middle school school improvement plans

MIDDLE SCHOOL

SCHOOL

IMPROVEMENT PLANS

December 2015

EDISON

MIDDLE SCHOOL

SCHOOL IMPROVEMENT

PLAN

December 2015

Person(s)responsible Assessment

AssessmentResults

StrategyCompletion

timelinePD Necessary to

achieve target

ELA Teachers,instructionalcoaches

95% students willearn a 3 on eachQuarterlyPerformance Task

Future data(reference the2015-2016 EdisonSIP Data GoogleSpreadsheet)

June 20181/2 day releasetime once persemester for ELAteachers

ELA Teachers,instructionalcoaches

Based on SmarterBalancedAssessmentResults EMS willincrease andsurpass thepercentage ofstudents at theDistrict level.

Overall Results:Smarter BalancedResults: 6th gradeEMS 69%, District55%, State 44%;7th grade EMS61%, District 58%,State 48%; 8thgrade EMS 48%,Distrcit 56%, State47%

InstructionalCoaches,Administration,Science and Socialstudies instructors

95% students willearn a 3 on eachQuarterlyPerformance Task

2015 -2016 Results June 2018

1/2 day releasetime once persemester for SocialStudies andScience teachers

Basic Readinginstructors, Lit Zoneinstructors, Specialeducation districtcoordinator,Administration

Students will growat least 1.5academic years asmeasured by theSRI

2015 -2016 Results Ongoing N/A

Edison Middle School SIPPriority Area: Student Achievement (SA)Goal 1: All students will improve reading/langauge arts skills to achieve high standards.State Aspiration: All students enter 4th grade proficient or advanced in reading.

District Performance targets:On District reading/language arts assessments the score at the 77%ile will increase and the difference between this score and the score at the 22%ile will decrease.Increase the percent of students proficient in reading as measured by the Smarter Balanced Assessment.Increase the percent of students who receive a score of 4 or higher on the District Writing Assessment.School Performance targets:R1: By November 2015, students score at the 77%ile will increase and the difference between this score and the socre at the 22%ile will decrease as meausured onthe District ELA Assessment. R2: Increase the number of students who score a 4 or higher on the District WritingAssessment.

Strategies to meet target:

All ELA teachers will incorporate more informational texts into theELA curriculum, while focusing on claim and support strategies(Quarterly Performance Tasks)

Overall Strategies: All ELA teachers will incorporate moreinformational texts into the ELA curriculum, while focusing onclaim and support strategies (Quarterly Performance Tasks).Social Studies and science teachers will continue to incorporatenon-fiction informational texts, while focusing on claim andsupport strategies (Quarterly Performance Tasks). Provideinterventions (Basic Reading, Reading Development and LitZone) for non-proficient readers.

Social Studies and science teachers will continue to incorporatenon-fiction informational texts, while focusing on claim andsupport strategies (Quarterly Performance Tasks)

Provide interventions (Basic Reading, Reading Development andLit Zone) for non-proficient readers.

Edison

1

ELA Teachers,Administration

Increase thenumber of studentprofecient onSmarter BalancedAssessment by 2%each year

Smarter BalancedResults: 6th gradeEMS 69%, District55%, State 44%


Increase thenumber of studentprofecient onSmarter BalancedAssessment by 2%




Smarter BalancedResults: 8th gradeEMS 48%, Distrcit56%, State 47%


AssessmentResults

StrategyCompletion timeline

PD Necessary toachieve target

Math teachers

80% of studentswill achieveproficency on thequarterlyassessment

Future data June 2018 NA

Math Teachers,Administration

Based on SmarterBalancedAssessmentResults EMS willincrease andsurpass thepercentage ofstudents at theDistrict level.


6th Grade Target - Apply or edit grade appropriate grammarusage and mechanics to clarify a message and edit narrativeinformational and persuasive text

7th Grade Target -

8th Grade Target -

District Performance targets:On District math assessments the score at the 77%ile will increase and the difference between this score and the score at the 22%ile willdecrease.Increase the percent of students proficient in mathematics as measured by the Smarter Balance Assessment.Priority Area: Student Achievement (SA)Goal 2: All students will improve math skills to achieve high standards.State Aspiration: All students enter 9th grade proficient in math.School Performance targets:The score at the 77%ile will increase and the difference between this score and the score at the 22%ile will decrease on the District MathAssessment.


Students will complete the Quarterly Assessments

Overall Results: Provide interventions (Power Math, DirectedStudies Math, Super Math/Math180) for non-proficient mathstudents: Analyze and review formative and summativeassessments aligned to units taught per standard; Analyze andreview formative and summative assessments aligned to unitstaught per standard

Edison

2

2015 -2016 Results1/2 day releasetime once persemester for mathteachers


Decrease thenumber of studentsrequiring mathinterventions from6th grade to 8thgrade

Future data June 2018


End of the YearExams

Students will showgrowth from pre-test to post testmeasuredaccording toteacher SLOresults

June 2018









Smarter BalancedResults: 6th gradeEMS 51%, District39%, State 33%:7th grade EMS52%, District 45%,State 38%: 8thgrade EMS 50%,District 49%, State37%

Person(s)responsible Assessment Assessment

ResultsStrategyCompletion timeline


Analyze and review formative and summative assessmentsaligned to CCSS

Provide interventions (Power Math, Directed Studies Math, SuperMath/Math180) for non-proficient math students

Analyze and review formative and summative assessmentsaligned to units taught per standard

6th Grade Target -- Compute fluently with multi-digit numbersand find common factors and multiples

7th Grade Target -

8th Grade Target - Define, evaluate and compare functions

Priority Area: Student Achievement (SA)Goal 3: All students will improve content skills to achieve high standards.State Aspiration: The gap for Native American students is elminated.School Performance Targets:SPT-AC1: All students will improve content skills to achieve high standards.


Edison

3

PRO Teachers80% of studentswill achieve theiracademic goal(s)

Future data OngoingInforming andmodeling forteachers duringstaff meeting

Moon, Andrews, Administration

numbers ofstudents usingservice willmaintain orincrease

2013 - 2014 therewere 114 (12.65%)and currently thereare 145 (16.90%).

2015-16 schoolyear N/A

Teams at eachgrade level

the number ofstudents withmissing essentialassignments willdecrease

2015 - 2016:Average of % ofstudents on ICU(tabulated at theend of eachquarter)

June 2017 N/A

Staff DevelopmentCommittee work forthe 15-16 Schoolyear1.5 days oftraining/PDplanning for sixteacher leadersand anadministrator persemesterMonthly staffmeetings w/trainers

InstructionalCoaches andAdministration

increase in studentengagement,ownership inacademics, andattendance

2015-2016 SchoolYear

1 day release timeonce per quarter forthe frist threequarters for newteachers

All staff

Increase depth ofskill utilization ofChromebooks andonline resources toenhance curriculumand increasestudentengagement

Ongoing

Students will set and review academic goals quarterly

Gifted Eduction participation/involvement

Use ICU list/IC Grade Report to track students whose work is notsatisfactorily meeting the essential standards

Implement the PAGE/Growth Mindset training - All students willbe given opportunities to be challenged, learn, and grow - whatdoes it look like to continue this?

Administration, allteachers

increase in studentengagement,ownership inacademics, andattendance

2015-16 schoolyear

On going technology training, integration ideas, curriculummigration, and more

Priority Area: Student Achievement (SA)Goal 5: All students will be educated in a safe and orderly school environment within an atmosphere of mutual respect.

Edison

4




counselors, Olweuscommittee,administration, staffpro teachers

Increase thepercentage ofstudents who haveNOT been bulliedat school in thepast couple monthsto 92.5% (question8 on OlweusSurvey)

October 2014 -73.31% May 2018

Monthly StaffMeetings andBuilding In-Service

Administration

In year 16-17 wewill show anincrease of at least1% in the areas ofhopeful,engagement, well-being

October 2014-15(not given in 2015-16) -- Hopeful(69%) Distric 4.43EMS 4.52,Engaement (74%)District 4.19 EMS4.35, Well-Being(78%) District 7.76EMS 8.07

Fall 2018Monthly StaffMeetings andBuilding In-Service

counselors,administration

By the end of 6thgrade, 95% ofstudents will feelsafe and respectedat Edison

In May 2015 allstudents weresurveyed, 87% ofstudents reportedthey feel safe andrespected atEdison; 7%answered yes andno; 2015-16 safteysurvey was notadministered in2015-16

Fall 2018


100% of reports areaddressed and arefollowed up withnecessaryinterventions

Number of reportsmade andaddressed: 2013 -2014: 119; 2014 -2015: 139

Ongoing N/A

District Performance Targets:100% of the District’s students will feel safe in school.100% of the District’s staff will feel safe in school.100% of the District’s students will feel they are treated with respect by staff.Class IV, V, and VI discipline offenses will decrease annually.School Performance Targets:Our results will show a percentage positive gain in all areas as measured by the Gallup and the Olweus Survey.


Olweus Bully Prevention Program

Gallup Poll

All 6th grade transition activities, including WEB

Bully/ALI Cards/Edison Bully Report on-line form

Edison

5


Percentage ofmentors to studentratio will maintainor increase

2013-2014: 110(12.21%); 2014-2015: 105 (12.24%)

Ongoing

Teacher LeadersEMS Administration

Number of studentsparticipating in asafe and orderlyAM cafeteria willremain consistentand orderly

OngoingStaff DevelopmentCommittee work forthe 15-16 Schoolyear


Number of studentsparticipating willremain consistentor increase

2013-2014: 93;2014-2015: 100(capped); 2015-16:increased 150 (5sections)

Ongoing




Mentoring Program

Improving Student AM Contact Time

Running Start

Priority Area: Student Achievement (SA)Goal 6: The District will provide multiple programs and pathways to support improved student achievement across the curriculum.State Aspiration: The gap for Native American students is eliminated.District Performance Targets:See SA1 through SA5. Complete the strategies as outlined.This is a District goal. All district staff should be aware of multiple pathways available to students and advise accordingly.

Priority Area: Student Personal Growth Skills (SPGS)Goal 1: All students will improve use of 4 Cs - communication, collaboartion, critical thinking and creativity.State Aspiration: Students will graduate high school ready for postsecondary or the workforce.District Performance Targets:Increase the percent of drop-in classroom visits that document students acquiring and demonstrating 4 Cs - communication, collaboration, criticalthinking, and creativity.School Performance Targets:SPT-21C1: Instructors will continue to increase the use of 4 "C" skills in the classroom.


Edison

6

Administration,team leaders,instructors

95% of teacherswill use the 4 "C"skills as observedin drop-in visits

2013 - 2014:was21st century skills and 2014 - 2015:these staffobservations werenoted; Communication:98 [73.1%]Communication:98 [73.1%]Collaboration:77 [57.5%]Creativity:57 [42.5%] CriticalThinking: 67 [50%]

Ongoing Continued PD atStaff Meetings

Person(s)Responsible Assessment Assessment

ResultsStrategyCompletionTimeline

PD Necessary toAchieve Target

Administration,Coaches, DavidChristian

An increase in thenumber of studentsusing the Play 60program

2013 - 2014: (%)and 2014 - 2015 StudentTeam1 Level 3students3 Level 4students2 Level 5students6 StudentAmbassador: 6 3adult supervisors.Total Number ofStudents Involved:2013-2014 34 and2014-2015 39.

Ongoing

Instructors will demonstrate an increase of four "C" skills intolessons; monitored through observations of instructors

Priority Area: Student Personal Growth Skills (SPGS)Goal 2: All students will improve their activity and well being in order to demonstrate a healthy lifestyle.

District Performance Targets:Increase the percent of students who report a sense of hope, well-being and engagement.Increase the percent of students who are substance abuse free.Increase the percent of students in the Healthy Fitness Zone as measured by the FitnessGram.School Performance targets:Increase the percent of students who report a sense of hope, well-being and engagement. Increase the percent of students who are substanceabuse free. Increase the percent of students in the Healthy Fitness Zone as measured by the FitnessGram.


