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1. To prepare students for the next level of learning, enabling them to move into high school with adequate academic and social skills.
2. To provide students with life survival skills by teaching basic skills in all subject areas.
3. To encourage responsibility, the development of good behavior and a healthy self-concept.
4. To develop higher-level thinking skills, logically and sequentially.
5. To develop citizenship and leadership skills by providing students with opportunities to assume responsibility for student concerns and activities.
6. To provide more positive reinforcement for academic achievement.
7. To provide more individualized instruction to meet the needs of students regardless of their capabilities.
8. To improve instruction by encouraging the faculty to stay abreast of the newest teaching ideas and to keep curriculum updated and challenging.
9. To provide a pleasant environment where the students can learn and the teachers can teach.
10. To utilize
school
and community resources to promote communication and involvement.
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EVIDENCE: The Learning Village provided a level of communication directly to the parent and student daily by the teacher concerning homework and projects. The feedback was positive and presented a strong addition to the instructional program.
2. GOAL: To provide easier classroom access to technology, a portable lab will be available for use in the classroom. Teachers will be able to reserve the lab as needed to move it to their room for research. Classroom research will be available with the teacher's direct supervision. All students will be able to access the network at the same time allowing for teacher instruction as needed.
EVIDENCE: The portable computer lab continues to be a technical project. Wiht continual work and planning, it is hoped that the lab will add to the instructional opportunities and provide support for the MAP testing.
3. GOAL: To provide a reduction in support services, thereby allowing students receiving special assistance more accessibility to exploratories. The students will have a greater exposure to the exploratory program of study. The students will continue to be monitored by a teacher in order to determine the success of the program.
EVIDENCE: Special needs students were provided a greater variety of opportunities to participate in non-core subjects. The heterogeneous classes provided different experiences for these students with limited access to campus.
4. GOAL: To ensure that students serving in the In-School Suspension (ISS) program will be able to continue with their classwork, the instructional aide will e-mail teachers as additional assignments are needed. Independent classroom work will be the focus of the time spent in ISS.
EVIDENCE: The ISS supervisor monitored the instructional work received by the students. As work was completed or additional work needed, she communicated with the teachers through e-mail.
5. GOAL: To ensure alignment to state standards and to comply with the district's strategic plan, teachers will submit long-range plans for instruction. The teachers are encouraged to plan collaboratively and to base the daily plans on the long-range plans as submitted.
EVIDENCE: The supervising administrator keeps the long-range plans on file for each teacher. When necessary, the plans are updated or corrected.
6. GOAL: In an effort to maximize instruction time, the administration will study the feasibility of balalncing the amount of instruction time in each class. Currently, language arts is double-blocked while other classes are single periods.
EVIDENCE: In response
to
the need to balance core instructional time, a recommendation was
submitted through the Middle School Task Force. The
recommendation
for equal time was approved with steps taken to balance the placement
of
faculty in the instructional areas.
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1. To combine English and reading classes into a double period of instruction for more sequential coverage of the English and language arts state standards of instruction.
2. To schedule the core teachers at each grade level with a common planning period for TEAM level planning and same core subject planning. This will provide time for interdiscipline work and an opportunity to focus on state standards alignment.
3. To provide a schedule for the eighth grade core subjects to be established in a TEAM model. The TEAM teachers will share the same students so that planning across all areas of the curriculum can occur and the individual needs of the students can be better served.
4. To provide the developmental reading program, "Soar to Success," for those students not meeting standard on the state test, PACT. The program is designed to assist developing reading comprehension through progressively difficult materials.
5. To provide a limited choice of exploratories for the sixth grade in order to introduce these students to the middle school concept.
6. To provide a school-wide book sale through the media arts program so those students may have opportunities to purchase grade-appropriate books.
7. To encourage
and
support a foreign language exchange program for the French curriculum.
