Rutherford County Schools

382 West Main Street
Forest City, NC 28043


All Rutherford County students will graduate prepared for college and career success.

2021-2023 School Improvement Plan

Chase Middle School

Mr. Jason Byrd, Principal

840 Chase High Road
Forest City, NC 28043
Telephone: 828-247-1043 | Fax: 828-247-0551

Section 1: School Profile

Section 1: School Profile A. Executive Summary


In this section of our school improvement plan, an overview of student performance data, student and community demographic data, school characteristics, and the perspectives of stakeholders’ views of quality education will be provided.

1. Student Performance Data

State and District Measures: Statewide assessments of student learning in reading, mathematics, science, and Math 1 were administered during the 2020-2021 school year. All students in grades three through eight are required to participate in the statewide assessments. The percentage of our students meeting the state End-Of-Grade (EOG) standards during the 2020-2021 school year was 35.4% in math and 74.7% in science. The percentage of our students meeting the state end-of-course (EOC) test in Math 1 was 79.6%.

School Performance-based Measures: School performance grades were not issued for the 2020-2021 school year as a response to the Covid-19 Epidemic. The last year all North Carolina public schools were assigned an A through F letter grade based on achievement and growth was 2018-2019 (80% achievement and 20% growth combined scores). Our school was last assigned a letter grade of C during this 2018-2019 school year, we met growth in reading and exceeded growth in Math.

Additional Student Performance Indicators: Preliminary data for 2020-2021 shows that all grade levels and subjects’ scores fell from our last year of testing before the Covid 19 pandemic 2018-2019. This shows the clear negative impact that the pandemic and remote learning had on our students. Our Math pass rate of 35.4% was the highest in the district lead by our 7th-grade pass rate of 47.2%. An area of concern is the 6th pass rate of 33.7% this is a loss of 42.6% percent from the 2018-2019 school year. 8th-grade science pass rate fell to 74.7% but only loss 9.2% from the 2018-2019 school year in dealing with the Covid 19 pandemic and remote learning. The pass rate of students on the North Carolina End of Course (EOC) Test in Math I was 79.6%. This was a loss of 15.4% from the 2019-2019 school year.

We will strive towards addressing the needs of our students after going through the Covid 19 pandemic and remote learning and bridging the gaps in their education. We will strive to meet and or exceed district goals in all academic areas.

2. Student and Community Demographic Data

Chase Middle School is located in the southern part of Rutherford County, NC. Chase Middle School has three elementary feeder schools Cliffside, Forrest Hunt, and Harris. The recent student enrollment is approximately 518. The population consists of 14.4% Hispanic, 6.7% Black, 72.8% White, 6.2% Other (including American-Indian, Asian and Multi-racial) students. The average daily attendance is 97.3%. Chase Middle has a student/teacher ratio of 20:1.100% of our classes are taught by licensed teachers 25% of those have advanced degrees.

3. Student Characteristics

Teachers and students are equipped with 21st Century technology in a one-to-one iPad environment. This allows teachers, students, and parents to communicate using an online learning management system and to monitor student progress. Other tools that are available to teachers are Apple TVs, wireless internet, interactive boards, Bamboo slates, and document cameras. Students have access to multiple web-based academic support and self-paced enhancement programs such as Freckle, Prodigy, Khan Academy, Brainpop, Internet 4 the Classrooms, NewsELA, and Unique Learning. The online student learning management system used by teachers and students for information delivery, collecting student work, and communication is Canvas.

The school offers opportunities for students to participate in a variety of extracurricular activities. Our sports teams include football, baseball, cheerleading, basketball, cross country, soccer, golf, softball, track, volleyball, and wrestling. School clubs, organizations, and civic groups that are available for student participation are Agriculture Club, NC Junior Beta Club, Student Council, Fellowship of Christian Athletes, Spanish Club, Dance Club, Fandom Club, Robotics Club, Builder’s Club, Quiz Bowl, New Century Scholars, Heart of Champions (mentoring program), Spelling Bee, Battle of the Books, Pep Club, Band, and Chorus.

Parents are actively involved in our school community. They are represented on the School Improvement Team and school/district level Advisory Councils. Parental involvement is encouraged in all aspects of our school.