Increase participation in Play 60

Edison

7

ChorusParticipation 2013 -2014: 249(27.64%) and 2014- 2015: 263(30.65%); 2015 -2016: 313 (33.5%)Band Participation2013 - 2014: 208(23.09%) and 2014- 2015: 221(25.76%); 2015 -2016: 238 (25.5% )OrchestraParticipation -percent refelctstotal EMSpopulation2013 -2014: 176 (19.53%)and 2014 - 2015:184 (21.45%); 2015- 2016: 213(22.8%)InventionsParticipation -percent refelctstotal EMSpopulation 2013 -2014: 42 (4.66%)and 2014 - 2015:45 (5.24%)Wind Ensembleand Jazz BandParticipation -percent refelctstotal EMSpopulation 2013 -2014: 50 (5.55%)and 2014 - 2015:56 (6.53%); 20152016: 31 (3.3%)

Increase participation in Band, Chorus and Orchestra Music instructors

No loss of studentsin direct ratio tostudent populationand growth with anincrease of ratio

Ongoing

Co-Curricular Fine Arts opportunities Music instructors,administration

No loss of studentsin direct ratio tostudent populationand growth with anincrease of ratio

Ongoing

Edison

8

Brio Participation -percent refelctstotal EMSpopulation 2013 -2014: 40 (4.44%)and 2014 - 2015:53 (6.18%); 2015 -2016: 60 (6.4%)

Phy. Ed. Instructors

We will reverse thedownward trendfrom last year to apositive gain of atleast 2-3percentage points

2013 - 2014: (%),2014 - 2015: (%),2015 - 2016: (%)



Teams, studentcouncil instructors,administration

Partcipationnumbers varybased oncommunity needs

n/a Ongoing

Teams, Counselingcenter,administration

Number of familiesand sponsorsparticipating willmaintain orincrease

Participation for thepast several yearshas been between250 and 300.

Ongoing

PTO,Administration

Number of familiesand sponsorsparticipating willmaintain orincrease

2015-16 ____(number ofparticipants)

Ongoing

FitnessGram

Priority Area: Community RelationsGoal: Foster partnerships with families, community members, businesses, and organizations in support of the District's vision.District Performance Target:Complete the strategies as outlinedSchool Performance Targets:SPT-CS1: Students will continue to find ways to volunteer and give back to the community.


Participation in community service projects including (Coats forKids, Food Pantry Drive, Ronald McDonald House Pop Tabs,Easter Egg Drive, Heartland House, Macy's Make-A-Wish SantaLetters, Humane Society)

Annual Edison Fun Run/Walk

Edison Color Run

Priority Area: Community RelationsGoal: Promote and provide effective communication with internal and external audiences.District Performance Target:Complete the strategies as outlined

Edison

9



AdministrationAn increase in thenumber ofcontacts/events

Facebook posts:2014-2015: 59;2015-2016: ___posts

Ongoing

Administration,Guidance, Librarian

Increase thenumber of hits (andunique hits) to thelibrary portal

Hits to the LibraryPortal and uniquehits to the LibraryPortal: 2014-2015:

Ongoing

School Performance Targets: Edison staff will utilize a variety of forms of technology and social media to increase communication with parents andcommunity members.


Increase the use of media, i.e. Facebook, email alerts/messages,Edison Echo

Continue to utilize the library portal as a parent source for allteams, events, resources/databases, 6th grade transition, 8thgrade transition, Honor team transition, Spanish immersion team

Edison

10

GEORGE MCGOVERN

MIDDLE SCHOOL

SCHOOL IMPROVEMENT

PLAN

December 2015


AssessmentResults

StrategyCompletiontimeline


All readinginterventionteachers

Six Minute Fluencyand SRI

% of students whoshow increasedreading fluency asreported by SAM

2015-16school year

All Teachers

Grade widecommon formativeassessmentsdesigned byteachers

Each student willincrease by 5% intheir level ofproficiency

2015-16school year

All Teachers Smarter Balanced

The gap groupdifference inproficiency will be25% or less 2015-16

Bring ininstructionalcoach(es) duringstaff meetings topresent ideas andstrategies

Reading Team willmonitor. Allteachers willimplement SRI

All students willshow a minimum ofa years growth asmeasured by theSRI 2015-16

George McGovern Middle School SIPPriority Area: Student Achievement (SA)Goal 1: All students will improve reading/langauge arts skills to achieve high standards.State Aspiration: All students enter 4th grade proficient or advanced in reading.

District Performance targets:On District reading/language arts assessments the score at the 77%ile will increase and the difference between this score and the scoreat the 22%ile will decrease.Increase the percent of students proficient in reading as measured by the Smarter Balanced Assessment.Increase the percent of students who receive a score of 4 or higher on the District Writing Assessment.School Performance targets:SPT-R1: Increase each student's reading proficiency by 5% as measured by school wide common formative assessments.SPT- R2: The percent difference of our gap and non-gap student proficiency will be 25% or less on the Smarter Balanced Assessment.SPT- R3: When given the SRI quarterly, all students will increase their lexile score over the course of the school year by at least 70 points.


SPT-R3: Develop interventions for improving readingfluency for students who struggle with comprehension.

SPT-R1: Develop lessons and common formativeassessments to measure student achievement in CCRAnchor Standard 2: Determine central ideas or themes of atext and analyze their development; summarize the keysupporting details and ideas.

SPT-R2: Literacy lessons will be developed and taught in allsubject areas.

SPT-R3 Each student will complete the SRI each quarterand use the reading goal/strategy sheet to charte theirpersonal progress.

McGovern

1


AssessmentResults



Math Teachers/DSTeacher

Bock FormativeAssessments

Each student willicrease theirproficiency by 5%on commonformativeassessments 2015-2016

Math TeachersrBook FormativeAssessments

Each student willdemonstrategrowth in numberof standardsmastered betweeneach assessment. 2015-16

Person'sResponsible Assessment

AssessmentResults



District Performance targets:On District math assessments the score at the 77%ile will increase and the difference between this score and the score at the22%ile will decrease.Increase the percent of students proficient in mathematics as measured by the Smarter Balance Assessment.Priority Area: Student Achievement (SA)Goal 2: All students will improve math skills to achieve high standards.State Aspiration: All students enter 9th grade proficient in math.School Performance targets:SPT-M1: Increase each student's math proficiency by 50% in a targeted math skill as determined by each job alike and measured byschool wide common formative assessments.SPT- M2: The percent difference of our gap and non-gap student proficiency will be 25% or less on the Smarter Balanced Assessment.


All students enrolled in a DS will spend 15 minutes dailyworking on Math Excel

Students will track their progress on specific math standardand set personal learning goals.

Priority Area: Student Achievement (SA)Goal 3: All students will improve content skills to achieve high standards.State Aspiration: The gap for Native American students is elminated.District Performance Targets:On District assessments the score at the 77%ile will increase and the difference between this score and the score at the 22%ile willdecrease.


McGovern

2


AssessmentResults



Admin District Pulse

25% drop inreferrals and 33%drop in OSSA 2015-on going

Well ManagedClassrom training


AssessmentResults




District Performance Targets:100% of the District’s students will feel safe in school.100% of the District’s staff will feel safe in school.100% of the District’s students will feel they are treated with respect by staff.Class IV, V, and VI discipline offenses will decrease annually.

School Performance Targets:SPT 1: GMMS will see the number of total office referrals decrease by 25%. SPT 1: GMMS will see the number of OSSA studentsdecrease by 33%. Decreasing office referrals should equal having students in the classroom more and as a result they will have moretime engaged in instruction.


GMMS wil train its staff and implement the Boystown modelof the "Well Managed Classroom"

Priority Area: Student Achievement (SA)Goal 6: The District will provide multiple programs and pathways to support improved student achievement across thecurriculum.State Aspiration: The gap for Native American students is eliminated.District Performance Targets:See SA1 through SA5. Complete the strategies as outlined.This is a District goal. All district staff should be aware of multiple pathways available to students and advise accordingly.


Priority Area: Student Personal Growth Skills (SPGS)Goal 1: All students will improve use of 4 Cs - communication, collaboartion, critical thinking and creativity.State Aspiration: Students will graduate high school ready for postsecondary or the workforce.

McGovern

3


AssessmentResults




AssessmentResults



Hutchinson

Team Developedby November 1stand meets aminimum of 4 times15-16 school year

Gallop Survey willsee a .5% or graterincreas in studentssense ofengagement 2015-16


AssessmentResults


District Performance Targets:Increase the percent of drop-in classroom visits that document students acquiring and demonstrating 4 Cs - communication, collaboration,critical thinking, and creativity.



District Performance Targets:Increase the percent of students who report a sense of hope, well-being and engagement.Increase the percent of students who are substance abuse free.Increase the percent of students in the Healthy Fitness Zone as measured by the FitnessGram.School Performance Targets: Students sense of hope and engagement will increas by .5% from 15-16 results to 16-17 results


SPT-SPGS1: Develop a Principal Advisory Team

School Performance Targets:SPT-CS1:


Priority Area: Community RelationsGoal: Promote and provide effective communication with internal and external audiences.District Performance Target:Complete the strategies as outlined

McGovern

4


AssessmentResults


Invite 10communitymembers to tourand have lunch atGMMS

Hutchinson,Emanuel

Invite speaker andguests fromcommunity toreading celebration Hutchinson


AssessmentResults


School Performance Targets:SPT-CR1: Each principal will invite at least 10 community members to tour and have lunch. Community organizations will be used to helpcelebrate progress for students in reading interventions


Priority Area: Community RelationsGoal: Foster partnerships with families, community members, businesses, and organizations in support of the District's vision.District Performance Target:Complete the strategies as outlinedSchool Performance Targets:SPT-CR2:


McGovern

5

IMMERSION CENTER - LEAP

MIDDLE SCHOOL

SCHOOL IMPROVEMENT

PLAN

December 2015

Turnaround Principle 1: Provide strong leadership

School Leadership Team

Indicator ID04 - All teams prepare agendas and maintain minutes for their meetings.(2617)(FocusKEY,PriorityKEY)

Status Full Implementation

Assess Level of Development: Initial: Full Implementation 10/09/2013

Evidence: Our team leader, Alana Moncada, prepares an agenda and records minutes for our team meetings. These agendas are sent out via email before the meeting and the minutes are saved to a google doc all members can access.

Added date:

Indicator ID07 - A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting).(42)(FocusKEY,MTSS,PriorityKEY)

Status Objective Met 9/17/2014

Assess Level of Development: Initial: Limited Development 10/09/2013

Objective Met - 09/17/2014 Index: 6 (Priority Score x Opportunity Score)

Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)

Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

Currently, the Immersion Center staff meets for 30 minutes weekly and the entire Axtell Park ELL staff meets for 30 minutes weekly. Immersion Center staff includes the five teachers who teach the core areas to the Immersion Center students. Axtell Park ELL staff includes the Immersion staff as well as teachers whose primary assignment is sheltered classes.

Plan Assigned to: Jill Vettrus

How it will look when fully met: The leadership team will meet twice a month for 45 minutes to an hour. The leadership team will consist of the principal and MSIC teachers. Agendas will be created and minutes will be kept. The focus will be on effective instruction and meeting the needs of all students.

October 10, 2015

School Turnaround Indicators

Middle School Immersion Center (MSIC) NCES - 466627000578

Comprehensive Plan Report

Key Indicators are shown in RED.

Sioux Falls School District

A detailed report showing activity of the district or school team’s work on the improvement plan including assessments, plans, tasks, monitoring, and implementation for selected time periods.

Page: 1 of 30

Target Date: 08/28/2014

Tasks:

1. Meet with team to create a meeting calendar of dates and times.

Assigned to: Whole team

Added date: 12/12/2013Target Completion Date: 01/07/2014

Comments: 2 dates per month (thinking one before and one after school) at least 45 minutes Ideas for agenda? Jill will take minutes and send out agenda.

Task Completed: 1/7/2014 12:00:00 AM

2. Send out invites via email for meetings

Assigned to: Stephanie Haines


Frequency: monthly

Comments:


3. Create an agenda and send out to team prior to the meeting.

Assigned to: Jill Vettrus


Frequency: twice monthly

Comments:


4. Hold meetings and take notes.

Assigned to: Whole team


Frequency: twice monthly

Comments: Minutes will be shared through google drive.