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The goals for Lexington Middle School are presented below:
1. Goal: To continue alignment of curriculum with the state standards.
Evidence: Teachers in the core areas were given laminated copies of their subject specific standards. All teachers received a CD-ROM containing all state standards. These were discussed during TEAM meetings and in department meetings as instructional planning took place. In-service was held, under the direction of the district's language arts coordinator, addressing writing in all subject areas as part of the standards requirements.
2. Goal: To implement Focus Learning strategies in all core curriculum classrooms.
Evidence: Focus Learning, as a district initiative, provided formal training for the majority of the core teachers. The language of the instructional program continues to be used by many of the teachers as well as the graphic organizers, which were both part of the program. Many additional writing strategies were drawn from the program. The entire staff has not been trained in the program.
3. Goal: To develop and monitor summer programs which will serve students identified with special academic needs.
Evidence: The state's Academic Assistance program provided a summer program offering help to those needing additional work in the basic skills areas. An integrated program through a science-based curriculum was offered to teach math, English, and reading.
4. Goal: To support the Writing Across the Curriculum program for students. Both creative and mechanical skills will be stressed through written communication.
Evidence: Writing in all areas of instruction continued to be part of the state standards initiative. Teachers were encouraged to display students' work and to stress the writing process in the classroom.
5. Goal: To place, in conjunction with the Lexington Town Police, a resource officer on campus who will assist in providing continuous support for school security.
Evidence: The resource officer provides continual support both to students and staff both during and after school. He speaks often to individuals as well as groups of students. Presented with state funds for instruction, a video library was established to provide additional information about conflict resolution and other elements of social instruction.
6. Goal: To provide detailed career and academic information to eighth grade students through the Explore Test administered in the fall.
Evidence: The Explore Test as part of the ACT Program of testing was administered to students to provide them with another important piece of information to assist in personal career planning. The test results along with a booklet of information was presented to each student. The eighth grade couselor visited with all students in classroom groups to answer questions about the test results and their individual application. The district offered an information night for parents so that the results of the test could be maximized for each student.
7. Goal: To expand the eighth grade exploratory offerings to include Astronomy.
Evidence: Astronomy was offered as an exploratory during the 1999-2000 school year.
8. Goal: To expand the ninth grade math course selection to include Probability, Statistics, and Discrete Math.
Evidence:
Probability, Statistics, and Discrete Math was offered and taught
during
the 1999-2000 school year.
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The goals for Lexington Middle School are presented below:
1. Goal: To expand academic assistance program to include Extended Science for students who are below standard in Science.
Evidence: An Extended Science class was created to serve students who are below standard in science. Three seventh grade classes and three eighth grade classes were established an served approximately 15-20 students per class.
2. Goal: To create a seventh grade team specifically designed to assist at-risk students. Two teachers will teach a maximum of fifty students.
Evidence: A two-teacher team was established to assist students who were classified as at-risk from the feeder schools. A total of 42 students were assigned to the class. Special emphasis was placed on developing self and school. The teachers concentrated on the affective domain while reinforcing basic skills.
3. Goal: To enhance the overall writing program with the implementation of a revised Writing Across the Curriculum initiative.
Evidence: Writing Across the Curriculum became an integral part of every classroom. Posters listing the five-step writing process along with a mission statement and beliefs were posted in every classroom. The program named "The Write Stuff" was a focus for instruction and supported curriculum work in the newly developed state standards and assessment procedures.
4. Goal: To pilot the Focused Learning program with a small group of teachers with the intent to eventually implement the program school-wide.
Evidence: Focused Learning, an instructional management plan designed to move the responsibility of learning to the student, was introduced to two groups of core teachers. The three-day training was led by the program's co-designer and reinforced during the implementation process with newly designed lesson plans an reflection meetings for those teachers involved. There are key elements common to all lessons with a common vocabulary for addressing the learning process.
5. Goal: To strengthen vocabulary skills, Word Within a Word will be expanded to the eighth grade.
Evidence: Word Within a Word, the study of vocabulary by breaking down words an learning the parts or stems of each, was implemented at the eighth grade level. The philosophy is that this can then be transferred to other words with the same stems. Vocabulary building continues to be a basic component of the language arts program.
