Continuous School Improvement Plan

• 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.

• 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. 

• 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.

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• 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.

The Bulldog Bulletin continues to provide weekly communication adjusted based on CSIP feedback. Adjustments include email notifications with the link to teachers on Sundays. The most recent information has been moved to the first page and made more concise to decrease the length of information shared weekly. 

What we know:  Class coverage has decreased to the lowest level this school year. 

January 
1 teacher covered a class 3/week
7  teachers covered a class 2/week
14 teachers covered class 1/week 

February 
2 teachers covered a class 3/week
1 teacher covered a class 2/week
23 teachers covered class 1/week 

March
1 teacher covered a class 3/week
2 teachers covered a class 2/week
4 teachers covered a class 1/week 

Staffing:  JWMS continues to lack a math specialist, which is impacting our ability to provide Tier 3 instruction for students and support for our Math Teachers.  Two highly qualified English teachers have been added to our staff in the 7th and 8th grades, replacing two long-term substitutes. 

The weekly newsletter continues and has been delegated to an administrative assistant. Parent feedback has been positive about the consistency, content, and delivery method. 

• 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. 

• 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.

• After-school committees and faculty meetings continue to be repurposed into bi-weekly grade-level and elective department meetings.  When the faculty needs to meet, they meet before Department meetings on Thursdays. 
• CARE awards were streamlined to increase the opportunities for different students to be recognized.  During the quarterly awards ceremony, CARE nominations were read, and a copy was shared with the student and their family. 
• CARE was added to the end of the morning news show to increase awareness and understanding of compassion, advocacy,  resilience, and empathy. 

Discipline Data

• Quarter 1 234 Incidents
• Quarter 2 174 Incidents
• Quarter 3 134 Incidents 

What we know:  Discipline referrals continue to decrease this school year.

Advisory Data
All students were asked to complete a survey about the Advisory period added this school year; 554 responded. 

• 208 Students participate in advisory lessons daily
• 146 Students almost always participate in advisory lessons. 
• 199 Students mostly participate in advisory lessons. 
• 57 Students rarely participate in advisory lessons. 
• 24 Students shared that they never participate in Advisory lessons
• All other responses were between never and daily.
• 49  Students shared that the advisory lessons are always relevant to their everyday lives. 
• 129 Students shared that the advisory lessons are almost always relevant to their everyday lives. 
• 198 Students shared that the advisory lessons are mostly relevant to their everyday lives. 
• 114 Students shared that the advisory lessons are somewhat relevant to their everyday lives. 
• 64 Students shared that the advisory lessons are irrelevant to their everyday lives. 

Attendance

• 172 students were Chronically Absent as of 3/31/25.  
• Our Chronic Absenteeism Rate, 20.31%, is not meeting our goal of 17% or less. 
• Federal Attendance Rate:  7.22% as of March 17, 2025, which means that 92.78% of our students are at school daily! 

We sent “We miss you!” postcards to all students who missed 3 school days.  Attendance codes and meetings were added to Infinite Campus for all students. 

What we will do: Attendance, Administration, and Counselors will use root cause analysis and tailored responses to evaluate chronically absent students. Attendance at meetings will continue until the end of school. CARE posters will be framed and added to hallways, replacing taped signs.