5. Create a master Immersion calendar posted in our meeting area with meeting dates and upcoming events.



Comments: Calendar will include: meeting dates - ELL District collaboration, IC meetings, faculty meetings testing dates - WIDA and Smarter Balanced team related activities - field trips, rallies, play, assemblies, registration, etc. no school dates, inservice days

Page: 2 of 30


Implement Percent Task Complete: 100%

Objective Met: 9/17/2014

Experience: 9/17/2014 This objective ensured that we met on a consistent basis and the focus of our agenda was on effective instruction and meeting the needs of all students. The meetings proved beneficial and gave teachers an opportunity to share ideas. Having an agenda guided our discussion and kept our focus on the needs of students.

Sustain: 9/17/2014 Team leaders will continue to set meeting times, agenda items and share minutes from the meetings. Meeting times are sent through email and posted on the master calendar. The MSIC team meets every Tuesday from 8:00-8:45. Agendas and minutes are shared through google drive. Agenda items will continue to center around effective instruction, classroom management, student needs, and student learning.

Evidence: 9/17/2014 Agendas and minutes have been documented on google drive. Starting second semester of the 2013-14 school year, meetings were held every other Tuesday from 8:00-8:45 in the team leader's room. All MSIC teachers attended the meetings.

Indicator ID10 - The Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.(45)(FocusKEY,PriorityKEY)

Status Tasks completed: 2 of 3 (67%)


Index: 6 (Priority Score x Opportunity Score)




The leadership team looks at the WIDA Access, DRA, and Smarter Balance scores at the annual District data retreat. Based on our findings the team creates yearly goals and objectives. In addition, the Immersion team meets half a day a semester to discuss DRA and WIDA Access scores to determine strategies and placement for students.

Plan Assigned to: Richie Hutchinson

How it will look when fully met: The MSIC teachers and the leader of MSIC turnaround plan will meet quarterly to discuss the following: -School performance data (DRAs, running records, progress in math) -Feedback from classroom observations and walk through visits. Based on the aforementioned discussions, the team would identify successful instructional strategies that have been used and determine resources necessary for implementing new strategies.


Tasks:

Page: 3 of 30

1. The leader of the MSIC leadership team will meet with the MSIC teachers and let them know that the team will be having quarterly meetings to review student performance data and feedback from teacher observations.



Comments: The leader of the turnaround plan will set the purpose for the quarterly meetings.


2. A meeting time will be set for the month of December.



Comments: Remind Richie that he will need to get feedback from the other principals so that he can review all of the MSIC teacher observation data and look for trends. Meeting is set for December 11th.


3. The MSIC teachers and the leader of MSIC turnaround plan will meet sometime during December to discuss the following: -School performance data (DRAs, running records, progress in math) -Feedback from classroom observations and walk through visits. The team will identify successful instructional strategies and determine resources necessary for implementing new strategies.

Assigned to: All MSIC Teachers and MSIC leader


Frequency: four times a year

Comments: Starting in December of 2014, the MSIC teacher and the leader of the MSIC turnaround plan will meet quarterly. This is a recurring task and the full cycle will be completed by Fall of 2015.


Indicator ID11 - Instructional teams are organized by grade-level, grade-level cluster, or subject-area.(2619)(FocusKEY,PriorityKEY)



Page: 4 of 30

Evidence: Teams are: Immersion Center Teachers - 5 teachers for grades 6-8 meet weekly Content Area Teachers - ELA/Reading, Math, and Science for grades 6-8 meet weekly

During the Immersion Center meetings, we discuss what each class is doing as far as curriculum, strategies being used, and important vocabulary. We brainstorm ways to integrate academic vocabulary from all content areas into our classes. Team leader keeps agenda and minutes on a shared google document.

During the content area meetings, we plan grade-level lessons based on the common core standards.

During

Added date:

Indicator ID13 - Instructional Teams meet for blocks of time (4 to 6 hour blocks, once a month; whole days before and after the school year) sufficient to develop and refine units of instruction and review student learning data.(48)(FocusKEY,PriorityKEY)

Status In Plan / No Tasks Created






Currently the Immersion Instructional Team meets for half a day each semester as well as the half hour weekly. Content teachers currently meet half hour weekly.

Plan Assigned to: Not yet assigned

Added date:

Indicator MTSS1.01 - School and district leadership proactively support the essential components of the MTSS framework in the school and their decisions and actions work toward making the MTSS framework more effective.(1500)(MTSS,PriorityKEY)

Status Not a priority or interest

Assess Level of Development: Initial: No development or Implementation 10/09/2013

Not a priority or interest

Explain why not a Priority or Interest: Axtell Park follows the District Progressive Discipline policy addressing behavior concerns and this plan is successful with Immersion students. When we have academic concerns about a student we follow the District plan of attempting interventions and referral to the SAT team.

Added date:

Page: 5 of 30

Indicator MTSS1.02 - The Leadership Team provides a system of support for teachers through coaching, resource materials, mentoring, peer observations, and problem-solving.(2753)(MTSS,PriorityKEY)







Teachers share resources and strategies at weekly meetings. Informal mentoring of new teachers occurs as needed. Problem-solving also happens at these weekly meetings.


Added date:

Turnaround Principle 1: Provide strong leadership

The Role of the Principal

Indicator IE05 - The principal participates actively with the school’s teams. (56)(FocusKEY,PriorityKEY)







The principal stays current on the happenings of the team through drop-ins, meetings with students and reading the team minutes. Principal Hannemann is an active member of the leadership team.


Added date:

Indicator IE06 - The principal keeps a focus on instructional improvement and student learning outcomes.(57)






Page: 6 of 30


Currently the vice principal is meeting with the team once a month to present and discuss Kagan structures. The vice principal is also completing walk-throughs and providing feedback based on the needs survey completed by each MSIC teacher. Teachers are formally evaluated according to the District's evaluation policy. The vice principal provides materials for discussion at team meetings.


Added date:

Turnaround Principle 2: Ensuring that teachers are effective and able to improve instruction

Classroom Observations/Evaluation Systems

Indicator IF08 - Professional development for the whole faculty includes assessment of strengths and areas in need of improvement from classroom observations of indicators of effective teaching.(72)(FocusKEY,PriorityKEY)







Immersion Center is housed within Axtell Park so professional development decisions are made collectively. Currently, the Axtell Park leadership team makes decisions about PD based on observations made by administration and needs of the staff for both buildings. Professional development is usually content area specific or general for all staff (poverty, technology, etc.). We generally do not have anything specific for Immersion.


How it will look when fully met: Areas of need of improvement will be determined by classroom observations of MSIC teachers and teacher self reflection. The vice principal will complete classroom drop ins or observations of MSIC teachers. Teachers and vice principal will meet to determine priority areas for professional development. A portion of the professional development during the George McGovern Building Inservice days will be designated for the specific needs of MSIC. NOTE: Based on teacher reflection, interventions our students are receiving and drop in data collected by principal, the team decided there was a need for Response to Intervention (RtI) professional development. Thus, we have decided to extend this plan to meet our professional development needs. After teachers have received the training, they will meet monthly to discuss implementation and ensure fidelity of the model.


Tasks:

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1. Create a self reflection for teachers to assess areas of instruction to determine professional development needs for the IC team. Richie, Steph and Jill will meet in the summer of 2014 to create a self reflection survey for teachers to complete in the fall of 2014 and spring of 2015.

Assigned to: Steph, Richie and Jill


Comments: Self reflection has been created. We will share with MSIC teachers at weekly collaboration meeting and ask them to complete by December 2nd.


2. Richie Hutchinson will do formal observations and/or drop ins of the MSIC teachers during first semester. He will follow the evaluation rotation according to the District evaluation cycle. Drop ins will be completed for teachers not on the formal evaluation year. Mr.Hutchinson will be looking for areas of strength and areas in need of improvement to determine professional development opportunities that will enhance instruction for the IC team.

Assigned to: Richie Hutchinson


Comments:


3. Team will meet to analyze the first semester self reflections and classroom observations to prioritize professional development needs for staff.

Assigned to: MSIC staff and Richie Hutchinson


Frequency: once a year

Comments: Building planned Inservice day is February 11th. Fall Inservice is planned by the District. At our December 11th weekly MSIC meeting we will discuss the self reflections filled out by teachers and classroom observation data. At our December 11th MSIC meeting we discussed the self reflections and highlighted things teachers felt have been effective and areas we would like to focus on. Richie will use the areas each teacher would like to focus on as a guide for what to look for when he does his drop ins and provides feedback.


4. Plan professional development for second semester. Schedule monthly date when Richie will come in and present Kagan structures.



Frequency: monthly

Comments:


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5. Team will meet at the end of second semester to reflect on professional development from the year, classroom observations from drop ins, and second teacher reflection.

Assigned to: All MSIC teachers and principal


Comments:

6. Richie will look at the budget to determine what funds are available.



Comments:


7. Jill will research RtI training opportunities.



Comments:


8. Teachers will register for RtI training.

Assigned to: MSIC teachers attending the training


Comments:


9. MSIC teachers will meet monthly to discuss implementation of RtI at our school.



Comments:


Indicator MTSS1.03 - All staff responsible for providing Tier I, II, and III interventions have been fully trained on the MTSS framework and on the evidence-based interventions used, and ongoing trainings is available as needed.(2755)(MTSS,PriorityKEY)



Will include in plan



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Our school is a Tier III intervention for ELL students. We have two classes for literacy that provide additional tiered support within our school. Currently, staff have received various amounts of training on Tiered interventions. One teacher has taken a class in RTI. One teacher has received training in Math Recovery.


Added date:

Indicator MTSS1.04 - All staff members, including new staff members, are trained and included in the MTSS process.(2747)(MTSS,PriorityKEY)

Status Not a priority or interest


Not a priority or interest

Explain why not a Priority or Interest: One teacher has taken a class on RTI and one teacher has been trained in Math Recovery. No teacher on staff has received training on the MTSS process. RTI is our area of interest.

Added date:

Indicator MTSS1.05 - School staff receive ongoing professional development on all assessments and assessment procedures.(2754)(MTSS,PriorityKEY)



Evidence: All teachers have received assessment training in their content area. The ELA and reading teachers have received training in administering the DRA, Diagnostic Reading Assessment, SRI, Scholastic Reading Inventory, and SPI, Scholastic Phonics Inventory. The math teacher has received training on FASTT Math. All content teachers have received training on the Smarter Balanced Assessment and WIDA ACCESS testing. The entire Immersion Center staff has not received RTI training.

Added date:

Turnaround Principle 3: Redesigning the school day, week, or year to include additional time for student learning and teacher collaboration.Extended Learning Time

Indicator IJ07 - The LEA/School ensures that teachers use extra time effectively when extended learning is implemented within the regular school program by providing targeted professional development.(1709)



Objective Met - 09/17/2014

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Currently, summer school is offered for all Immersion students on an annual basis for 5 weeks Monday through Thursday for 4 hours per day. For the 2013-14 school year, the teacher day was extended by 30 minutes per day for teacher collaboration.


How it will look when fully met: For the 2014-15 school year it was suggested by the District that all middle schools adopt a 48 minute Encore and 50 minute Core schedule Monday-Thursday with 80 minutes of additional core time on Friday. This schedule means students will have 5 to 7 minutes of passing time. However, to better meet the needs of our population the Middle School Immersion Center will be adopting a schedule that reduces passing time to 3 minutes which allows for 2 to 4 minutes per passing time to be added to instructional time. Over the course of the year this gain is significant. Research shows if five minutes a day is wasted over one hundred eighty days then fifteen hours of instructional time is lost. By changing the schedule we are going to gain back lost time.


Tasks:

1. Scott Hannemann will write the new schedule.

Assigned to: Scott Hannemann


Comments: LaVonna Emmanuel finished and published the new schedule.


2. Scott will communicate this schedule with staff.



Comments: LaVonna Emmanuel communicated the new schedule to the staff.