Section 2: Beliefs and Mission

Section 2: Beliefs and Mission Part 2: Beliefs, Mission, and Vision

Overview: School’s Beliefs, Mission, and Vision

In July 2014, the School Improvement Team (SIT) revised the school’s mission and vision. The team looked at current research and data, as well as aligning the school’s mission and vision with the district goals, mission, and vision. We also considered the challenges and opportunities our students would likely experience in the future. The faculty then took the vision and mission and made further revisions at the beginning of the 2014-2015 year. The revised vision and mission statements were presented to faculty, staff, and the community and voted on for approval by an anonymous vote. Throughout the school year, the School Improvement Team reviews strategies with other school staff and make changes as needed.


• All students deserve a safe and nurturing environment where they can learn.
Student learning needs and self-efficacy are chief priorities for our school.
Every student will be valued as an individual.

• Clear learning outcomes and goals are imperative to ensure all students are prepared for career and/or college beyond high school.

• School, parents, and community share the responsibility to provide each student with a supportive and challenging learning environment that enables each student to experience success.

• The commitment to continuous improvement is essential for our school to prepare students for a globally competitive society.

Mission: Chase Middle School will provide a safe, nurturing environment with an engaging and challenging curriculum to prepare them for success in a globally competitive society.

Vision: To prepare future-ready students to be globally competitive.

Section 3: Desired Outcomes and Results

Section 3: Desired Outcomes and Results

The School Improvement Team (SIT) of Chase Middle School worked collaboratively with the staff, administrators, and parent representatives to develop a shared vision for student performance, teaching, and learning outcomes.

We reviewed our vision and mission. We decided that our mission and vision statements needed no revision because they align with the district’s mission and vision for “preparing future-ready students for college and career.” However, our belief statements in our profile (Part 2) were developed from the recent student performance data: End-of-Grade (EOG) tests, End-of-Course (EOC), Measure of Academic Progress (MAP), and learning objectives from the district’s strategic plan. The results of the belief statements will help us continue our Professional Learning Community (PLC) norms of being more collaborative, increasing communication among stakeholders, and being consistent with instructional practices and resources.

Based on our analysis of performance data, and staff collaborative feedback on goals, the SIT drafted our statement of desired results for student learning and performance indicators. These are: 1 - Raise overall student proficiency on the North Carolina End-of-Grade Test of Mathematics to 55% or higher by June 30, 2023. 2 - Raise overall student proficiency on the North Carolina End-of-Grade Test of English Language Arts to 60% or higher by June 30, 2023. 3 - Raise overall student proficiency on the North Carolina End-of-Grade Test of Science at grade eight to 80% or higher by June 30, 2023.

Using Education Value-Added Assessment System (EVAAS) data and summary reports from testing data (i.e. EOG, MAP), we have determined specific learning needs by performance goals and student growth patterns. We noted that more collaborative efforts were needed in the area of data analysis to directly measure student performance. To support our efforts we will implement guidelines for the specific use of Multi-Tiered System of Supports in our “WINN” groups to provide remediation and review of core subjects. Weekly meetings will be held for Multi-Tiered System planning among grade-level teachers. PLC meetings will become more focused on data collection and analysis, as well as monitoring the degree of consistency among instructional practices, pacing, and grading. Students will use web-based academic support programs such as Freckle, Khan Academy, and Prodigy. Our teachers will also receive professional development opportunities from the following: Instructional Technology Facilitator (ITF), teacher leaders, Middle School Curriculum coaches, administrators, and outside resources such as the Literacy Designed Collaborative and the Mathematics Designed Collaborative. Our desired result would be the Total Facilitated Assessment of MTSS - School Level (FAM-S) score will increase to at least 70% during the 2021-2022 school year and at least 80% during the 2022-2023 school year.

Section 4: Analysis of Organizational and Instructional Effectiveness

Section 4: Analysis of Organizational and Instructional Effectiveness

Rutherford County School’s strategic plan identifies transformational strategies, which inform this analysis:

*Engage every student in rigorous 21st-century instruction focused on college and career success

*Deploy a comprehensive, integrated system of support that is responsive to students’ evolving social, emotional, and developmental needs

*Ensure all students’ equitable access to safe, modern, educational facilities and appropriate learning resources

*Engage every student in rigorous 21st-century instruction focused on college and career success

Our goals reflect our desire to effectively support student needs and to engage them in rigorous learning. Grade level PLCs will continue to meet once a week for professional development. We will have additional weekly MTSS meetings to design lessons for all student needs. These meetings will focus more on 21st-century classroom instructional practices that work based on research such as creating an environment that concentrates on setting objectives, providing meaningful life and career skills and activities, cooperative learning opportunities, and creating an evaluating product using technology. All subject area teachers within each grade level will meet for instructional planning. These teachers will collaborate, unpack standards and analyze assessment data such as MAP and EVAAS.

