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: Frederick County Middle School
Principal: David Glasscock
Enrollment: 750
School Vision Statement
Frederick County Middle School will cultivate a community that is physically and emotionally safe for each and every community member so that each and every member of that community can attain academically and fulfill their dreams and aspirations.
School Mission Statement
The inclusive community cultivated at Frederick County Middle School will:
- Create as sense of belonging for each and every member of the community by consistently implementing coregulating, predictable, and consistent practices
- Focus on practices that are characterized by emotional attachment, joint reciprocal interactions, progressive complexity and a balance of power so that each and every scholar is an active agent in their social, emotional and cognitive growth.
- Recognize that stress impacts learning; therefore, will prioritize the development of relationships that support the unique developmental pathway of each and every scholar.
- Ensure student academic success by creating engaging learning experiences that combine knowledge, skills, and mindset development.
Goal #1- Academic Domain
For the 2024-2025 school year, Frederick County Middle School will increase the pass rate on English, Math, and Science SOLs by 5% for all students, including those in gap subgroups.
- Student Measure 1: Eighty percent of students will demonstrate growth or proficiency using evidence-based, tier 1 instructional strategies measured by IXL (English), EDIA (Math), and Formative (Science).
- Staff Measure 1: Learning walk data will be collected in 100% of Reading, Math, and Science classrooms will reflect alignment between the written, taught, and tested curriculum.
Quarter | Status | Progress Narrative |
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Q1 |
On Track |
Over the first quarter, FCMS administered the IXL Reading Snapshot 1, Maze Comprehensive Screener, VGA, Science Common Unit Assessment, and implemented EDIA use.
IXL Reading Snapshot 1 In September 2024, 685 students had reading levels pinpointed by the IXL Reading Snapshot diagnostic at a 92% participation rate. Reading Levels identified by the IXL Snapshot diagnostic provided baseline results for sixth, seventh, and eighth grade students. On average, 28% of students performed above or on grade level in their pinpointed reading level. Twelve percent of students fell in the below grade diagnostic level while the majority of students (52%) performed at the far below grade level when reading Maze Comprehensive Assessment The Maze Comprehensive Screener was administered to all grades this quarter and helped inform the tiered level of need. The averages are as follows:
These averages indicate that students need additional support in reading comprehension in a tier-one setting. CORE Phonics Reading & Decoding Skills Screener The CORE Phonics Reading & Decoding Skills Screener was administered in September for students in a tier three learning setting for additional support in a Reading Intervention Course with a reading specialist. Students in grade 6 scored, on average 69% while students in grades 7-8 scored a 70%. > VGA Data VGA Data was reviewed during content meetings in both Math and English, specific to the SDBQs. Math teachers are beginning to implement a personalized process with a review of the SDBQ. The English team lead, instructional coach, assistant principal, and principal reviewed the SDBQ in general and felt the IXL data to be more meaningful in informing instruction and progress monitoring. VGA data will be reviewed again by both subject-matter experts in January. Individual score reports were shared to parents online through the Student Information System. EDIA Data for Math In October, FCMS increased usage, as seen in the “answers” graphic provided by EDIA. For instance, sixth grade had approximately 22,000 questions answered in September, but then approximately 33,000 questions were answered. This type of increase was visible throughout all grade levels of Math. While FCMS increased use, the proficiency levels also increased. In October, there was a 15% proficiency rate in 6th grade, 10% proficiency increase in 7th grade, 11% proficiency in 8th grade. Science - Common Unit Assessment Results Students participated in a Science assessment in Formative in all grade levels, looking at three skills identified by the content coordinator: experimentation, analyzing data, and inference. Overall, the students in sixth grade had an overall score of 58% aggregated in the following areas: Experimentations (56%), Inferencing (55%), and Analyzing Data (63%). Seventh grade students scored a 39% with a 79% overall cumulative progress toward standard score. A vast majority (94%) had a Basic understanding while 6% were in the Mastery or Approaching Mastery level in the overall performance in the 7th Grade Skills Assessment. Eighth grade students had a 56% overall score on the Skills Assessment with a 71% overall score on the Current Cumulative Progress Toward Standards. These measures enable FCMS to have baseline data in Tier 1 instruction and help inform implementation of targeted interventions in the areas of Math, English, and Science across all grade levels. |
Q2 | On Track |
IXL (Reading) - Snapshot 2 FCMS took the second diagnostic Snapshot in IXL. The participation rate was 95% with a total of 705 students. Overall, 197 students (27%) are on grade level or above. Eighty-seven students (12%) are below the grade reading level. The majority of students (n = 421) or 58% performed far below grade reading level on the snapshot assessment. Sixth grade - 35% were at or on grade level
Seventh grade - 25% were at or on grade level
Eighth grade students - 22% were at or on grade level
In this snapshot, FCMS had a higher participation rate with more students being pinpointed through the program resulting in the 1% decrease. To promote accelerated growth, All in VA in school tutoring as well as after school tutoring biweekly have been implemented for all students (during the day) and qualifying students after school. Qualifying students had lower than a 440 on the previous year SOL which was the same criteria as last year. EDIA Data for Math FCMS implemented All in VA daily for all students which includes 25 minutes on the EDIA program every other instructional day. Data shows that proficiency rates have been increasing. As of December the sixth grade proficiency rate was 28%. That is a 13% increase from October. In 7th grade, there was a 10% percent increase from October to December for a total of 21% proficiency rate. Lastly, in 8th grade, there was a 7% increase for a total growth of 17% of proficiency. Science - Common Unit Assessment Results Students participated in a Q2 Skills check in science.
