salisbury middle school · salisbury middle school school improvement plan 2017-2018 page | 10...

BOARD OF EDUCATION OF WICOMICO COUNTY 2424 Northgate Drive

P.O. Box 1538

Salisbury, MD 21802-1538

Success - Every Student, Every Day

Salisbury Middle School

School Improvement Plan

2017-2018

Table of Contents

Salisbury Middle School SCHOOL IMPROVEMENT PLAN

2017-2018

Page | 2

Mission and Belief Statements

SIP Summary Narrative Page 5

Academic Data, Analysis, Strategies and Goals Literacy Mathematics Science

Page 6

Instruction and Student Learning Page 18

Attendance Data Page 19

Culture and Climate Page 21

Parent Involvement Page 26

Mission Statement: At Salisbury Middle School, our mission is to create a safe, technology-rich learning environment that focuses on academic and inter-personal success for all. Belief Statements: We Believe:

• All students and staff must have the right to learn in a safe and respectful environment.

• Everyone in our school must be valued and treated with respect.

• The primary focus of all decisions and actions must be to assist everyone in developing skills to learn effectively, now and in the future.

• All students and staff must accept responsibility for their actions and behave in a manner which is conducive to a positive learning environment.

• Instruction must be aligned with the standards, goals, and expectations for student learning.

• In order to meet the needs of all learners, teachers must differentiate instruction.

• All students must be actively involved in their learning.


2017-2018

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Values: Academic:

• Learning

• Achievement

• Perseverance & Resilience (Grit)

• Responsibility

• Organization

• Growth Mindset

• Ability to Follow Verbal and Written Directions

Character:

• Leadership

• Kindness

• Acceptance

• Self-Control

• Respect for Self, One Another, and School

• Responsibility

• Honesty & Integrity

• Manners & Politeness

• Anger Management

Report Card Data & Information: Our school’s official accountability report card may be accessed at Maryland Report Card.

http://reportcard.msde.maryland.gov/Entity.aspx?k=220910


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School Improvement Team Members (as of 6/30/17): Tara Elliott, ILT Chair, ELA, 6th Grade Chad Pavlekovich, ILT Chair, Science, 6th, 7th & 8th Grade -- Innovators Kris Gosnell, Principal Kim Moore, Math Professional Development Coach Katherine West, Literacy Professional Development Coach, & PDS School Coordinator Ryan Carnahan, CARES Brittany Ellis, Media Specialist Becky Claggett, Special Education Coordinator Nick Tretina, 6th Grade History – Sharks, Student Government Chair Tonya Wilson – Freedom Fighters Katie Serenyi, Math, 7th Grade – Stars and Stripes Deb Aalders, 8th Grade Science -- Midknights Kristi Grande, 8th Grade Math -- Navigators Jen Mudd, Special Areas & PBIS Chair Susan Perry, Reading Intervention & Reading Lab Coordinator Jeri Hurley, Special Areas Deb Turner, Guidance Ellie Ennis, Salisbury University Professional Development School Liaison TBA–PTA President


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School Improvement Plan Summary Narrative: Based on academic, behavioral, and attendance data from 2014-2017, the Salisbury Middle School Instructional Leadership Team identified several needs for the 2017-2018 school year. To foster and develop a reduction in office referrals and bullying incidences (particularly in the areas of our FARMS and African American students), we plan to implement:

• A full return to Postitive Behavior Interevention Strategies (PBIS)

• Character Education in TA Classrooms

• United Expectations from Students, Staff & Administration

• Building of Student-Teacher-Parent Relationships After examining our academic data, we identified needs in the areas of academic vocabulary, problem solving, literacy, and a large number of students reading below grade level. We plan to implement:

• Common Academic Vocabulary for School Wide Learning

• Strategies for Problem-solving.

• Common Strategies for Literacy (Notice & Note and Reading Non-Fiction for Fiction and Non-fiction)

• Leveled Literacy Intervention (Reading Lab)

• Independent Reading


2017-2018

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Academic Data w/ Action Steps and Strategies


2017-2018

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Literacy PARCC ELA Assessment Data:

PARCC

TESTING 2016

Level 1 Level 2 Level 3 Level 4 Level 5 ≥ Level 4

Met or Exceeded

Expectations Test Name

Total #

Ave. Score

# % # % # % # % # % # %

ELA 6

254 731 45 17.7% 74 29.1% 58 22.8% 62 24.4% 15 5.9% 77 30.3%

ELA 7

277 729 63 22.7% 65 23.5% 64 23.1% 67 24.2% 18 6.5% 85 30.7%

ELA 8

242 734 51 21.1% 50 20.7% 53 21.9% 78 32.2% 10 4.1% 88 36.4%


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2017-2018

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Reading Inventory Data:

Count School of Enrollment Below Basic Basic Proficient Advanced

682 Salisbury Middle School

26% 33% 20% 20%

693 20% 32% 22% 25%


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Strategy Goal 1:

Measureable Improvement Goal

Target Group(s) End of Year Goal Implementation Data Source Outcome Data Source

Increase grade-level average Lexile by 70 L in grades 6 and 7 and by 50 L in grade 8

All students at SMS Grade 6 growth = + 70 L Grade 7 growth = +70 L Grade 8 growth = + 50L

September Reading Inventory score April Reading Inventory score

Implementation Steps/Strategies/Professional Development Person(s) Responsible Time Line

Twenty minutes of daily independent reading in ELA classes (ie. Class novels, anthologies, non-fiction articles, choice novels, etc.)