3. The new schedule will be implemented on the first day of school by all teachers.



Comments:

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Experience: 9/17/2014 MSIC team feels the allocation of minutes throughout the school day is a benefit to students' learning as it increases instructional time and decreases passing time in the hall. In addition to the above some additional modifications have been implemented to increase student learning time. We moved into a new school building in the fall of 2014. As a result of the move the District bus routes currently has 20 students, which is just under half of our Immersion population, arriving an hour before the start of school. To put this time to an academic use, we have planned 30 minutes of structured activities in the areas of math and literacy. During the 2014-15 school all Sioux Falls Middle Schools, adopted a schedule that incorporated an 80 minute weekly block of time to focus on math and literacy. George McGovern Middle School adjusted the schedule so the block of time is 111 minutes so the immersion students receive this additional instructional time as well.

Sustain: 9/17/2014 The school will continue to follow this new schedule. Teachers will plan activities on a weekly basis for the students arriving early. Teachers will plan lessons on a weekly basis for the extended block of instructional time.

Evidence: 9/17/2014 The principal has the master schedule which includes the times for passing and classes. The passing time decrease from 5 minutes to 3 minutes and the extra 2 minutes went into instructional time. The principal has a calendar that clearly identifies the days we follow the extended block of 111 minutes. Teachers have planned lessons for this block of time every week.

Indicator IJ08 - The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.(1710)



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Evidence: The MSIC team monitors student progress on a regular and consistent basis. As stated in IJ07, our school has extended student learning time by adjusting our schedule so that student hallway passing time is decreased and instructional time in increased. Each MSIC teacher uses both formative and summative assessments to monitor student progress in his/her content area. The reading teacher administers the DRA on each student three times a year, does a running record with each student at least every three weeks and also monitors their progress on Imagine Learning and the Reading A-Z program. The math teacher administers the math vocabulary assessment three times a year and monitors student progress on FASTMath twice a month. The science and language arts teachers also perform ongoing formative assessments for each unit. These teachers also use the DRA data to help them guide their instruction so that reading materials are at the appropriate level. The team also has a plan in place for the teachers to create pre- and post- assessments for each unit as well as a quarterly meeting to review student performance data as a team.

Added date:

Turnaround Principle 4: Strengthening the school’s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with State academic content standards.Curriculum

Indicator IIA02 - Units of instruction include standards-based objectives and criteria for mastery.(89)(FocusKEY,PriorityKEY)



Evidence: Immersion Center teachers create units of instruction based on common core standards and district curriculum and essential guides. Lessons are created using the SIOP model with content and language objectives. Formal and informal assessments are given and mastery is determined based on performance of the content objectives with consideration for each student's current language level.

Added date:

Indicator IIB01 - Units of instruction include pre-/post-tests to assess student mastery of standards-based objectives.(91)(FocusKEY,PriorityKEY)






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Pre-assessments are more informal in nature to assess students' prior knowledge and skills. The specific assessments vary from course to course. Imagine Learning and System 44 administer a pre-test to determine placement in the program. Pre-tests in the four operations are given in math. All teachers use informal assessment to determine prior knowledge. Post-tests are administered in all classes to detmine mastery of standards-based objectives.

Plan Assigned to: Stephanie Haines

How it will look when fully met: Teachers will create and administer pre- and post- assessments for units of instruction throughout the year to assess for mastery of objectives.


Tasks:

1. Inform MSIC teachers of the expectations of implementing pre- and post- assessments.



Comments:


2. MSIC teachers will create and administer pre- and post- assessments for units of instruction during the first semester.

Assigned to: MSIC teachers


Comments: Teachers will individually assess student mastery of objectives. Teachers will use the results to guide instruction and reteaching.


3. MSIC teachers will create and administer pre- and post- assessments for units of instruction during second semester.

Assigned to: All MSIC Teachers


Comments:


4. At the bi-monthly meetings during the second semester, teachers will share the progress of their students on these assessments.



Comments:


5. MSIC teachers will create and administer pre- and post- assessments for units of instruction during the first quarter.

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Assigned to: ALL MSIC teachers


Comments:


Indicator MTSS3.01 - All core curricula and materials are evidence-based for the target population of learners.(1478)(MTSS,PriorityKEY)







Our population includes newcomers to the US who have a low English language proficiency level. We are using Imagine Learning and System 44 for reading interventions, which are both research based programs. In science, the National Geographic curriculum is research based and designed for students with a lower than grade level reading ability. FASTT Math is a research based program used to increase fluency in basic math facts and supports the District core curriculum. Connected Mathematics Project 3 is the District core curriculum which is research based and is used with modifications to meet the needs of the students. Shining Star is a research based curriculum designed specifically for English Language Learners and is used in English Language Arts. All teachers have been trained and use SIOP instructional strategies. Lessons are structured to incorporate the necessary support as students are guided towards independence and mastery. There is a gradual release of responsibility from the teacher to the learner.


Added date:

Turnaround Principle 4: Strengthening the school’s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with State academic content standards.Instruction

Indicator IIB04 - Teachers individualize instruction based on pre-test results to provide support for some students and enhanced learning opportunities for others.(94)





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This academic school year the leadership team created a plan to write units of instruction that include pre and post tests to address student mastery of standard based objectives. All teachers received two days of release time to write these units. The MSIC team is beginning to meet to review the results of these pre and post tests. As the teachers are administering and collecting the results, they bring the information to the weekly team meeting.


How it will look when fully met: Once this plan reaches full implementation teachers will use the result of the pre test to modify and scaffold their instruction to meet the needs of all students. Teachers will use a variety of instructional modes (whole group, small group, one on one) and strategies.


Tasks:

1. The MSIC team will read and discuss the article, Differentiating without Drowning by Charlotte Foster, at a weekly team meeting.

Assigned to: All MSIC teachers


Comments: Jill will email the link http://www.ascd.org/ascd-express/vol10/1011-foster.aspx for the article to all MSIC teachers.

2. Each MSIC teacher will review pre assessment results and create differentiated learning activities based on these results. The teachers will bring pre assessment results and a learning activity they want to differentiate to a team meeting for feedback. Each month a different teacher will present their learning activity to the team. This will continue throughout the year.

Assigned to: All MSIC teachers


Frequency: monthly

Comments:

3. MSIC teachers will review and reflect on the effectiveness of their differentiated learning activities for each unit based on unit post test results. For the learning activity they presented to the team at their assigned monthly meeting, they will present the post test results and reflections at a future meeting.



Frequency: monthly

Comments:


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Indicator IIIA07 - All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment.(116)(FocusKEY,PriorityKEY)



Evidence: All teachers differentiate assignments and assessments to meet the content and language needs of individual students. Small group and individual instruction are provided based on student performance on assessments and informal observations. Reading A to Z, Imagine Learning, and System 44 all individually place students based on their pre-test assessment aligned to the program. The programs continually assess and monitor student progress and adjust instruction based on the student performance.

Added date:

Indicator IIIA15 - All teachers speak with expression and use a variety of vocal tones.(124)



Evidence: All our students are ELL students. All MSIC teachers have or are working towards their ELL endorsement. Within the coursework, teachers receive training on how to adjust their speech to ensure they are providing students with comprehensible input. In walking into any of the MSIC classrooms you would notice the teachers talking with expression, enunciating clearly, and simplifying language. Teachers use tone of voice to express emotion and adjust their rate of speech according to the students' language ability.

Added date:

Indicator IIIA32 - All teachers interact managerially with students (reinforcing rules, procedures).(141)







All classrooms have posters displayed with common rules and expectations for the MSIC team. Reinforcing rules is inconsistent within the classrooms.


Added date:

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Turnaround Principle 4: Strengthening the school’s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with State academic content standards.Assessment

Indicator MTSS2.02 - Instruments used for the screening are valid, reliable, and accurately predict which students are at risk of poor learning outcomes or challenging behaviors (e.g. CBM, DIBELS, office discipline referrals).(1475)(MTSS,PriorityKEY)







WAPT is a nationally recognized ELL placement test. The District uses this to place students in the Immersion Program. DRA is used to assess all students and we use that to determine student placement. DRA is a District approved assessment and is proven valid and reliable. FASTT Math is a valid, reliable and research based program that assesses mastery of math facts. We do not currently have an instrument for predicting challenging behaviors or poor learning outcomes.


Added date:

Turnaround Principle 5: Using data to inform instruction and for continuous improvement, including by providing time for collaboration on the use of data.Effective Use of Data

Indicator IID02 - The school tests each student at least 3 times each year to determine progress toward standards-based objectives.(100)(FocusKEY,PriorityKEY)



Evidence: DRA and math vocabulary assessments are administered fall, winter, and spring to determine student progress towards meeting the transition criteria to exit the MS Immersion Center. FASTT Math progress is monitored every two weeks. Reading A to Z progress is assessed every two weeks. System 44 assesses lexile level three times a year. Release time for a teacher to administer the DRA continues to be provided.

Added date:

Indicator IID07 - The Leadership Team monitors school-level student learning data.(105)(FocusKEY,PriorityKEY)


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Evidence: Currently the Leadership Team reviews WAPT when students enter the Immersion program and WIDA ACCESS scores are analyzed on a yearly basis. DRA and lexile scores are assessed and reviewed three times per year. Running records are given and examined every two to three weeks. FASTT Math data is monitored every two weeks.

Added date:

Indicator IID11 - Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to identify students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).(2623)(FocusKEY,PriorityKEY)







The specific assessments vary from course to course and are used to make decisions about curriculum and instruction. The DRA is used to determine appropriate placement in either System 44 or Imagine Learning. Imagine Learning and System 44 administer a pre-test to determine placement in the program. Pre-tests in the four operations are given in math and these results guide instruction. All teachers use informal assessment to determine prior knowledge. Post-tests are administered in all classes to determine mastery of standards-based objectives. Based on pre and post tests and information shared at instructional team meetings, students are identified and given additional support during class, directed studies, and/or after school help.


How it will look when fully met: Unit plans will be created for math, science, reading and ELA by the MSIC teachers. Each unit plan will include the following: target objectives, criteria for mastery, pre/post tests, prerequisite objectives, SIOP strategies that will be used and key academic vocabulary words to be taught. By stating clear objectives and criteria for mastery, we will better be able to track the growth of our students and teachers to be more mindful of what we are to be teaching. Using the pre- and post- test results, we will be able to differentiate our instruction to meet the needs of all our students and monitor their growth. One to two days each semester will be available for teachers to work on their unit plans until a full curriculum is written.


Tasks:

1. Scott will email Ann Smith to secure funding for subs for release time for teachers to create their instructional plans.

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Comments: Ann emailed Title I funds are available for this. Scott requested 2 days per semester for 5 teachers.


2. MSIC teachers will set dates for the 2014-15 and 2015-16 school years to create the plans.



Frequency: once a year

Comments:


3. Meeting to inform all MSIC teachers of the components they will need to include in each of their unit plans. For a list of the components, see our full implementation description.



Comments:


4. MSIC teachers will create a template for unit development and a folder in google drive for completed units to be shared with MSIC teachers and the planning team.



Comments:


5. MSIC teachers will have release time of two days during the first semester to create units plans and write pre- and post- tests. Plans will be uploaded to google drive as completed.

Assigned to: ALL MSIC Teachers


Comments:


6. For completed unit plans, MSIC teachers will review results of pre- and post- tests to guide instruction. MSIC teachers will bring the results to one of the bimonthly MSIC team meetings.



Comments: This will begin in February because we will have had at least two release dates for creating our units which should have given us enough time to teach a full unit.

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7. MSIC teachers will have release time of two days second semester to create units plans and write pre- and post- tests. Plans will be uploaded to google drive as completed.

Assigned to: All MSIC Teachers


Comments:


8. MSIC teachers will have release time of two days during the first semester to create units plans and write pre- and post- tests. Plans will be uploaded to google drive as completed.



Comments: Teachers need to complete first quarter of instruction and would like to revise previous year's work.


Indicator MTSS5.02 - Evidence documents that the tools used for progress monitoring are valid, reliable, and accurately measures students’ academic and/or behavioral development.(1493)(MTSS,PriorityKEY)







The evidence documents for language development are the SRI, SPI, and DRA. The evidence document for math is FASTT Math. All of these documents are considered valid and reliable measures of academic development. Currently, we do not have documents to monitor students behavioral development.