6. Goal: To expand interest in Art by offering an introductory Art Exploration course to ninth graders.
Evidence: Art Exploration provided students an overview of the art program and was especially helpful for those students who were not yet knowledgeable about art. Art I continued for those who were more serious about their art study and had prior art experience.
7. Goal: To enhance Science curriculum by offering a Scientific Research class to ninth graders. This class will prepare students to work on meaningful science projects and research.
Evidence:
Through the Scientific Research class, students had hands-on experience
locating original research both with the Internet and printed materials
from the school library. A unit on statistics and analysis of
supported
compilation of the information and evaluation of its meaning. The
final assignment was the presentation of a completed project to the
class.
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The goals for Lexington Middle School are presented below:
1. Goal: To plan for and implement seventh grade inclusion.
Evidence: After proven success with inclusion in the eighth grade, inclusion was implemented in the seventh grade with students scheduled in the same team for efficiency. Both special education students and regular education students benefited from the co-teaching environment.
2. Goal: To provide an increase in the extra-curricular activities offered to the students to include social development activities and life skills strategies with the purpose of enhancing the individual student’s total growth.
Evidence: The LMS Character Action Team for Students (CATS) organized several after school dances for students. Also, a group of youth offenders called "The Insiders" came to speak to the student body about positive choices and decisions. Another speaker, Jay Strack, also spoke to the student body about attitude and decision making skills.
3. Goal: To expand the academic assistance by offering exploratories specifically designed to address math, reading, and writing skills. The addition of a faculty person to implement this support program will be necessary.
Evidence: A new teacher was hired to teach the newly formed Extended Reading, Extended Math, and Extended Writing courses. Students who were below standard were assigned to the appropriate course for a nine-week period.
4. Goal: To implement a class of service learning in both the high and medium instructional level.
Evidence: Service Learning was offered for the first time, with approximately 140 students participating in the course. All expectations were greatly exceeded as the course assisted students in service to the community. As a testament to the success of the course, over $12,000 was raised by these students for charitable organizations.
5. Goal: To expand the present visual arts program with the addition of a teacher in order to provide both nine and 18-week classes.
Evidence: A second art teacher was added to the staff and our students were provided with both nine-week and 18-week art offerings in the seventh and eighth grades. Plans were made to convert two existing classrooms into one large art room similar to the one currently in use.
6. Goal: To provide a course on recreational safety as part of the seventh and eighth grade exploratories. The course’s intent is to provide safety information about all areas of recreation.
Evidence: Recreational Safety was developed and implemented in the seventh and eighth grades. The course focused on all aspects of safety, with a major emphasis on hunting and boating safety.
7. Goal: To reinstate the academic team so students may participate in competition with other schools.
Evidence: Emphasis was placed on re-establishing the LMS Academic Team. The team was formed and competed in several competitions during the school year. The team placed first in the state during both fall and spring competition.
8. Goal: To establish a course in the ninth grade curriculum to assist students with study skills and an overview of expectation in high school and beyond. This course, Freshman Focus, is to be offered to the medium level student.
Evidence: Freshman Focus was implemented in the Fall 1997 semester. Three classes of approximately 20 students each had the opportunity to develop study skills, organization, and a better understanding of the rigors of high school academics.
9. Goal: To encourage teachers to attend and to present at the Middle School Conference held in February.
Evidence: In February 1998, approximately 15 teachers attended the Middle School Conference. This was a good representative sample of our school. Two teachers were a part of presentations during the conference.
10. Goal: To focus on the impact of the foreign languages in all classes through vocabulary and special units of study.
Evidence:
Teachers in all disciplines shared with the foreign language department
special projects or units of study. The foreign language
department
incorporated these units into an overview of study when appropriate.
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The ten goals and evidence of progress for Lexington Middle School are presented below:
1. Goal: The Education and Career Planning Folder will be provided to all students to assist them in their course of study as they prepare for the future.
