Capstone Presentation

Vicky ChilesSabin Middle School

EDLS 643

SMART GoalStudent Achievement

• 41% of 8th grade male students at Sabin Middle School will score proficient or advanced in writing measured by the 2013 TCAP.

• By the end of 2012-2013 school year Sabin Middles School will see a 15% increase in community/parental support/volunteering in school activities including academics and extra curricular activities.

GoalsStudent Achievement

• Increase eighth grade writing scores/boys• Close achievement gaps for all areas

Parent Involvement• Increase parent awareness• Increase parent volunteers• Create community/improve school culture

Positive Behavior Intervention System• Promotion of/Continued student achievement• Proactive discipline/less reactive discipline• Student Achievement rewarded• Continued Teacher participation/training• school wide participation

Sabin MSWriting This SchoolAll Students 51%Female 61%Male 42%Black 26%Asian n/aHispanic 38%Multiracial 60%American Indian or Alaskan Native n/aNative Hawaiian/Pacific Islander n/aWhite 60%Free lunch eligible 38%Reduced lunch eligible 57%Not eligible for free/reduced price lunch 67%IEP 5%Non-IEP 55%

Limited English proficient (LEP) 21%

2011 TCAP Writing Stats

Major Improvement Goal #1: _ Top Quality Tier 1 instruction for every student, every day, in every classroom through differentiated instruction and a personalized learning plan as evidenced by:

Strategy: All PLC group strategies will focus on one of the following areas: literacy across the curriculum, student engagement, or content vocabulary. All reading teachers will use reciprocal teaching in order to increase student critical thinking about text on a weekly basis as evidenced by student work samples.

All writing teachers will use student writing conferencing in order to increase the engagement of boys/FRL students in their classrooms on a weekly basis. All math teachers will use vocabulary strategies, including but not limited to, Marzano’s Six-Step Vocabulary method, to increase student knowledge and application of math vocabulary as evidenced by student work samples. Formative assessments will be used to monitor progress on at least a biweekly basis.

Root Cause(s) Addressed: Reading root cause: instructional framework has not consistently provided for growth of student critical thinking skills related to processing text. Writing root cause: instructional framework has not consistently provided for the academic engagement of boys and FRL students. Math root cause: instructional framework has not consistently provided for student mastery of math vocabulary at a level which allows students to make sense of math instruction, including connections between the teacher’s spoken

SABIN USIP DOCUMENTATION

Parent Involvement•Part of the SIP•Area of concern from the climate survey•Create partnership/ownership•Increase student achievement

Positive Behavior Intervention System

Artifacts/Highlights Supporting Project

• Area of concern from climate survey•Classroom management support•Reduce discipline issues•Increase student achievement•Create positive school climate•Mandate from district•Part of the SIP

Sabin Middle School Areas of Strengths and Weaknesses

Student AchievementStrengths Weaknesses1. Reading/Writing gains 1. Not closing achievement gap at

steady rate2. Autism Lab/SAIL program 2. Not all teams function across grade levels3. Grade level team structure4. Dedicated Reading Teacher per team 3. Lack of parent involvement5. Additional math tutorial classes for 4. Lack of parental U or PP students awareness/communication

Parent InvolvementStrengths Weaknesses1. 6th and SAIL parent participation 1. 7th-8th parents lack of parent

involvement/volunteerism2. High extra curricular activity attendance 2. Changing parent contact info not updated3. High performing arts attendance 3. Declining parent-teacher conference

attendance throughout the year

BudgetStrengths Weaknesses1. District Grants Office 1. Continuing budget cuts ---LRT2. Fundraising efforts positions 3. Re-allocation of funds to 2. Continued increase in

class thriving programs sizes

DisciplineStrengths Weaknesses1. Follow through/consistency 1. More severe infractions-

drugs /guns

School CultureStrengths Weaknesses1. Diversity 1. Demographic shifts—

climate\2. Music/Sports program growth 2. Lack of funds for

promotion

Strength and Weakness continued….

SABIN USIP DOCUMENTATION

Major Improvement Goal #3: __ A positive climate and culture exists as evidenced by Positive Behavior Support system, implemented with fidelity, parent and community involvement and a sense of community as evidenced by (strategy):

Strategy: Increase informal parent involvement opportunities. Evidence of effectiveness will be measured through parent surveys.

Root Cause(s) Addressed: Lack of parental involvement, as evidenced by Sabin’s 2011 Climate Survey. The reason for lack of parental involvement was not identified on the Climate Survey, so further surveying is needed (see action steps) in order to determine root cause. Root cause is a lack of understanding on our part as to the reasons for low parental involvement.

From Sabin MS USIP- Data Analysis Worksheet-Performance indicators-performance growth gaps

Writing: --In two areas, the gap was reversed: minority students have a higher growth percentile than non minority students, and ELL students have a higher growth percentile than non ELL students --The smallest gap was between girls and boys; girls have a 10 point higher growth percentile than boys --The largest gap was between IEP students and non IEP students, at 14 points Needs: Close the gap for FRL, IEP, and boys. The writing PLC is currently using a Two Questions strategy to determine root cause. There are examining a lack of engagement of male students in writing classes and activities as a possible root cause. They are also examining data for minority male students to determine engagement levels.

D-11 Middle School Comparison Level II Referrals

2010-2011Level II Referrals

Schools # of Incidents Percentage

A 40 2.7B 212 14.1

C 98 6.5D 35 2.3E 403 26.9F 262 17.5G 219 14.6H 70 4.7I 161 10.7Total 1500 100%

2011-2012Level II Referrals

Schools # of Incidents Percentage

A 70 3.7B 250 15.1

C 86 5.4D 42 2.9E 434 27.0F 243 14.9G 241 14.7H 63 4.0I 225 12.3Total 1604 100%

Staff us-ing PAWS

6th graders using PAWS

7th graders using PAWS

8th graders using PAWS

0%10%20%30%40%50%60%70%80%90%

2009-20102010-20112011-2012

PAWS Participation