Added date:

Turnaround Principle 6: Establishing a school environment that improves school safety and discipline and addressing other non-academic factors that impact student achievement, such as students’ social, emotional, and health needs.Safety, discipline, and social, emotional, and physical health

Indicator IIIA33 - All teachers interact with students to build positive relationships.(2627)



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Evidence: All teachers work to get to know the students on a personal level. With our students it is extremely important for them to feel safe and welcome before learning can happen. Teachers greet students in the hallways and at the door of the classroom; ask them about their weekends and families; find out more about their culture; and show genuine interest in students' lives. Teachers believe all students can learn and work to provide a classroom environment that supports them. Teachers differentiate to meet the needs of the students and help them be successful. Clear classroom expectations are modeled by the teacher and posted in the classroom. Praise and positive feedback are continually given to students for academic and behavioral achievements. Transition ceremonies are held at the end of each semester to celebrate students transitioning out of the Immersion Center.

Added date:

Indicator IIIC08 - All teachers display classroom rules and procedures in the classroom.(163)







Currently, all teachers have their own class expectations and procedures. These are not necessarily consistent across all MSIC classrooms.


How it will look when fully met: The MSIC team will establish a set of consistent expectations that will be implemented in all Immersion classrooms. The expectations will be posted in all classrooms and in the team area. Teachers will explain the expectations in all classrooms and revisit them at least quarterly for the new students who arrive throughout the year.


Tasks:

1. Team members will meet to establish the set of expectations.

Assigned to: whole team


Comments:


2. The team will create a poster of expectations and post it in the classrooms and in the common area.


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Comments:


3. The team will explain and revisit expectations quarterly. The new students who arrive throughout the year will also be introduced to these expectations and procedures.



Frequency: four times a year

Comments:




Experience: 1/22/2015 Having new members on our team this year prompted the decision to create and post common expectations for our students. It was valuable discussing what we all feel are important expectations for a positive learning environment.

Sustain: 1/22/2015 As new staff join our team or begin to work with our students, we will need to share and explain the classroom expectations. We will also reinforce and explain these expectaions to new students.

Evidence: 1/22/2015 The rules were formed by the team at a meeting in October. Posters were made, displayed and explained to students. Teachers refer to the posters as needed to reinforce the expectations.

Indicator IIIC13 - The school leadership team ensures that the school environment is safe and supportive (i.e., it addresses non-academic factors, such as social and emotional well-being).(2639)






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The school uses Olweus Bullying Prevention Program to create a positive, safe and welcoming environment for all students at George McGovern Middle School. The school follows the District's progressive discipline plan for behavior concerns. Parents are contacted to inform of the concerns and consequences. Interpreters are used when necessary. Every two years the students complete a school wide safety survey. MSIC teachers established a common set of classroom expectations and rules. Home school liaison does a home visit to welcome families and discuss necessary information concerning their child starting school. Contact information is exchanged between family and liaison. Parent University, LSS caseworker (if applicable) and vaccines are discussed. Liaison gives a tour to the new student upon arrival. GMMS has two counselors who are available to meet with Immersion students as needed.


How it will look when fully met: We will have specific checklists for welcoming our new students and ensuring they receive crucial information that will help them be successful. PRO teachers will have a checklist for welcoming new students into their classroom and school. Liaison will have a checklist for welcoming and orienting new students and families into the school. The liaison will use interpreters as needed. Information included in the checklist will work to meet the social and emotional needs of the students as they transition into a new country and American school system.


Tasks:

1. MSIC teachers will meet to discuss and develop a list of information that would be valuable to have our liaison gather from the families. We will also develop a list of school related information for the liaison to share with the students and families. Teachers will also discuss important information that needs to be shared with students and create a checklist for the PRO time teacher to follow.



Comments: Meeting will be held after spring conferences and WIDA Access test is administered.


2. MSIC teachers will meet with liaison to review current procedure, share teachers' ideas and refine the lists.

Assigned to: MSIC teachers and liaison


Comments:


3. MSIC teachers will create a welcoming routine for students to implement in PRO and within Immersion classes to help welcome our new students.


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Comments: Ideas: picture schedule; picture of teachers; buddy for the day; someone to sit with at lunch; help with lockers; classroom visuals for the welcoming routine of how we treat and welcome new students

4. MSIC teachers and liaison will meet to evaluate the effectiveness of the welcoming process.



Comments:


Turnaround Principle 7: Providing ongoing mechanisms for family and community engagement.

Family and Community Engagement

Indicator IIIB06 - All teachers systematically report to parents the student’s mastery of specific standards-based objectives.(155)







Standards-based midterm and quarterly reports are sent home to parents. Twice a year student-led parent teacher conferences are held to discuss student's progress. This year, the Immersion Center did not meet the 100% attendance goal we want to achieve. WIDA ACCESS scores are shared with parents at fall conferences or sent home in the mail.


How it will look when fully met: Our goal is that attendance of parents of MSIC students (with appropriate interpreter available) at fall and spring conferences will be 100%. In order to systematically report to parents on student's mastery of specific standards-based objectives we need the parents to attend conferences.


Tasks:

1. Scott will meet with MSIC teachers to brainstorm the conference scheduling process to reach 100% attendance of parents at conferences.


Added date: 03/25/2014

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Target Completion Date: 05/09/2014

Comments: Scott will work with Clara and the Immersion teachers to ensure 100% participation in conferences.


2. MSIC school-home liaison and the team leader will meet to establish our procedure to ensure 100% attendance by parents at conferences.

Assigned to: Jill Vettrus and Stephanie Haines


Comments: The procedure will be established when the MSIC teachers meet with liaison.


3. Procedure to follow for conferences. 1. Stephanie Haines will write a letter regarding conferences. 2. MSIC teachers will send home a letter to parents with dates of conferences, request for interpreter and request for transportation. 3. Home school liaison will secure interpreters, transportation and confirm dates and times with parents via phone, notes or home visit.

Assigned to: Stephanie Haines and Jill Vettrus


Comments:


4. After fall conferences, the MSIC teachers, Richie, and MSIC school-home liaison will meet to evaluate the effectiveness of the procedure and make adjustments as needed.

Assigned to: Stephanie Haines and Jill Vettrus


Comments: Process worked well. We had enough interpreters. Other liaisons helped with rides. Tracy was very efficient in her scheduling by areas of town and language populations. She created a "homey" atmosphere by having books and games available while families waited for their conference or ride. She had snacks available for the interpreters as well. Adjustment: Start process earlier for spring conferences.




Experience: 11/17/2014 Teachers felt the process was effective. Teachers and liaison worked together to meet our goal of 100% attendance. We had enough interpreters and other liaisons helped with giving parents rides to school. Tracy was efficient in scheduling conferences by areas of town and language populations. Tracy has books and games available for families will they were waiting for conference or ride. Snacks were provided for the interpreters.

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Sustain: 11/17/2014 In order to sustain the success, we will start the process earlier for spring conferences. This will allow the liaison time to communicate with parents about conference times and transportation needs. It will also help ensure the availability of interpreters.

Evidence: 11/17/2014 Teachers felt the process was effective. We met our goal of 100% attendance. We had enough interpreters and other liaisons helped with giving parents rides to school. Tracy was efficient in scheduling conferences by areas of town and language populations. Tracy has books and games available for families will they were waiting for conference or ride. Snacks were provided for the interpreters.

Indicator IG01 - Parents receive regular communication (absent jargon) about learning standards, their children’s progress, and the parents’ role in their children’s school success.(76)(FocusKEY,PriorityKEY)



Evidence: Standards-based midterm and quarterly reports are sent home to parents. Parents are invited to conferences twice a year to discuss their child's progress. Interpreters are available for conferences and transportation needs are met. Family nights are held three times a year to share information with parents. Interpreters are also available at these nights. We have a school home liaison to make connections and provide information between the parents and the school. WIDA ACCESS data is shared through communication in the home language of the parent and by teachers at conferences with the help of interpreters.

Added date:

Indicator CM2.1 - Teachers are familiar with the curriculum of the home (what parents can do at home to support their children’s learning) and discuss it with them.(3573)(FocusKEY,PriorityKEY)







At conferences teachers discuss the importance of reading 20-30 minutes every night and we ask parents to reinforce this expectation at home. Teachers talk about the need to complete homework. Teachers communicate that it is essential to maintain first language use at home and parents can use their first language to help with homework.


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How it will look when fully met: Teachers will not only meet with parents twice a year at conferences but they will also hold three family night events a year. During these events the teachers will discuss the homework expectations, ideas on how parents can support their children academically and the current curriculum being taught in the classroom.


Tasks:

1. MSIC teachers and the MSIC leader will meet to plan the first family night event.



Comments: We met with our home school liaison to set our agenda for our November 17th family night.


2. Send home invitations to the event. Order interpreters and food for the first family night.

Assigned to: Tracy Rossing


Comments: Invite included asking if they needed transportation. Buses were scheduled to pick up parents who indicated they needed a ride.


3. MSIC team will meet to evaluate the success of the first family night. Plans for the second family night will be made based on how the first event went.

Assigned to: MSIC team


Comments: Look at family participation. Brainstorm future events that would meet the needs of the families.


4. Repeat tasks 1-3 for the second family night.

Assigned to: See previous assignments


Comments: At the second event, teacher will focus on the upcoming ACCESS testing and spring conference dates.


5. Repeat tasks 1-3 for the third family night event.

Assigned to: See previous tasks


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Comments: At the third family event the teachers will need to discuss summer school, transitioning into high school for the 8th graders and free summer programming for their children.


6. The MSIC team will meet at the beginning of the school year to brainstorm possible family events for the 15-16 school year.

Assigned to: MSIC Team


Comments:


7. Continue to plan the rest of our family nights for the 2015-16 school year based on our student and family needs.

Assigned to: MSIC Team


Comments:



Experience: 11/17/2014 Teachers felt the process was effective. Teachers and liaison worked well together to meet our goal of 100% attendance. We had enough interpreters and other liaisons helped with giving parents rides to school. Tracy was efficient in scheduling conferences by areas of town and language populations. Tracy has books and games available for families will they were waiting for conference or ride. Snacks were provided for the interpreters.

Sustain: 11/17/2014 To sustain this success, we will start the process earlier to allow the liaison more time to communicate with the families for conference times and rides. This will help assure availability of interpreters.

Evidence: 11/17/2014 Teachers felt the process was effective. We met our goal of 100% attendance. We had enough interpreters and other liaisons helped with giving parents rides to school. Tracy was efficient in scheduling conferences by areas of town and language populations. Tracy has books and games available for families will they were waiting for conference or ride. Snacks were provided for the interpreters.

Indicator ED5.1 - Professional development programs for teachers include assistance in working effectively with parents.(3574)(FocusKEY,PriorityKEY)





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Currently, the Immersion Center teachers have the opportunity to attend the Closer Connections conference which includes cultural panels that share important information about the cultures of the families. The school district has home school liaisons from some of the home countries who serve as resources for us.


Added date:

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MEMORIAL

MIDDLE SCHOOL

SCHOOL IMPROVEMENT

PLAN

December 2015


AssessmentResults



ELA TeachersInstructionalcoaches

Smarter BalancedAssessmentFormativeAssessmentsEnd of the yearreadingassessment

Percentage ofstudents at level 3and 4.

2015-16 schoolyear

ELA CurriculumDayJob alike meetings

Team teachersLit. Zone TeachersLibrarian

Amount of time onfocused readingChoice ReadingLogsBiblionasium


Team plans will besubmitted byOctober 1, 2015

Team planning timeTraining onmeaningful bookconversations (staffmeeting)Revisit "MiddleSchool ChoiceReading Plan"(from Sandy Henry--staff meeting)

Memorial Middle School SIPPriority Area: Student Achievement (SA)Goal 1: All students will improve reading/langauge arts skills to achieve high standards.State Aspiration: All students enter 4th grade proficient or advanced in reading.

