Tier 3 Reading Intervention.  Students' progress in phonics, fluency, and comprehension is monitored. 
    • 6th Grade:  30 Students. 80% of students have shown growth in decoding and fluency
    • 7th Grade:  23 Students. 91% of students have shown growth in decoding and fluency
    • 8th Grade:  12 Students. 83% of students have shown growth in decoding and fluency

What we know:

  1. 97.9% of students took the Q2 IXL diagnostic on 10/30/24
  2. 32.8% of students demonstrated at or above grade-level reading scores.

6th grade showed the most growth. 

What will we do?

As a result, we have shifted our focus in the Flex period to “AIM,” acceleration, intervention, or make-up work to increase the time students practice recommended  IXL skills. On January 3, 2025, all English teachers participated in IXL training, which focused on increasing its use across the classroom to improve student reading levels. 

Students will complete 2 IXL skills per week to increase their reading growth. 

What we know.

  1. 26% of students in 6th grade demonstrated proficiency in Edia
  2. 12% of students in 7th grade demonstrated proficiency in Edia
  3. 11% of students in 8th grade demonstrated proficiency in Edia

What will we do?

All students will use Edia during Flex for at least 15 minutes to practice “golden path” Math skills. 

What we know.

All core content area supervisors have created common quarterly assessments. Some classes have taken the common assessment according to recommended timelines. 

What will we do?

All teachers will align pacing to recommended timelines to give the common assessment before the end of the quarter. 

Data will be reviewed in the last week of the quarter. 

Q3    
Q4    

 

Goal #2

By June 2025, staff retention will improve through weekly communication at CLT, IT, CSIP, committee, faculty, and department meetings.

Student Measure #1:  By June 2025, all classrooms will have a qualified staff member or long-term substitute.  

Staff Measure #1:  By December 2024, staff coverage of classes will be reduced to one time a week.  

Staff Measure #2:  By June 2025, staff coverage of classes will be reduced to once every two weeks.

Quarter Status Progress Narrative
Q1 On-Track
  • On Wednesday, Bulldog Bulletin, weekly communication with staff members about important dates and information. 
  • A weekly community newsletter is sent to staff and families after school on Friday. 
  • Core Teachers attend at least one CLT and IT weekly on Mondays or Tuesdays.
  • Almost all classrooms have a qualified staff member or long-term substitute. We have one open special education teacher position. 
  • Website training for curators to update information, including mission, vision, attendance procedures, and policy.
  • A daily tracking sheet was created to measure the number of times a teacher is pulled to cover a class if no substitute teachers are available.
Q2  
  •  
  • The Bulldog Bulletin provides weekly communication adjusted based on CSIP feedback. Adjustments include email notifications with the link to teachers. The most recent information has been moved to the first page and made more concise to decrease the length of information shared weekly. 
  • The weekly newsletter continues and has been delegated to an administrative assistant. 
  • Core Teachers were asked on 12/20/24 to attend 2 CLTs per week and bi-weekly IT meetings. 
  • The L2 Special Education position was filled internally.  A long-term sub seeking licensure replaced the L1 Special Education Teacher.  2 long-term subs teach 7th and 8th grade English classes.  A long-term sub for Coding Health and PE was added due to staff promotion.  A Math Specialist has been hired but can not start the position in the 3rd quarter. 
  • In the second quarter, JWMS Facebook posting was delegated to another administrative assistant to increase community engagement.  The total number of staff who can post is three. 
  • In December, a teacher covered one class period due to a substitute not being available 27 times. In November, a teacher covered one class period due to a substitute not being available 58 times.
  • Teacher coverage was reduced by 46.6% due to filled vacancies and an increased focus on substitute retention.
Q3    
Q4    

 

Goal #3

By June 2025, JWMS will use timely communication archived on the staff hub for all school events and activities. 

Student Measure #1:  By December 2024, student referrals will decrease from the previous school year as measured by the frequency of incidents. 

Student Measure #2:  By June  2025, student referrals will decrease from the previous school year as measured by the frequency of incidents. 

Staff Measure #1:  By December 2024, all staff will use PBIS and  Tier I strategies to reduce disruptive classroom behavior. By December 2024, all school administrators will use PBIS and Tier strategies to reduce disruptive behavior during unstructured time. 

Staff Measure #2:  By May 2025, all staff will use PBIS and  Tier I  and Tier II strategies to reduce disruptive classroom behavior.  

Quarter Status Progress Narrative
Q1 On-Track
  • Bulldogs CARE (Compassionate, Advocates, Resilient, and Empathetic) modeled and taught at grade-level expectations assemblies on the first and second days of school. 
  • CARE posters in English and Spanish were hung in classrooms, the auditorium, the cafeteria, hallways, bathrooms, and at the bus exit doors.  
  • Staff PBIS, MTSS, and the Attendance Committee meet once per month to use the ORID protocol to review data and create action steps. 
  • Character Trait Awards are given to students selected by grade-level teams who demonstrate CARE. 
  • An Advisory Period was added to the daily schedule to provide social-emotional learning and to communicate behavior expectations. 
  • Student referrals have increased because bus discipline has been entered this school year and was not consistently documented in the student information system last school year. Therefore, we are collecting baseline data for our new process of documenting discipline referrals. 
Q2  
  • Additional CARE posters in English and Spanish were hung in classrooms, the auditorium, the cafeteria, hallways, bathrooms, and at the bus exit doors.  
  • After-school committees and faculty meetings were repurposed into bi-weekly grade-level and elective department meetings. 
  • CARE awards were streamlined to increase the opportunities for different students to be recognized. 
  • CARE will be added to the end of the morning news show to increase awareness and understanding of compassion, advocacy,  resilience, and empathy. 
  • Teachers were surveyed, and 90% of the staff teaching Advisory reported that they are on pace with Caring School Community lessons.  
  • 77% of students have missed less than eight school days since the first day. 
  • 251 discipline referrals were reported during the semester.  At the end of the 2023-24 SY, 907 referrals were reported, 500 of which were reported during the semester.  Discipline referrals have decreased by 50% so far this school year.
Q3    
Q4    

 

For more information about James Wood Middle School's Continuous Improvement Plan please join us at our quarterly events or reach out to the school principal.

Quarterly Events

  • October 3, 2024, at 6 p.m. in the Library
  • December 5, 2024, at 6 p.m. in the Library
  • February 6, 2025, at 6 p.m. in the Library 
  • April 3, 2025, at 6 p.m. in the Library