ELA teachers August 2017 – June 2018

Professional Development on sustaining independent reading in your ELA classroom for independent reading.

ELA PD Coach August – September 2017

Classroom magazines for Science Classes, ELA Classes and History Classes. Science World, Scope, Junior Scholastic, Time Magazine.

CORE Teachers, PD Coaches, Media Specialist

August 2017-June 2018

Ice Cream Socials for 100 Point Increases in Reading Inventory from Fall to Winter, and from Winter to Late Spring.

ELA PD Coach August 2017- June 2018

Teaching common academic vocabulary as well as Greek and Latin roots at every grade level; professional development on research-based best practices in vocabulary instruction.

All content teachers; Literacy PD Coach

August 2017 – June 2018

Prefix of the Week added to the TV Scroll for daily reading/reinforcement. PD Coach August 2017 – June 2018

Teaching students how to comprehend and solve multiple-step problems and prompts using appropriate strategies; professional development on how to write multiple step problems and writing prompts, professional development on how to teach strategies for problem solving/prompt breakdown.

All content teachers; Math PD coach, Literacy PD coach


CUCC Directions Poster created and posted in every classroom to reinforce problem solving skills. Distributed to all teachers during back to school week.

Math & ELA PD Coach August 2017

Notice and Note strategies for Reading Non-Fiction for all teachers of any subject area. All teachers & ELA PD Coach August 2017 – June 2018

Reading Lab: Leveled Literacy Intervention (LLI) to provide instructional level lessons for those students reading at a basic or below basic level; LLI training and support for reading lab teachers.

Reading lab teachers, SPED teachers, assigned ELA teachers



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Quarterly Progress Results

Quarterly Progress Results

Final Progress Results

Baseline Reading Inventory results for all students; BAS or Johns Reading Inventory for students enrolled in Leveled Literacy Intervention (LLI)

Mid-year reading inventory growth of: 35 L for 6th grade 35 L for 7th grade 25 L for 8th grade 150 points for students enrolled in LLI

Final-year Growth: 70 L for 6th grade 70 L for 7th grade 50 L for 8th grade 300 points for students enrolled in LLI


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Reading Lab (LLI) Scores: End of Year Data for All Grades 2016-2017

8th Grade Total Decreased >100 100 200 300 400 500 Exited Removed Not

Trackable

53 3 2 7 17 9 5 5 0 1 4


trackable

65 4 14 5 8 17 7 6 0 1 3


Trackable

62 0 0 2 13 10 8 23 0 2 2

Totals 180 7 16 14 38 38 20 34 0 4 9

Percentages 4% 9% 8% 21% 21% 11% 19% 0 2% 5%


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Reading Lab (LLI) Scores: End of Year Data for All Grades 2015-2016

8th Grade Total Decreased >100 100 200 300 400 500 Exite

d Removed Not

Trackable

46 0 1 7 10 15 7 1 0 1 4


d Removed Not

trackable

68 2 2 16 10 17 7 4 0 7 3


d Removed Not

Trackable

58 1 0 1 13 14 14 12 0 2 1

Totals 172 3 3 24 33 46 28 17 0 10 8

Percentages 2% 2% 14% 19% 26% 16% 10% 0 6% 5%


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Mathematics: PARCC Math Assessment Data:

PARCC TESTING

2016

Level 1

Level 2 Level 3 Level 4 Level 5 ≥ Level 4

Met or Exceeded

Expectations

Test Name

Total #

Ave. Score

# % # % # % # % # % # %

Algebra 1

39 785 0 0% 0 0% 2 5.1 31 79.5% 6 15.4% 37 94.9%

Math 6 254 729 38 15% 79 31.1% 71 28% 58 22.2% 8 3.1% 66 26%

Math 7 277 727 47 17% 90 32.5% 86 31% 47 17% 7 2.5% 54 19.5%

Math 8 201 725 52 25.9% 40 19.9% 52 25.9% 57 28.4% 0 0% 57 28.4%


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2017-2018

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Strategy Goal 1:

Implementation Steps/Strategies Person(s) Responsible Time Line

Teaching students how to comprehend and solve multiple-step problems using appropriate strategies; professional development on how to write multiple step problems, and professional development on how to teach strategies for problem solving.