District Performance targets:On District reading/language arts assessments the score at the 77%ile will increase and the difference between this score and the score at the22%ile will decrease.Increase the percent of students proficient in reading as measured by the Smarter Balanced Assessment.Increase the percent of students who receive a score of 4 or higher on the District Writing Assessment.School Performance targets:SPT-R1: Smarter Balanced reading assessments show that, for all students, 67.92% of students were at level 3 or 4 (at/near proficient orabove). By the end of the 2015-16 school year, the total number of students at those levels will increase to 70.59% as indicated by theSmarter Balanced reading assessment.SPT-R2: The 2014-15 SD DOE Report Card for MMS indicates that 56.01% of our Gap Group were not yet at level 3 or 4. By the end of the2015-16 school year, we will decrease that number by 4.67%.


SPT-R1: ELA teachers will include formative assessments intheir daily lessons based on Smarter Balanced practicequestions as well as quarterly performance tasks.

SPT-R2: Each team will have a specific plan/schedule forstudent choice-reading time. Reading plans will include atleast 2-20 minute blocks of reading per week. Teams willdevelop strategies for engaging students in meaningful andaccountable reading.

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1

Lit. Zone/SPEDTeachersCounselors

Smarter BalancedAssessmentSRI


2015-16 schoolyear

Planning time fordata analysis,coordination ofmaterials, andstrategy sharingAdditional trainingon administration ofthe SRI forcounselors (TwilaBaedke)

ClassroomteachersLibrarian

Reading survey(Laura Allard)


2015-16 schoolyear

Book clubs & booktalks, bookchallenges


AssessmentResults



Math teachersPower Mathteacher

Smarter BalancedAssessmentSMI


2015-16 schoolyear

Additional trainingon administration ofthe SMI forcounselors (TwilaBaedke)

Math teachersInstructionalcoaches

Smarter BalancedAssessmentSMI


2015-16 schoolyear Job-alike meetings

Math teachers District unit testAchievement levelsof SLOs

2015-16 schoolyear

Job-alike meetingsMath CurriculumDay

SPT-R3: Provide interventions (STEP up sessions, lit. zone,learning center) for students not yet proficient in reading,including the identification and evaluation of strugglingreaders. All students entering MMS during the school yearwill complete the SRI.

SPT-R4: Students will foster a passion for reading,establishing a postive relationship with the skills of reading.

Priority Area: Student Achievement (SA)Goal 2: All students will improve math skills to achieve high standards.State Aspiration: All students enter 9th grade proficient in math.

District Performance targets:On District math assessments the score at the 77%ile will increase and the difference between this score and the score at the 22%ile willdecrease.Increase the percent of students proficient in mathematics as measured by the Smarter Balance Assessment.School Performance targets:SPT-M1: Smarter Balaced math assessments show that 55.29% of students were at level 3 or 4 (at/near proficient or above). By the end ofthe 2015-16 school year, the total number of students in those categories will increase to 59.02% as indicated by the Smarter Balanced mathassessment.SPT-M2: The 2014-15 SD DOE Report Card for MMS indicates that 68.31% of our Gap Group were not yet proficient. By the end of the2015-16 school year, we will decrease that number by 5.69%.


SPT-M1: Provide interventions for students not yetproficient in math. (FASTT math, Power math, math directedstudies, Math XL) All students entering MMS during theschool year will complete the SMI.

SPT-M2: Math teachers will include formative assessmentsin their daily lessons based on Smarter Balanced practicequestions as well as quarterly performance tasks.

SPT-M3: Math teachers will meet to review, analyze andevaluate the results of district common unit assessments.

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Math teachersInstructional coach

Smarter BalancedAssessment




AssessmentResults



All classroomteachers

Smarter BalancedAssessmentContent AreaAssessmentsContent AreaPerformance andSignificant Tasks

Percentage ofstudents proficientor advanced.Increase in districtwriting assessmentscores.

2015-16 schoolyear

Job alikeScience curriculumday (fall 2015)Social Studiescurriculum day (fall2015)


Smarter BalancedAssessmentContentassessments

Improved SmarterBalanced scores

2015-16 schoolyear

Job alikeEncore curriculumday (fall 2015)

All classroomteachers.LibrarianInstructionalcoaches.ICT Teachers


Percentage ofstudents proficientor advanced.

2015-16 schoolyear

Presentation andreview by librarian


Smarter BalancedAssessmentContentAssessmentsStandards ReportCard

Percentage ofstudents proficientor advanced.

2015-16 schoolyear

SPT-M4: During Corral Days (alternate schedule dates),math teachers will provide additional math instruction withparticular emphasis on content not covered in classroomsetting. (Seven alternate days)

Priority Area: Student Achievement (SA)Goal 3: All students will improve content skills to achieve high standards.State Aspiration: The gap for Native American students is elminated.District Performance Targets:On District assessments the score at the 77%ile will increase and the difference between this score and the score at the 22%ile will decrease.

School Performance Targets:SPT-AC1: Quarterly, in all content areas,students will support written claims with evidence.SPT-AC2: Our most current SPI is 66.80 (progressing). We will increase that score to 70.SPT-AC3: All teachers will complete the SLO process to ensure data-driven student instruction.


SPT-AC1: For content learning standards, createhigher-level writing responses (analysis, synthesis,evalution) that include evidence in support of a claim.teachers will work to create higher level WEBBassessments. In addition, science teachers will spend timeon examining and implementing the NGSS.

SPT-AC2: Vocabulary strategies will be incorporated tointroduce and review essential content vocabulary andinstruction

SPT-AC3: Students will become more proficient atcomprehending and analyzing information found viaelectronic sources/formats. Students will become moreproficient at finding and citing credible sources.

SPT-AC4: Continue to implement interventions for studentsto master content area standards (ICU, team help sessions,Memorial Link, grade level EAs, after school program,learning center, CWC (class within a class))

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3

10 new teachersPAGE trainingsurvey/feedback

2015-16 schoolyear

3 full days of PAGEtraining frominstructionalcoaches


AssessmentResults



All staff

Olweus BullyingsurveyOnline Bully ReportForm

Increase in GallupPoll survey positiveresults.Decrease inbullying activity asrecorded on theOlweus survey.

2015-16 schoolyear

Olweus committeeplanning time

Scott HannemannAll staff

Total officereferrals reported.Safety SurveyOnline Bus ReportForm

Increase in GallupPoll survey positiveresults.Decrease in thenumber of officereferrals inunsupervisedsituations.

2015-16 schoolyear

Staff meetingplanning time

ICT teachersSROOlweus Committeeand Round-UpClass MeetingLeadersCarrol Institute

Olweus SurveySafety SurveyOnline Bully ReportForm

Decrease inbullying activity asrecorded on theOlweus survey.

2015-16 schoolyear

SPT-AC5: Continue to implement Peer Alliance for GenderEquity (PAGE) training for new staff



School Performance Targets:SPT-S&S1: According to the 2012-2013 safety survey 96.3% felt safe in school and 90.2% felt respected and treated fairly by adults. We willcontinue our work until 100% of students will feel safe and respected.SPT-S&S2: For the 2014-15 school year, 700 office referrals were recorded on Infinite Campus. For the 2015-16 school year, office referralsrecorded will decrease by 10%


SPT-S&S1: Students will apply the principles of the OlweusBully Prevention Program. Staff will role out a newlyrebranded Olweus Bullying Prevention Program calledRound-up.

SPT-S&S2: Staff will provide increased supervision.

SPT-S&S3: Students will receive information oncyber-safety.

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Principals Counselors SRO

Reports made tothe officeSafety SurveyOnline Bully ReportFormOnline Bus ReportForm

Increase in GallupPoll survey results.Decrease in thenumber of officereferrals.

2015-16 schoolyear

Team Leaders Office referrals.Safety Survey

Decrease in thenumber of officereferrals.

2015-16 schoolyear

Common teamplanning time

WEBRunning StartTransition Meetings5th GradeTransitionWhimsicalWednesdayReading andWriting SummerClub Safety Survey

2015-16 schoolyear


AssessmentResults



SPT-S&S4: Principals, counselors, and SRO will meet withstudents (individually, in teams, PROs, or classes) todiscuss safety concerns and to clarify ways to report thoseconcerns.

SPT-S&S5: Each team will create an accountability checklistfor preventative discipline measures.

SPT-S&S5: Opportunities will be provided for new studentsto ease the transition to Memorial MS.


Priority Area: Student Personal Growth Skills (SPGS)Goal 1: All students will improve use of 4 Cs - communication, collaboartion, critical thinking and creativity.State Aspiration: Students will graduate high school ready for postsecondary or the workforce.District Performance Targets:Increase the percent of drop-in classroom visits that document students acquiring and demonstrating 4 Cs - communication, collaboration,critical thinking, and creativity.

School Performance Targets:SPT-21C1: During the 2014-15 school year, classroom drop-ins indicated the following skills being observed: Communication-45.6%;Collaboration-45%; Creativity-20.8%; Critical Thinking-57% For the 2015-16 school year, at least 65% of classroom drop-ins will indicate atleast one of the 4Cs being used.


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5

All classroomteachersInstructionalcoaches

District drop-inevalutation tool

Increase in thenumber of the 4Csused inclassrooms.

2015-16 schoolyear

4Cs explained atdirector calledmeetings and/orstaff meetings anddistrict in-service

Gallup Pollsuspended for2015-16Safety Surveysuspended for themajority ofstudents.


AssessmentResults



All building staff Gallup PollIncrease in Galluppoll positive results

2015-16 schoolyear

Annie WalkerKerri AndelaAlex DobbsJohn Hegg Gallup Poll

Increase in Galluppoll positive results

2015-16 schoolyear

PreventioncounselorHealth and PEteachersCounselorsTeam teachers(through referrals) Counselor referrals

Decrease inpreventioncounselor referrals.

2015-16 schoolyear

SPT-21C1: Classroom teachers will include indicators ofeffective instruction in their lesson planning and classactivities.


District Performance Targets:Increase the percent of students who report a sense of hope, well-being and engagement.Increase the percent of students who are substance abuse free.Increase the percent of students in the Healthy Fitness Zone as measured by the FitnessGram.

School Performance Targets:SPT-WB1: According to the 2014-15 Gallup Student Poll, 70% of students felt hopeful, 73% engaged, and 79% thriving. For the 2015 fallsurvey, all of these areas will increase by at least 3%.SPT-WB2: According to the spring 2013 Safety Survey, 92.4% of students had never used alcohol, marijuana, or other drugs in the last schoolyear. We will increase this by 5%.SPT-WB3: 2014-15 FitnessGram information shows that for an average of the 6 fitness measures, 76.83% of students were in the healthyfitness zone. The current year's data will show an increase of 3% in that category.


SPT-WB1: Create positive relationships with students(PRO-Time curriculum, positive notes home, team ralliesand team awards, principal's student recognition, SOMcelebrations, CARES cards, library book clubs).

SPT-WB2: Counselors will moderate groups for studentswith specific needs. (new students, friendship groups, socialskills...)

SPT-WB2: Health classes will include the dangers ofalcohol, drugs, tobacco and unhealthy choices.

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PE teachersHealth teachersPE instructionalcoach

FitnessGramAssessmentsPE standardsbased grading

Increase in thepercentage ofstudents in theheathly fitnesszone.

2015-16 schoolyear

Lunch supervisorsFood service staffSchool Store

FitnessGramAssessmentsPE standardsbased grading

Increase in thepercentage ofstudents in theheathly fitnesszone.

2015-16 schoolyear

John HeggNumber of studentsparticipating

2015-16 schoolyear


AssessmentResults


Office staffTeachersCoaches

Number of blogspot"hits," Facebooklikes, app users,newslettersreceivers

2015-16 schoolyear

Office staffTeachers

Number of newsstories promotingMMS

2015-16 schoolyear

SPT-WB3: Increase the amount of high level physicalactivities.

SPT-WB4: Encourage healthy eating habits (smart snacks).A healthy snack vending machine will be installed.SPT-WB5: Students will participate in the Fuel Up to Play 60program (including the 100 mile club)

Priority Area: Community RelationsGoal: Promote and provide effective communication with internal and external audiences.District Performance Target:Complete the strategies as outlinedSchool Performance Targets:SPT-CR1: Memorial will increase the scope of communication beyond parents/guardians.