Evidence: Students began or updated their career folders in sessions with counselors in the seventh, eighth, and ninth grades. Specific information for each grade level was shared and discussed as these folders followed a building format to provide guidance to all students for career planning.
2. Goal: The Higher Education Awareness Program (HEAP) will continue providing students career information through the guidance department.
Evidence:
The seventh grade guidance counselor rotated through the academic
classes
in each of the seventh grade teams in the spring of the school year.
Students
were given information by the guidance counselors about career planning
and preparation for the future. Information about career
clusters,
the tech-prep program, school-to-work transition and SCOIS were
presented through handouts, overhead
transparencies, and videos.
3. Goal: Students and teachers will be divided into a TEAM instructional format in order to more effectively provide for the total well-being to each student.
Evidence: The seventh grade teachers continued with a five-man team, which had been in place for several years. Additional attention was given to interdisciplinary studies and planning. The eighth grade teachers organized into two four-man teams and two five-man teams. District in-service provided support by scheduling a working session with Elliot Y. Merenbloom, author of The TEAM Process. A follow-up session was scheduled in March, providing the teachers with time to work with the suggestions and ideas learned from the in-service.
4. Goal: Through a mock election, students will learn more about the democratic process prior to the national election in November, 1996.
Evidence: Students registered and voted during class lunch periods. To prepare for the General Election, students registered over a number of days, and voting took place one day during lunch period. Students who had not registered were not allowed to vote and all voting was by secret ballot. Interestingly, 35% to 40% of those who had registered did not vote. The seventh graders had the largest number of students who registered and voted, while the ninth grade had the smallest turn out for voting. The returns were called into the National Mock Election and became part of the national returns information.
5. Goal: All teachers who attend a workshop or a conference will formally share information with their departments or the faculty as a whole.
Evidence: As teachers applied for professional leave and planned for conferences, they were reminded that they would be required to report to their department or faculty. The majority reported to their departments while several wrote reports for the Assistant Principal for Instruction.
6. Goal: The Academic Learning Center will provide concentrated academic support to students below standard on BSAP or who scored in the first quartile on the MAT7. Students identified as English as a Second Language (ESL), as well as new students needing to complete block schedule work, will receive help in the Center.
Evidence: During the 1996-1997 school year a total of 83 students were served. Seventy-nine students were below standard; two ESL students were served; and two transfer students completing a Carnegie Unit credit work were served. Two teachers were assigned to the Center. Both teachers were in the Center for three blocks a day, and one teacher was present the fourth block of each day.
7. Goal: Written communication from the school to both parents and students will increase through a printed newsletter published by a newsletter class.
Evidence: The newsletter was published and distributed approximately every three weeks. A scheduled class compiled and wrote the articles under the direction of the teacher. School events, past and future, as well as important dates, were reported for students, parents, and faculty.
8. Goal: A mentor program will be established to provide support for students identified by Lexington Intermediate School, Oak Grove School, or Lexington Middle School guidance staff, teachers, and administration.
Evidence: Thirty students were selected and served through the mentor/mentee program. The adults who served as the mentors for these students were from LMS as well as the community. Twenty-five of the mentors were teachers or administrators, while five were from the community.
9. Goal: The science club will be restructured to encourage greater participation.
Evidence: With the separation of the science club into three grade level clubs, the seventh and eighth grade clubs’ enrollment increased, while the ninth grade enrollment decreased. The decline in membership was attributed to block scheduling and the fact that each science course was taught for only one semester. Students not in science did not have the incentive to join.
10. Goal: Inclusion will provide greater academic assistance to below grade level students.
Evidence:
In designated eighth grade English and math classes, the resource
teacher
worked with the regular classroom teacher to provide needed support and
assistance to students with special needs. This program replaced the
pullout
program and proved to provide less disruption and more instructional
support
to those students who needed it the most. This
program took place in the classroom
each day.
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Last Updated August 27, 2005
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