Planning for the 2017 - 2018 Academic Year

North Carolina Department of Public Instruction

Comprehensive Needs Assessment
School Self-Evaluation Form

Name of School Franklinton Middle School

Name of District: Franklin County Schools
Name of Principal: David Averette
Principal’s Email: davidaverette@fcschools.net
School Phone: 919-494-2971
School Address: 3 North Main St Franklinton, NC 27549

Guidance on completing the form:

● Please complete with as much detail as you can. Completing this form will help you prepare for some
of the discussions, which will take place both before and during the assessment. It will also help the
assessment team get to know and understand your district.

● Use the completion for staff development, if appropriate and email the final form to your lead reviewer
prior to on-site Comprehensive Needs Assessment visit​.

● Please be evaluative, rather than descriptive, and make your focus the outcome in terms of school
improvement and student achievement.

● Include references to where the evidence of your self-evaluation can be found e.g. "excellent results in
state math tests as shown in annual report to the state”, “parents’ questionnaires from 2007”.

● Be brief (for example, use bullet points or note form).

● Please place an ​X​ beside the descriptor, which most accurately reflects your judgment of overall
quality in response to the questions.

Quality Descriptor
Leading LE
Developing/Embedded D
Emerging E
Lacking LA

A. Background of your school

What are its distinctive features?

Small class sizes, Small Enrollment, High teacher to student ratio, Monthly Faculty Meeting, Vertical Teams meet
monthly, Monthly PD for staff, weekly PLC

What are the most significant aids and/or barriers to raising student achievement and progress across the school?

Significant aids in student achievement include: Benchmark data and data walls, technology in the classroom,
weekly feedback from teacher to students about grades, access for parents and students to grades via powerschool,
instructional coaches, Achieve 3000, STARR Reading and Math

Barriers in student achievement include: At times high teacher absences, Students not coming to school prepared
with proper materials, poor parent participation, lack of access to educational materials for students and staff,
minimal after-school tutoring for the students due to transportation issues, teacher knowledge of intervention and
strategies to increase student success

B. How effective is your school overall? Overall, the school is making progress. Currently, we have become a
“D” school and have exceeded growth the past school year.

(Summarized by reference to the completed sections 1 through 5 of this document)

What are its notable strengths? Made excedding growth on EOG (9% growth from previous school year),
increase in science score ,use of pacing guides to ensure quality unit plans submitted to administrators, weekly
PLC meetings with instructional coaches and ITF

What are its main priorities for improvement? Better training for teachers, use of data to drive instruction,
attendance incentives for teacher attendance and student attendance, better communication with the community
and also developing a tutoring program with students, creation of PTA/PTO, EOG prep nights and curriculum
night

LE D E LA
x
School Self- Evaluation X

1a. How effective is the school in ensuring instructional excellence and alignment? The school is ermerging in this
area in some aspects. We are a work in progress as we continue to ensure excellence through administrative walk
throughs along with formal observations. Teachers are collaborating on unit planning on forming common.
[Please refer to the school comprehensive needs assessment dimension – Instructional Excellence and Alignment,
sub-dimensions 1- 2]

How high expectations for all staff and students are promoted and how effective is the school in this capacity?
FMS uses the PBIS model for student expectations and rewards. Staff are expected to present and
carry themselves in a professional manner in the working environment as well as outside of school.

How effectively does the school ensure implementation and delivery of a rigorous, relevant and aligned
curriculum? Weekly content PLC’s. These meetings are by content areas, unit plan turned in for each unit to
administration with feedback, use of curriculum guides. Vertical teams meet monthly to ensure students are
getting skills they need to move to the next grade level. Essential questions and objectives are visible in the
classrooms.

How do you know? Occasional walkthroughs by administration with some feedback, weekly planning within
content areas along with grade level meetings on a monthly basis. Administration attends meetings to provide
specific areas of focus when needed.

What is the school doing to bring about further improvement? Better feedback from administration, looking at
ways to unpack the curriculum for teachers, professional development for teachers for collaborations, vertical
alignment training.

LE D E LA

School Self- Evaluation x

1b. How effective is the school in ensuring instructional excellence and alignment?

[Please refer to the school’s comprehensive needs assessment dimension – Instructional Excellence and Alignment,
sub-dimensions 3- 4]
How effectively does the school address achievement across all subgroups? We are beginning to use differentiated
instruction in the classroom to address all subgroups. We are also looking at data to ensure all subgroups needs
are being met. MTSS is being implemented. Remediation provided that targets specific subgroups.

How effectively does the school address attendance issues? Attendance meeting for students by administrative
staff including the data manager, social worker and counselor. Monthly parent letters sent home about attendance
issues. Home visits by the social workers and court petitions for students with chronic attendance issues.

How effectively does the school address issues relating to graduation/promotion [as applicable] and transition?
Monthly progress reports sent home, Contracts with failing students after 1st semester, At risk letters sent home
for 3​rd​ quarter report cards for those students endanger of failing. Tutoring began in October, 2017.

How effectively does the school meet the social, emotional and academic advisement needs of students? The school
uses the school counselor and also the social workers to help meet the needs of the students. The teachers also
meet with student regularly to advise the students of their academics.

How do you know? Improvement with bullying and harassment issues.

What is the school doing to bring about further improvement? Looking at a buddy system in which all staff with
have about 5 students who they will have weekly check-ins with, creating peer mentoring groups, attendance
incentives for students. Set up an online discipline referral form that tracks referrals for administration to
monitor specific problems with behaviors, students, or teachers writing referrals.

