| School Name | Young, Walter C. MS (3001) | School Grade (2024 - 2025) | |
| Title 1 School | No | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
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RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Executive-Summary-25-26.pdf | Mark Henderson | 9/22/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SACBudgetSigned25-26.pdf | Mark Henderson | 6/2/2025 |
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Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. · |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| Level of ELA proficiency for 6th grade students will increase from 76% to 77%, based on May 2026 ELA PM3. Level of ELA proficiency for 7th grade students will increase from 74% to 76%, based on May 2026 ELA PM3. Level of ELA proficiency for 8th grade students will increase from 69% to 72%, based on May 2026 ELA PM3. | District support during Professional Learning Committees | N/A | Using the program Performance Matters , monthly data will be collected using HMH Ed. PM1-3 will determine if our goal was attained. | ||||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | Yes | ||||||||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||||||||
| Our goal for this year is to improve our ELA proficiency scores from last year, and thus far, we are seeing gains in our PM scores. Our students scored 54% proficiency in their ELA PM1 test this year and scored 59% Proficiency in the PM 2 test; this showed an increase of 5%. The PM 2 scores for this year also improved by 9% when compared to the scores last year. We are always challenged by the fact that many students enter middle school lacking foundational skills such as decoding, fluency, and academic vocabulary, which are essential for comprehending the more rigorous and discipline-specific texts they encounter, making it difficult for them to meet grade-level expectations. A wide range of reading abilities further compounds these challenges within a single classroom, and the pressure of standardized testing may narrow instructional focus and reduce opportunities for deep reading and writing practice. To address these issues, we implemented a variety of strategies proven to raise student performance, including the use of high-quality assessments that identify specific literacy needs, the incorporation of structured and explicit literacy instruction targeting decoding, vocabulary, and fluency, and the adoption of evidence‑based interventions. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| We incorporated evidence‑based small‑group interventions aligned to offer targeted support for struggling readers and have demonstrated measurable improvements. We also utilized Integrating literacy instruction across content areas strengthens academic vocabulary and comprehension in real-world contexts. Implementing teacher professional development improved instructional quality and fidelity, and truly allowed teachers to plan a cross-curricular approach to help students across the board and to apply it effectively in classrooms. We also included technology‑enhanced instruction to promote engagement and allow for personalized reading and writing practice. Finally, we created an incentive party for those students who increased their scores from PM1 to PM2, awarding them with a donut party .
A significant strength observed during the Fall semester was the school’s demonstrated improvement in ELA student performance. Progress‑monitoring data indicate measurable growth, with ELA proficiency increasing from 54% on PM1 to 59% on PM2, representing a 5‑percentage‑point gain within the current school year and a 9‑percentage‑point improvement compared to PM2 results from the previous year. These gains suggest that the instructional strategies implemented are positively impacting student learning outcomes.
Despite these strengths, several challenges continued to impact implementation during the Fall semester. Many students entered middle school with significant gaps in foundational literacy skills, including decoding, fluency, and academic vocabulary, which limited their ability to immediately access grade‑level texts and required substantial remediation.
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| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| n/a | |||||||||||||||||||||||||||
| Additional Reflections (optional): Please add any additional reflections for this Area of Focus. | |||||||||||||||||||||||||||
| N/A | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 2025---26-Comprehensive-Reading-Plan_WCY.pdf | RENEE SHEREE RODNEY | 9/22/2025 |
| LiteracyMeetingAgenda25.pdf | Mark Henderson | 9/26/2025 |
| SIP-K12-CERP-Literacy-Leadership---WCY.pdf | Mark Henderson | 9/26/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MTSS-RTI-2025-2026.docx | RENEE SHEREE RODNEY | 9/12/2025 |
| MTSS-RTI-2025-2026.pdf | RENEE SHEREE RODNEY | 9/22/2025 |
| MTSSPlan25-26.pdf | Mark Henderson | 3/5/2026 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SPBP-2025_2026-WCY.pdf | Ben Reeves | 5/19/2025 |
| Walter-C-Young-Middle-3001-PBIS-Self-Assessment-Survey-Results-April-2025.xlsx | Ben Reeves | 5/19/2025 |
| SPBP-Feedback-Form-2025-2026-Walter-C.-Young-MS.pdf | Vonda Palmer-Carter | 5/20/2025 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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|---|---|---|---|---|---|---|---|---|---|
| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SIP-Attendance-Plan-25_26-Walter-C-Young-Middle.pdf | RENEE SHEREE RODNEY | 9/22/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| ASCP-2025-2026.pdf | RENEE SHEREE RODNEY | 9/12/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Annual-SBPIE-Plan-for-SIP25-26.docx | RENEE SHEREE RODNEY | 9/12/2025 |
| Annual-SBPIE-Plan-for-SIP25-26.pdf | RENEE SHEREE RODNEY | 9/22/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| StaffSurvey25.pdf | Mark Henderson | 9/10/2025 |
| StudentSurvey25.pdf | Mark Henderson | 9/10/2025 |
| ParentSurvey25.pdf | Mark Henderson | 9/10/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-Plan-2025-2026.pdf | Mark Henderson | 9/22/2025 |