SPT-CR1: Use of digital communication (Facebook, teamwebpages, digital newsletter, email, ParentLink, ICMessenger, SFSD App, MMS Blogspot, Remind101) toincrease community awareness

SPT-CR2: Create a positive working relationship with localmedia outlets to highlight building events and programs

Priority Area: Community RelationsGoal: Foster partnerships with families, community members, businesses, and organizations in support of the District's vision.District Performance Target:Complete the strategies as outlined

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AssessmentResults


All teachers2015-16 schoolyear

Music DepartmentTeachers

2015-16 schoolyear

Counselors

Number ofcommunitymembersparticipating in thementoring program.

Increase in thenumber of studentsmeeting with amentor.

2015-16 schoolyear

Counselors

Number of parentsparticipating in theparenting classes.

Increase in thenumber of parentsattending theparenting classes.

2015-16 schoolyear

All staffNumber of studentsparticipating

2015-16 schoolyear

Student counciladvisorsAll staff

Number of studentsparticipating

2015-16 schoolyear

School Performance Targets:SPT-CR1: Form relationships with non-education community members.SPT-CR2: Increase parent awareness of new social media in order to promote online safety and decrease cyber bullying.SPT-CR3: According to the spring 2012-2013 safety survey, 56.6% of students participated in at least one community service project. Duringthe 2014-15 school year, 8 teams and student council participated in community service projects. For the 2015-16 school year, all students willbe provided with opportunities to participate in a building, grade level, or team community service projects.


SPT-CR1: Community members will be invited to participatein various school projects (JA in a Day, SimCommerce,Donuts and Dialogue, SOM celebrations) or to visit MemorialSPT-CR2: Music ensembles will perform at variouscommunity functions.

SPT-CR3: Memorial will partner with the LSS mentoringprogram.

SPT-CR4: Incoming families of 5th grade parents will beinvited to attend parenting of adolescents classes.SPT-CR5: Each team will sponsor a community serviceproject.

SPT-CR6: Student council will sponsor multiple communityservice opportunities.

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PATRICK HENRY MIDDLE SCHOOL

SCHOOL

IMPROVEMENT PLAN

December 2015


AssessmentResults



All teachers

SPI, SRI, EOYReadingAssessment Spring 2016


AdministrationReview Students'Schedules Fall 2015 August 2015 NA

All teachers. Focuson Social Studies,Science and ELA

Document andshare results fromunit assessments May 2016

2015-16 schoolyear

Job-alike meetings,InstructionalCoaches willcontinue trainingwith SS andScience teachers in15-16 school year.

Team Leaders2015-16 schoolyear NA

Administration, Allteachers May 2016

2015-2016 schoolyear

All Teachers,Committee Observation May 2016


Patrick Henry Middle School SIPPriority Area: Student Achievement (SA)Goal 1: All students will improve reading/langauge arts skills to achieve high standards.State Aspiration: All students enter 4th grade proficient or advanced in reading.

District Performance targets:On District reading/language arts assessments the score at the 77%ile will increase and the difference between this score and the score at the22%ile will decrease.Increase the percent of students proficient in reading as measured by the Smarter Balanced Assessment.Increase the percent of students who receive a score of 4 or higher on the District Writing Assessment.

Decrease the percent of of non-proficient students by10% in reading as measured by Smarter Balanced Assessment .


Each job-alike will analyze data and implement effectivestrategies to address identified deficiencies.Identify and enroll all students reading two or more gradelevels below into Literacy Zone.

Implement close reading strategies and assessments thatreflect the rigor and DOK of Smarter Balanced test.Identify and address students in the lowest tier of proficiencyto utilize directed studies for additional remedial assistance.Schedule and Implement student choice reading duringPanther Den Days.Design and Utilize Literacy Focus each month. A committeewill lead this initiative.


PHenry

1


AssessmentResults



Math Teachers

SMI, EOYAssessment, MathXL Spring 2016

2015-16 schoolyear Job-Alike Meetings

AdministrationReview Students'Schedules August 2015 May 2016 NA

Math Teachers

Document andshare results of unitassessmentsaligned to SmarterBalancedAssessment. May 2016 May 2016

Michelle Dykstraassists job-alikeswhen necessary,Review SmarterBalance SampleQuestions

Teams

Teams Report whothey have identifiedand whatinterventions theyare doing. May 2016


All Teachers,Committee Observation May 2016


District Performance targets:On District math assessments the score at the 77%ile will increase and the difference between this score and the score at the 22%ile willdecrease.Increase the percent of students proficient in mathematics as measured by the Smarter Balance Assessment.School Performance targets:Decrease the percent of of non-proficient students by10% in math as measured by Smarter Balanced Assessment.

Strategies to meet target:Each job-alike will analyze data and design and implementeffective strategies to address identified deficiencies.

Identify and enroll all students performing two or more gradelevels below into Power Math.

Implement the use of questions that reflect the rigor andDOK of Smarter Balanced.

Identify and address students in the lowest tier of proficiencyto utilize directed studies for additional remedial assistance.Design and Utilize A Math Focus each month. A committeewill lead this initiative.

Priority Area: Student Achievement (SA)Goal 3: All students will improve content skills to achieve high standards.State Aspiration: The gap for Native American students is elminated.

District Performance targets:On District reading/language arts assessments the score at the 77%ile will increase and the difference between this score and the score at the22%ile will decrease.Increase the percent of students proficient in reading as measured by the Smarter Balanced Assessment.Increase the percent of students who receive a score of 4 or higher on the District Writing Assessment.

PHenry

2


AssessmentResults



InstructionalCoaches

New teachersattend sessions

Review teacherresponse sheetsafter each session.Watch for use ofstrategies duringwalkthroughs May 2016

Michelle Dykstraand Nicole Reinerwill conduct trainingfor new staff.

Core AreaTeachers/NewTeachers

100% of newteachers reveiwcurriculum with amentor teacher Summer 2015

Time for veterancore teachers tomeet with newteachers

Principals100% new teachersattend training Summer 2015

Time for meetingwith new teachersand principals.

Principals Ongoing

PD Provided byprincipals andveteran teachers

Student SupportServices, Principals Spring 2015

School Performance Targets:Decrease the percentage of non-proficient gap students by 10% as measured by Smarter Balanced Assessment.


New teachers will participate in Growth Mindset/Equitytraining focusing on recognizing and engaging gap studentsat PHMS.

Provide mentoring to new teachers in curriculum andinstructional strategies.

Provide training for new teachers by principals.

Require all new teachers to attend Patrick Henry Universitydesigned to promote school culture, best practices andeffective classroom management.All Students identified as Native American will have theopportunity to enroll in NAC.



School Performance Targets:100% of Patrick Henry's students will feel safe in school100% of Patrick Henry's staff will feel safe in school100% of Patrick Henry's students will feel they are treated with respect by staff

PHenry

3


AssessmentResults



Olweus Team May 2016 Ongoing

1. New teacherorientation in fall; 2.Panthers Dencommittee planningtime

Administration Ongoing


AssessmentResults



Principals and PDCommittee Identify SIP Goals

Evaluation of SIPGoals Ongoing

4 Teachers on PDCommittee meettwice per year(Sept. and May) todevelop andanaylize SIP


AssessmentResults



All Teachers

Drop-in andEvaluationFeedback on-going on-going


Continue to implement Olweus Bully ProgramSelect and meet at least once a quarter with a principals'advisory team to hear concerns of students.

Priority Area: Student Achievement (SA)Goal 6: The District will provide multiple programs and pathways to support improved student achievement across the curriculum.State Aspiration: The gap for Native American students is eliminated.District Performance Targets:See SA1 through SA5. Complete the strategies as outlined.


Regularly review and update the School Improvement Plan

Priority Area: Student Personal Growth Skills (SPGS)Goal 1: All students will improve use of 4 Cs - communication, collaboartion, critical thinking and creativity.State Aspiration: Students will graduate high school ready for postsecondary or the workforce.District Performance Targets:Increase the percent of drop-in classroom visits that document students acquiring and demonstrating 4 Cs - communication, collaboration,critical thinking, and creativity.


teachers will demonstrate elements of effective Instructionon a daily basis in their classrooms

PHenry

4


AssessmentResults



Walker Gallop Survey Engaged 72% None

Sharping

Having a teamcreated andfunctioning.

At least 20 studentsinvolved in theteam. Fall 2015 None


AssessmentResults


Team Leaders Team reports2015-16 SchoolYear None

All Staff On-going2015-2016 SchoolYear



School Performance Targets:Increase the number of students who are hopeful by 2% according to the student Gallop Poll.Increase the percent of students in the Healthy Fitness Zone as measured by the FitnessGram.

Strategies to meet target:Develop team recognition goals

Create a principal advisory team to give students voice inschool decisions

School Performance Targets:SPT-CS1: Increase the percent of students involved in community service.

Strategies to meet target:Each team will develop and implement a minimum of onecommunity service project.All staff will continue to encourage student volunteeropportunities within the community.

Priority Area: Community RelationsGoal: Promote and provide effective communication with internal and external audiences.District Performance Target:Complete the strategies as outlinedSchool Performance Targets:SPT-CR1: Develop social media platforms that reach at least 1,000 people.

PHenry

5


AssessmentResults


Sharping Account Statistics

1,000 followersbetween the 2accounts Spring 2016

All TeachersGroups Createdand Functioning

All staff andstudents aremembers ofdesignated group May 2016

Sharping Fall 2015


AssessmentResults


Sharping, Walker 10 invitations sent, 10 invitations sent 2015-2016ProfessionalDevelopmentCommittee

Invitations hand-delivered tosurrounding homes

Number of visitingneighbors 2015-2016

CounselorsNumber ofvolunteer mentors

Increased numberof students pairedwith a mentor 2015-2016


Maintain a social media team to maintain PHMS Twitter andFacebook accounts.

Maintain use of Edmodo platform for staff and studentcommunicationUpdate Patrick Henry School Website

Priority Area: Community RelationsGoal: Foster partnerships with families, community members, businesses, and organizations in support of the District's vision.District Performance Target:Complete the strategies as outlinedSchool Performance Targets:SPT-CR2: Invite community members, including SFSD School Board Members to visit Patrick Henry.

Strategies to meet target:1.Principals will invite a minimum of 10 community membersto tour PHMS

Invite surrounding neighbors to visit Patrick Henry for toursand neighborhood breakfast

Partner with LSS Mentorying Prgram

PHenry

6

WHITTIER

MIDDLE SCHOOL

SCHOOL IMPROVEMENT

PLAN

December 2015


AssessmentResults



Read180/Sys44/LitZone,Fink, Moore SPI/SRI May 2016

Read 180 staffconversation atstaff meetingsabout score andreports

Dori Nelson -Cybrarian SRI/SPI - May 2016

ELA, SocialStudies, andScience teachers

ELA quarterlycommon formativeassessments May 2016 Job - alike planning

Whittier Middle SchoolPriority Area: Student Achievement (SA)Goal 1: All students will improve reading/langauge arts skills to achieve high standards.State Aspiration: All students enter 4th grade proficient or advanced in reading.

District Performance targets:On District reading/language arts assessments the score at the 77%ile will increase and the difference between this score and thescore at the 22%ile will decrease.Increase the percent of students proficient in reading as measured by the Smarter Balanced Assessment.Increase the percent of students who receive a score of 4 or higher on the District Writing Assessment.School Performance targets:SPT-R1: According to the SRI/SPI reading test, we believe that all students will:6th/7th/8t - 100% of all students will grow at or beyond their expected results as measured by the Scholastic Reading InventorySPT-R2: In regards to writing assessment, we have noticed that the way we assess student writing is not consistent throughout our contentareas. During the year, our language arts staff will create a rubric that defines mastery for informational text on a 4 point scale. This rubric willbe shared at the end of the year with all core/encore areas for formation of writing data for the 15-16 school year.SPT-R3: 2015 SMARTER BALANCED results indicate that 42.31% of all students are proficient or advanced. By the end of the2015-16 school year,we will see a 4.81% to a total of 47.12% of all students will score at the proficient or advanced level.