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Q3 | ||
Q4 |
Goal #2- Staffing Supports
All core teachers in English, Math, and Science will monitor academic and behavior progress on a weekly basis during the school day in Professional Learning Communities (PLCs).
- Student Measure 1: Summative grades on quarterly basis
- Staff Measure 1: Complete standard protocol documentation for participation in content level meetings and problem-solving meetings.
Quarter | Status | Progress Narrative |
---|---|---|
Q1 | On Track |
English, Math, and Science teachers meet every Tuesday and Thursday for Content creations with their grade level professional learning communities. Fridays, the core team of teachers meet to discuss individual students in Student Success Meetings to determine next steps regarding behavior interventions. Problem-solving meetings are scheduled on an as needed basis with the Intervention Resource Teacher (IRT), core team of teachers, administrator, school counselor, and other support personnel. A common protocol for meeting minutes will be developed in future quarters. The FCMS VTSS meetings provide data updates to our school community about the academic progress with the ongoing use of programs such as EDIA, IXL, and the Common Unit Assessments in Science. These meetings are meant to provide time to collaborative discussions among staff to inform next steps to academic improvement measures. |
Q2 | On Track | Grade level team meetings, core content meetings, and student success meetings continue to occur. In math, teachers worked on methods for progress monitoring and incentivizing skill progression. In English, the team met to use IXL data to drive instruction and discussed opportunities for students to self-reflect on their learning. Team minutes are reviewed by administration and feedback provided during meetings. |
Q3 | ||
Q4 |
Goal #3- Culture Domain
Given a revised PBIS Matrix, Frederick County Middle School will reduce classroom disruptive behaviors as defined by SBAR as BAP1: Interfering with Learning in the Classroom by 10% for 2024-2025 as compared to classroom disruptive behaviors in 2023-2024.
- Student Measure 1:Tiered Fidelity Checklist (two times per year)
- Staff Measure 1: Tiered Fidelity Checklist (two times per year)4
- Student Measure 2: Reduction in SBAR BAP1: Interfering with Learning in the Classroom
- Staff Measure 2: Self-reflection on use of Tier One STOIC strategies
Quarter | Status | Progress Narrative |
---|---|---|
Q1 | On Track |
At the beginning of this year, the PBIS committee met to roll out the redesigned PBIS matrix which focuses on behavior in the Classroom, Restroom, Hallway, and Cafeteria in three areas: Ready, Respectful, and Responsible. The matrix is posted around the school. Students were explicitly taught the expectations through a presentation provided by one of their core teachers. All infractions are also aligned to the Ready, Respectful, and Responsible framework. In 2023-2024, fourteen percent of discipline infractions were coded as BAP1: Interfering with Learning in the Classroom. FCMS has seen a 4% decrease in overall BAP1 infractions as 10% of total infractions were attributed to SBAR code. Additionally, referral data reveals that disrespectful behavior is the majority of infraction issues over the course of quarter one. |
Q2 | On Track |
The Discipline Data was reviewed specifically for BAP1. Comparing the number of infractions from last year to this year within the first semester, FCMS has decreased behaviors in the classroom by 47% at this point in the year. In addition, the PBIS lead is developing reminders and ongoing training for teachers and students to maintain positive classroom interactions. The PBIS lead placed information in the newsletter out to parents during the December Newsletter Communication. |
Q3 | ||
Q4 |
For more information about Frederick County Middle School's Continuous Improvement Plan please join us at our quarterly events or reach out to the school principal.
Quarterly Events
- Tuesday January 28 at 5 p.m.
- Tuesday April 1 at 5 p.m.
- Tuesday June 10 at 5 p.m.