Check NCLB Status That Applies to this School in Improvement

Year 1—School Improvement

Year 2—School Improvement

Corrective Action

Year 1—Restructuring (Planning)

Year 2—Restructuring (Implementation)

Does this school receive Title I funding? Yes No

If this is a Title I school, which program design model is used?

School-wide Targeted Assistance

The Maryland State Department of Education (MSDE) is requiring that each LEA that has schools in improvement collect evidence that it has complied with the Schools in Improvement requirements of No Child Left Behind.

Adapted from MSDE NCLB Requirements 2004

Thurgood Marshall Middle School

School Improvement Plan

2007-2008

Kristil Fossett, Principal

Phone: 301-702-7540

Fax: 301-702-7555

Mission

The mission of Prince George’s County Public Schools is to ensure that all students acquire information and skills and the ability to apply their knowledge to become lifelong learners and productive citizens in a diverse/global society.

This mission is best accomplished through a structure of child-centered learning communities characterized by: equity and access to a quality education that includes strong instructional leadership; high expectations for the achievement of all students; a rigorous curriculum; frequent monitoring of student performance; extending learning opportunities for students failing to meet academic standards; well trained, certified teachers in all classrooms; enhanced resources; families who are empowered to assist in providing a quality education for every child; a school climate conducive to building positive relationships; a safe and orderly school environment fostering enhanced school pride.

Prince George’s County Public Schools

Text Box: Mission Statement for School Improvement Plan

The school improvement planning process for Prince George’s County Public Schools supports and reinforces the Bridge to Excellence Master Plan. The process requires each school to develop, implement and monitor a school improvement plan (SIP) designed to prepare students for successful citizenship in the twenty-first century. The two-year SIP provides the framework, direction, and focus required of each school to successfully implement the goals delineated in the Bridge to Excellence Master Plan. The SIP is intended to be a “living” document for the school. It should be reviewed, evaluated and refined regularly. The school improvement plan (SIP) outlines the specific activities, strategies, and interventions that each school will implement to ensure academic success for all students, grades K-12.

Consistent with the Bridge to Excellence Master Plan, the SIP seeks to ensure that all students in all subgroups make adequate yearly progress. The SIP is aligned with federal legislation such as the No Child Left Behind Act and state mandates such as, the Bridge to Excellence in Public Schools Act and the Voluntary State Curriculum.

TABLE OF CONTENTS

I. Executive Summary......................................................................................................................

II. Evidence of Need.........................................................................................................................

A. Data Form

B. Reading Data Overview

C. Mathematics Data Overview

D. School Climate Data Overview

E. Staffing Overview Chart

III. Action Plan...................................................................................................................................

A. Systemic Non-Negotiables

B. Activities for Improved Subgroup Performance

IV. Management System ...................................................................................................................

A. Management System

B. Monitoring Tool

V. Professional Development Calendar..............................................................................................

VI. FY – 08 Budget Plan Worksheet....................................................................................................

VII. Rosters........................................................................................................................................

A. School Improvement Team Signature Sheet

B. Peer Review Process Signature Sheet

A. Introduction

Thurgood Marshall Middle School (TMMS), a comprehensive middle school, consisting of grades 6^th, 7^th, and 8^th. It was identified Local Reconstitution by the Maryland State Department of Education (MSDE) in January 1998. Under the No Child Left Behind (NCLB) Act and MSDE guidelines, TMMS is now identified as a school in improvement, restructuring implementation. The school’s mission is as follows: “The faculty staff and parents of Thurgood Marshall Middle School are committed to educating and expecting excellence for our students. We recognize individual differences and believe that all students will learn. We will strive to maintain high expectations of success for all students, a safe and orderly environment, frequent monitoring of student progress and effective home-school communication.”

In 2006-2007 school year, TMMS did not make Adequate Yearly Progress (AYP).The vision of TMMS, as an integral part of a region of schools and communities committed to children, is to ensure that students develop and master skills that will promote academic growth and success as well as develop productive citizens. The instructional time is divided into five 72-minute modules with an A/B day schedule for creative arts classes. This is a new mandated middle school schedule for the 2007-2008 school year. To increase student achievement, the TMMS community utilizes common departmental planning time to ensure alignment of instructional delivery with Prince George’s County’s curriculum frameworks, the Voluntary State Curricula (VSC), Content Standards, and Core Learning Goals. This year, TMMS will fully implement America’s Choice Design.

Consistent with NCLB guidelines, parents were notified TMMS school improvement status via the Prince George’s County Public Schools’ website and at Back-to-School Night. Additionally, the Turn-around Specialist (TAS) will work weekly with the school based Parent Liaison in order to share information and participate in school planning.

The school board received information regarding the school’s school improvement status during regularly scheduled board meetings and briefings. The Superintendent presented a PowerPoint presentation to the board and identified progress on Maryland School Assessment (MSA) for TMMS and other schools in school improvement.

The TAS will provide additional oversight for the school. The TAS will monitor activities and work closely with the principal to ensure TMMS takes significant steps to improve academic achievement.

Alternative Governance

Alternative Governance under COMAR 13A.01.04.07

Option D: Any other major restructuring of the school’s governance arrangement that make fundamental reform such as significant changes in the school’s staffing and governance to improve academic achievement in the school and that has substantial promise of enabling the school to make AYP.

*Appoint/employ independent “turn-around specialist” for the school. This person will have limited powers over the school, e.g. in decisions regarding curriculum, staff development, decision-making process, school improvement plan etc.

The alternative governance plan for Thurgood Marshall Middle School will provide for direct oversight by a Turn-around Specialist. The central office administrator assigned to this position will provide leadership in the management of the school and in instructional and curricular decisions related to student achievement. Under the leadership of the Regional Assistant Superintendent for this region, the Turn-around Specialist will closely monitor school improvement plan activities and interventions as outlined in the school improvement plan monitoring tool, professional development calendar, and the individualized administrative intervention plan. Timelines and specific tasks assigned to the Turn-around Specialist are outlined in the referenced sections (monitoring tool, action plan, and professional development calendar) within the restructuring plan. Specific features of the governance plan include but are not limited to the following:

· Implementation, oversight and management of the governance plan

· On-going leadership focus walks

· Additional support from Instructional Coaches

· Bi-Weekly participation in departmental collaborative planning

· Bi-Weekly participation in data utilization meetings

· Weekly participation in special education departmental meetings

· Regular participation in School Planning and Management Meetings

· Quarterly meetings with the principal to review academic progress through the school improvement plan monitoring tool

· Monitoring the school improvement plan initiatives and interventions as outlined in the monitoring tool

· Assessment/Data analysis

· Professional development to address the needs of the subgroups not making adequate yearly progress (AYP)

B. School Demographics

Nestled in a community of single-family homes, Thurgood Marshall Middle School is located in Temple Hills, Maryland. Most of the students are bused from the Camp Springs and Temple Hills communities. In 2007-2008, the total enrollment for grades 6, 7, an