SPT-R1: All students will be assessed in the SRI, and theSPI as needed. They will be assessed during Sept. - Dec -May.

SPT-R1: Students will have a variety of resources availableto them at their lexile level to continue to enhance, intervene,and instruct at their lexile level.

SPT-R1: Core classes will continue to offer and monitorstudent reading during weekly choice reading periods.

Whittier

1

Read 180, ELL,and core teachers,Fink, Moore

Ongoing classperformance,formative andsummativeassessments,Smarter BalancedAssessment,District Readingassessment, SPIscores, SRI scores

2015-16 schoolyear

Planning time fordata analysis,coordination ofmaterials andstrategy sharing

6-7-8 ELA CoreTeachers

SRI/SPI - commonformativeassessments Jan 2016

InstructionalCoaches,Administration,Science and Socialstudies instructors

Smarter BalancedAssessment,Dakota Step (8thGrade Science),QuarterlyPerformance Tasks

All students willearn a 3 on eachQuarterlyPerformance Task,positive growth onDakota Step andSmarter BalancedAssessment results Jan 2016

1/2 day releasetime once persemester for SocialStudies andScience teachers


AssessmentResults



Fink - Moore -Fossell

Power MathAssessments

2015-16 SchoolYear

SPT-R1: All non-proficient students will receive intensivereading support appropriate to their assessed level throughplacement in System 44, Read 180, or Lit Zone, based ondata analysis and teacher recommendation.

SPT-R1: - Each content area in reading will develop abenchmark for each quarter that will drive their reading focusfor the year. The benchmark component will have a commonformative assessment and data analysis tied to it, along withan analysis of Smarter Balanced scores

Social Studies and Science teachers will continue toincorporate non-fiction informational texts, while focusing onclaim and support strategies. Each content area in readingwill develop a benchmark for each quarter that will drive theirreading focus for the year. The benchmark component willhave a common formative assessment and data analysistied to it, along with an analysis of Smarter Balanced scores


District Performance targets:On District math assessments the score at the 77%ile will increase and the difference between this score and the score at the 22%ilewill decrease.Increase the percent of students proficient in mathematics as measured by the Smarter Balance Assessment. SPT-M1: 2015 SMATER BALANCED results indicate that 29.99% of all students are proficient or advanced. By the end of the 2015-16school year, 5.83% of all students will improve to prociency for a total of 35.82% will score at the proficient or advanced level.


SPT-M1: Look at the interventions (power math and directedmath) through the tiered process, and track progressthrough benchmarks for non-proficient students. Injob-alikes, analyze data by indicators, design & implementeffective strategies to address identified deficiencies.

Whittier

2

6-7-8 MathTeachers -Fink

Smarter BalancedAssessment andcommon formativeassessments May 2016 Time

Math Teahers District Unit TestsAchievement levelsof SLO's Jan 2016 Time

DS Teachers FAST MATH Report May 2016


All certified staff Pre/Post Survey2015-16 schoolyear

Two half-days forstaff with subs, plustwo building in-services and ourlate start in-service

All teachers, Fink,Moore


2015-16 schoolyear

PROtime teachers Smarter BalancedAssessment

2015-16 schoolyear

All assignedteachers


2015-16 schoolyear

Team Leadersreview the purposeand effectivenessof the ICU program.

SPT-M2: - Each math content area will develop abenchmark for each quarter that will drive their math focusfor the year.

SPT-M1 - Math teacher will meet to review, analyze andevaluate the results of district common assessments, alongwith Smarter Balanced assessments

SPT-M1 - Implementation of Fast Math software during DSfor those students who are not fact proficient. The first 20minutes of math time once a week will be time for studentsto be on the software for 3 times a week minimum.

Priority Area: Student Achievement (SA)Goal 3: All students will improve content skills toachieve high standards.State Aspiration: The gap for Native American studentsis elminated.District Performance Targets:On District assessments the score at the 77%ile will increase and the difference between this score and the score at the 22%ile willdecrease.School Performance Targets:SPT-AC1: The baseline School Performance Index (SPI) is 26.56 in math and 26.79 in reading, with a combined score of 53.35.Increase each by 5% to 29.3 in math and 29.6 in reading, with a combined score of 58.9 for the school year 2015-16


SPT-R1 and R2:DISTRICT PAGE TRAINING

SPT-AC1: Focus on numeracy and literacy in all classes.

SPT-AC1: PROtime teachers review current achievementscores with all students and establish individual goalsthrough infinite campus and SLO process

SPT-AC1: Students will receive during/after school tutoringby utilizing ICU lunch and after school homework help.

Whittier

3

All TeachersSmarter BalancedAssessment

2014-15 Schoolyear

On goingtechnology trainingduring professionaldevelopment days,job a-likes, staffmeetings, & 1/2day collaborationday.

Administration,Team Leaders

Team goals alignedwith building goalsto increase studentachievement

increase in studentachievement,student attendance,decrease in ICU August 2015

.5 day training priorto school starting


AssessmentResults



All staff; steeringcommittee: Moore,Peska, Venekamp,Mann, Madson,Bakkedahl, Shade,Gratopp, andFjeldheim SRO,TBD

Safety survey andOlweus Bullysurvey

2015-16 Schoolyear

Continued trainingduring all staffmeetings by theOlweus team

Moore Smarter BalancedAssessment

2015-16 Schoolyear

SPT:AC1: Chrome Books are utilized as a way to increasestudent engagement and build 21st Century Skills.

Team leader training and planning for alignment to schoolgoals and focus to increase student achievement in allsubject areas



School Performance Targets:SPT-S&S1: According to the 2012-2013 safety survey, 92.3% of students felt safe in school and 85.6% of students felt respected. Forthe 2015-16 school year, we will work toward 100% of students feeling safe and respected.SPT-S&S2: For the 2014-15 school year,1,510 office referrals were recorded. For the 2015-16 school year, office referrals willdecrease by 5%.


SPT-S&S1: Students will participate in the PRIDE (Olweus)Bully Prevention Programs

SPT-S&S1: Extensive transition activities between 5th and6th grades and 8th and 9th grades will be provided to helpminimize any learning dips between levels. For 5th gradersJump Start and 5th grade visits by the 6th grade teachers.

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All staff

Safety survey andtotal office referralsreported.

All bus studentsand driversparticipated indiscussion groupsafter watching"Tears on theHighway." Buseswere identified as"hot spots."

2015-16 Schoolyear

All staff

Safety survey andtotal office referralsreported.

2015-16 Schoolyear Team discussions

All staff; MooreSafety survey; dataon time-outs

2015-16 Schoolyear

Moore examineddata from 2013-14,clarifiedexpectations andprocedures toaddress low-levelbehaviors, andpresented to allstaff at staffmeeting.

SPT-S&S2: Staff will provide increased supervision beforeand after school and during passing periods, based on "hotspots" identified by bully surveys.

SPT-S&S2: Staff will implement consistent routines,procedures, and engagement strategies through the whittierway.

SPT-S&S2: Staff consistently addresses low-level behaviorsin their classrooms.


Priority Area: Student Personal Growth Skills (SPGS)Goal 1: All students will improve use of 4 Cs - communication, collaboartion, critical thinking and creativity.State Aspiration: Students will graduate high school ready for postsecondary or the workforce.District Performance Targets:Increase the percent of drop-in classroom visits that document students acquiring and demonstrating 4 Cs - communication,collaboration, critical thinking, and creativity.School Performance Targets:SPT-21C1: Data from the 2012-2013 school year indicated that 21st Century Skills were observed in 92.7% of McRel drop-in visits.For the 2015-16 school year, that number will increase to 95% of all visits.

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AssessmentResults



Teachers

McRel drop inreports show anincrease in numberof classes in which21st Century skillsare observed

2015-16 Schoolyear

Fink/Moore

McRel drop inreports show anincrease in numberof classes in which21st Century skillsare observed

2015-16 Schoolyear

All PROtimeTeachers

Drop-Ins duringPROtime

2015-16 Schoolyear


AssessmentResults



All teachers, Fink,Moore 2015 Gallup Poll

2016-17 Schoolyear

All staff, SRO 2015 Gallup Poll2016-17 Schoolyear


SPT-21C1: Teachers plan lessons that include 21st Centuryskills, along with Prime Time I and II, as an integralcomponent of the lesson.

SPT-21C1: Between the two principals, all teachers on theevaluation schedule will recieved the required amount ofdrop-ins and formal evaluations.

SPT-21C1: Teachers will implement PROtime Curriculum.



School Performance Targets:SPT-WB1:According to the results of the 2014 Gallup Poll, 59% of Whittier students indicated they were hopeful (59% in 2010); 66%indicated they were engaged (71% in 2010), and 70% indicated they were thriving (71% in 2010). Our goal is to show an increase of5% in each of these areas on the 2016 Gallup Poll.SPT-WB2: According to the 2011 District Safety Survey, 64 students (8%) indicated that they had used alcohol or other drugs duringthe previous 30 days. Our goal is to decrease that number less than 50 students for the school year 2016-17. SPT-WB3: Accordingto the results of the 2011 Fitnessgram, 68.87% of 14-year old boys and 65.48% of 14-year old girls at Whittier have a body mass indexin the Healthy Fitness Zone. Our goal is to increase that number by 3% in each group, to 72% of the boys and 68% of the girls.

Strategies to meet target:SPT-WB1: Each student will receive positive writtenrecognition from teachers at least once during the schoolyear.SPT-WB1:: Students identified and rewarded through"Random Acts of Kindness"

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Whittier Staff 2015 Gallup Poll2016-17 Schoolyear

PE teachers2015 Fitnessgramresults

2015-16 Schoolyear


AssessmentResults


Teams

Activity connectedwith our PRIDEteam

Various Projectsduring the schoolyear

2015-16 Schoolyear

Carrie Gehringer,Student CouncilAdvisor

Number ofitems/moneydonated

2015-16 Schoolyear

Fink/Moore Contact Meetings2015-16 SchoolYear


AssessmentResults


FinkNumber ofmessages sent

2015-16 SchoolYear

SPT-WB2: Students will have the opportunity to qualify forthe Student of the Month and Whittier Way awards.SPT-WB3: Students will monitor the time spent in their targetheart rate area during physical education classes.

School Performance Targets:SPT-CS1: On the 2012 Safety Survey, 45.5% of our students responded that they had been involved in community service activities.Our goal is to increase that to every student through our PRIDE team wolverine days.


SPT-CS1: Teams provide opportunities for students toparticipate in one community service activity.

SPT-CS1: Student council coordinates the annual fooddrive.

SPT-CS1 - Increase the number of adult communitymembers at Whittier - Principal will be responsible for 13invitations to community members.

Priority Area: Community RelationsGoal: Promote and provide effective communicationwith internal and external audiences.District Performance Target:Complete the strategies as outlined

School Performance Targets:SPT-CR1: Develop additional methods ofcommunicating with stakeholders.SPT-CR2:Increase opportunities for communitymembers to visit school and increase outreach ofschool personnel into the community."


SPT-CR1: Utilize Parentlink whenever appropriate.

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All Teachers

ICU lunch, ICU listused during andafter school.Teams andadministrationreview ParentContact Logsthroughout theschool year.

2015-16 SchoolYear

Fink/MooreEnd of yearnumbers

2015-16 SchoolYear

Fink/Moore Number of visitors2015-16 SchoolYear

Fink/MooreNumber of parentswho attend

2015-16 SchoolYear

Moore, Nelson

Longitudinal studyof students oncethey enter highschool

2015-16 SchoolYear

SPT-CRI: Utilize ICU list and Parent Contact Logs asinternal communcation

SPT-CRI: Engage three community partners in applicationsat Whittier - whether that is mentoring, instructiona, orfinancialSPT-CR2: Issue invitations to various groups to meet/tourWhittier.SPT-CR2: Continue "Donuts and Dialogue" sessions withparents semesterly

SPT-CR2: Select at-risk students who have the potential toattend post-secondary educational institutions to attend the"High School Readiness and Career Exploration" class, toexplore career opportunities provided through partnershipswith the CTE academy, WHS, SETI, USF

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middle school school improvement plans

Documents