Our school developed goals that will increase both instructional effectiveness and student achievement. The strategies for these goals include students participating in MAP assessments and subject area benchmarks. The assessments provide reliable sources of data and enable the instructor to pinpoint a student’s strengths. Students’ participation in WIN Time and Homework Help will allow students a specified time to get help with certain subjects. Teachers at CMS will meet regularly and utilize technology resources to monitor and analyze assessment data. Teachers are also meeting to discuss and implement the best practices to improve student learning. Professional development opportunities are available throughout the year from a professional service agency that gives our staff the best resources and implementation of strategies for learning in the classroom. All staff will participate in surveys and assignments so that we have clear communication in the effectiveness of our school improvement plan and success for our students.

We believe that the COVID 19 pandemic and remote learning played a major factor in the decrease in proficiency rates. To address the weaknesses of this group and respond to their social, emotional, and developmental needs more importance has been placed on WIN. WIN, a 40-minute block of time focused on individual student learning needs, will become more purposeful with a stronger emphasis on the use of researched-based best practices for student learning. All assessment data will need to be analyzed to determine targeted areas for improvement. Students will be required to use Freckle as well as other web-based programs to provide remedial assistance and help close learning gaps. By utilizing assessment data and continuing our implementation of initiatives that provide additional supports to students, we hope to promote awareness of school goals, increase students’ self-efficacy, increase awareness of college and career readiness, and challenge students to become future-ready learners. To address social and emotional needs our teachers will use the online program Second Step.

We believe the loss of the state Extend 2 tests, an abbreviated form of the state EOG tests, for a significant segment of our student population, and the COVID 19 pandemic to be a factor in the decrease of proficiency rates. To address the weaknesses of this group and respond to their social, emotional, and developmental needs, exceptional support staff will continue to use free online resources such as Read Works and Read Theory for literacy, Prodigy, and Khan Academy for math to monitor student progress. Personalized Educational Plans (PEPs) will also be developed and maintained for every at-risk student identified by failing grades on six weeks report cards. Also, mentors assigned to our school through the Robert and Janice McNair Educational Foundation will meet with all students to provide additional support and to encourage students to be active participants in their education.

We have a nurse on duty 2 1⁄2 days per week and on-call as needed. The Student Services Management Team (SSMT) meets weekly to address diverse student needs such as academic, attendance, behavioral, and emotional needs. This team is comprised of the administration, teachers, parents, the school counselor, and the school district social worker. This year, the team will focus more on student attendance that according to data (comparing student performance to absences and tardies), negatively impacts student performance. This team also partners with outside agencies such as Family Preservation, Preferred Choice, Department of Social Services (DSS), and Department of Juvenile Justice (DJJ) to supplement support for students and families. Although referrals are made at the school level, many families do not take advantage of additional services and student needs go untreated. However, we are fortunate to have area businesses and churches that help with our backpack program and clothes closet, which is widely used by our students. Also, students continue to participate in Red Ribbon Drug-Free Awareness Week.

In addition to meeting the developmental needs of our students, we work to ensure equitable access to safe, modern, and educational facilities conducive to learning. Our school is well equipped with safety features such as safety panels/locked doors at the main entrance, security cameras, and employee security key badges. All visitors to the school are required to check in at the front office using the Lobbyguard safety check-in system. A school resource officer (SRO) from the sheriff’s office is assigned to our school and is on campus daily during the instructional day as well as extracurricular activities. We conduct procedures for crises such as fire and tornado evacuation drills as required and as needed. All personnel, as directed by both the state and the district, conduct safety training, annually.

The Going GLOBAL (Growing Learning Opportunities Beyond All Limits) initiative provided each CMS student and teacher with an iPad to be used for educational purposes. As a result of this 21st-century tool and the access to numerous resources our students and teachers are provided opportunities to be creative, innovative, and focused on collaboration and critical thinking skills. By having this equitable access to technology at the school level, all students have a wide range of educational programs and resources to tap into academic content at much higher levels through global awareness, civic literacy, financial literacy, life, and career skills.

Section 5: Action Plan

Roster of School Improvement Team Members

Schedule of School Improvement Team Meetings

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