LE D E LA

School Self- Evaluation x

2. How effective is the school’s leadership capacity? Administration is seen throughout the building at various
times of the day as well as various event outside of the school. The leadership team has been started to include
teachers of all grades along with administration. Administration has included all staff members on at least 1 school
committee.

[Please refer to the school’s comprehensive needs assessment dimension – Leadership Capacity, sub-dimensions
5-7]

What does the leadership do to monitor, review and develop mission, vision, plans and improve practice?
Leadership personnel have weekly administrator meetings using data from their visits across the campus, monthly
assistant principal and principal meetings county wide. Staff shout outs at monthly faculty meetings began this
year. The mission and vision will be looked at more closely in the upcoming years.

How effective are these strategies? Thus far, the strategies have been effective based upon monthly staff and
community surveys, walkthroughs and meetings with students​. ​Teachers are attending Professional Development
this summer. Teachers and Instructional Coaches have attended Professional Development this school year.

What are the greatest challenges in leading this school and how effective are practices to support change?​ The
greatest challenge is changing mindset of the faculty and also the community. In order to make this more effective,
practices such as community and parent nights have been held as well strategies through meetings and professional
development using The Growth Mindset to improve the school climate.

What is the school doing to bring about further improvement? Continue community involvement and work to
grow the PTA as well as specific items to build moral with the building. Staff continue to be recognized for their
successes both inside and outside of the classroom.

LE D E LA

School Self- Evaluation x

3. How does the school support the development of professional capacity? The school holds professional
development in faculty meetings by using outside sources as well as teachers with expertise in certain areas.

[Please refer to the school’s comprehensive needs assessment dimension – Professional Capacity, sub-dimensions
8-10]

How effective is the school ensuring teacher quality and experience to meet the needs of its students and its
context?​ The leaders as well as faculty in this area have set higher expectations in order to make this a strong area of the
school in ensuring qualified staff when recommending those for hire.

How effective is the school in providing quality professional development which meets identified student learning
and staff needs?​ The school has taken more funds and time to increase the quality and extend of professional
development to grow from a weaker area to a stronger area in the past school year.

How good are the school’s strategies for ensuring effective coaching and support for, and collaboration between,
staff?​ The strategies thus far seem to be strong as we have seen growth in teachers and strategies in hopes to raise the
composite score of the school.

How do you know?

Retention rate, Evaas data, benchmark data, school climate

What is the school doing to bring about further improvement? Professional development for new teachers,
monthly meetings, weekly PLC meetings to discuss current data, monthly meetings with administration for new
teachers, vertical team meetings, leadership meeting, instructional coach meetings, county wide PLCs, and peer
observations
 LE D E LA

School Self- Evaluation x

4. How effective are the schools’ planning and operational systems, structures and procedures? These
procedures are very effective. The school schedule allows minimal amounts of disruption during instruction
time.

[Please refer to the school’s comprehensive needs assessment dimension – Planning and Operational Effectiveness,
sub-dimensions11-12]

​How effective are planning and scheduling to ensure best use of teachers and time? This time allotted for teachers
outside of instruction time is used for PLC meetings, collaborative grade level and team planning and parent
meetings

How does the school ensure that budget allocations and other funding are best used to meet identified needs?
Recommendations are taken from the staff and presented at SIT meetings. Surveys have been
conducted

How does the school use data analysis to effect continual improvement?
Weekly data driven PLC meetings ensure students are being monitored and data driven lesson plans
are being used and monitored by administration. Encore and remediation schedules have been
created. Students are made aware of their data and goals along with student contracts.

What does the school do to address issues relating to teacher turnover and retention?
The administration reviews and has monthly meetings with teachers to discuss needs and concerns.

How effectively does the school use technology to support curriculum, instruction and assessment?
Chromebooks are available on all halls. There are also programs and professional development that
are given to faculty. Benchmarks as well as other assessments used for data are delivered through the
technology we have. ITF use during planning time that has led to tech share outs at faculty meetings.

How do you know? Data reports from benchmarks as well as other progress monitoring assessments teachers give
through technology are delivered back monthly.

What is the school doing to bring about further improvement? The SIT has ensured technology devices for the
upcoming school year.
LE D E LA

School Self- Evaluation x

5. How effective is the school’s work with families and the community? This area is growing through support
from families, local churches, insurance agencies and stores. Title I parent nights, curriculum nights,
STEMville and the food drive is beginning to create strong community relationships. We have also started a
business/education partnership with Lancaster Funeral Home.
[ Please refer to the school’s comprehensive needs assessment dimension – Families and Communities,
sub-dimension 13-14]
 In relation to the school’s work to engage parents and communities, where and in what ways are these areas
strongest and most need improvement? The strongest areas are our attempts to reach out to parents through
robo-calls, letters home of upcoming events and information, and social media. The most improvement is needed in
actual face to face meetings in concern of grades and transition from middle to high school.

How do you know?

Parents have had more knowledge of upcoming meetings and school activities this year, however,
ensuring the attendance of parents at required meetings still have relatively low turn-out.

What is the school doing to bring about further improvement? The school will continue to have more community
events that will address parent need and involve parents with their child’s teacher.

LE D E LA

School Self- Evaluation x

Date of completion of this form:

Principal’s Signature:

Main contributors to completion and their positions/titles:

Name Position
David Averette Principal
Candice Ball AP
Mary Moore Guidance Counselor
Kim Faulkner Media Specialist

What other information, if any, do you feel would be important for the reviewers to know prior to​ the
assessment? (For example: principal very recently appointed)