Math teachers, Math PD coach August 2017 – June 2018

Utilize formative assessment data to identify student strength and weaknesses and plan instruction accordingly.

Math teachers August 2017 – June 2018

Utilize flexible grouping to teach, remediate, and extend grade level standards according to student readiness.

Math teachers August 2017 – June 2018

Teachers and students will teach and use mathematical vocabulary on a daily basis in both oral and in written form.

Math teachers, math students August 2017 – June 2018

Utilize Number Talks in sixth and seventh grade to built number fluency and express mathematical thinking 6th and 7th math teachers, Math PD Coach



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Science: MSA Science Data 2016 All Students

% of students proficient # of students advanced/proficient Total # of Students

63% 153 243

% of students proficient # of students advanced/proficient Total # of Students

59.9% 157 262 Strategy Goal 1:

Measureable Improvement Goal

Target Group End of Year Goal Implementation Data Source Outcome Data Source

MSA Science DATA WILL CHANGE TO THE MISA during the 2017-2018 school year (Maryland Integrated Science Assessment, based on Next Gen Standards)

All 8th grade students BASELINE DATA MISA MISA

Strategy 3: Implementation Steps/Strategies

Person(s) Responsible Time Line

Continuing to align instruction with Next Generation Science Standards. Science Teachers August-June

Inquiry-Based Instruction. Science Teachers August-June

Reading Non-Fiction strategies for reading non-fiction text. Science, History & ELA Teachers August-June

Teaching students how to comprehend and solve multiple-step problems using appropriate strategies; professional development on how to write multiple step problems, and professional development on how to teach strategies for problem solving.

All content teachers; ELA & Math PD coach



2017-2018

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Student Learning Strategies:

Focus Area A Instruction and Student Learning: Accelerate student learning

Action Step Time Line Person(s) Responsible (Use titles, not names.)

A1 Utilize effective instructional strategies to meet the needs of diverse learners and improve learning.

August – June PD Coaches, Teachers, Administrators

A2 Examine student performance data (e.g., summative and formative assessment data, written work, portfolios, projects) collaboratively, utilizing the continuous improvement process.

August – June PD Coaches, PLCs, Teachers

A3 Utilize before, during and after reading strategies to meet the needs of diverse learners and improve learning in reading in all classes.

August – June Teachers, PD Coaches

A4 Develop classroom level assessments that mirror the content and structural demands of the Reading PARCC Assessment.

August – June Teachers, PLCs, PD Coaches

A5 Utilize student learning data to accelerate student achievement in reading. August – June Teachers, PLCs, PD Coaches

A6 Utilize strategies to teach problem solving, number sense and computation in an inquiry based format in order to meet the needs of diverse learners and improve learning in mathematics.


A7 Develop classroom level assessments that mirror the content and structural demands of the Math PARCC Assessment.


A8 Utilize student learning data to accelerate student achievement in math. August – June Teachers, PLCs, PD Coaches

A9 Utilize technology to enhance student learning and increase proficiency with administrative tasks.

August – June Teachers, PD Coaches, Administration

A10 Improve teachers’ expertise in the use of technology for administrative and instructional purposes.

August – June PD Coaches, Administration, Teachers

A11 Provide on-going professional development opportunities for teachers. August – June Administration, PD Coaches

Professional Learning Communities: During the 2017-2018 school year in ELA PLCs, teachers will complete a book study of The Common Core Writing Book by Gretchen Owocki which is aligned with the Common Core Standards and provides teachers with sample and model lessons as well as graphic organizers to help students master the craft of writing. In other PLC’s, sample lessons will be pulled by our Professional Development coaches to demonstrate how writing can be aligned quickly and easily utilizing Owocki’s book. Our data plainly shows there is a need for writing across all content areas. This book will assist in helping us align writing in ELA as well as in all content areas. In math PLC’s, our Professional Development coach will focus on how to use math talks effectively as a modeling tool to improve our students’ thinking skills.


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Attendance:

We will increase (maintain) the percentage of student attendance to (at or above) 94%.)

Student Group: 2014-15 2015-16 2016-2017

All Students 94.21 93.34 93.44

American Indian/Alaskan Native 100 94.03 97.26

Asian 100 96.03 96.6

Black or African American 94.53 93.19 93.06

Hispanic/Latino of any race 93.42 93.52 93.81

Native Hawaiian/Other Pacific Islander N/A -- --

White 94.68 93.24 93.87

Two or more races 93.81 93.24 91.68

FARMS 92.33 90.94 92.14

Special Education 90.38 90.81 90.95

Limited English Proficient N/A 100 --

Strengths: There are many consistently present students.


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Areas of Need: Special Education students had the lowest attendance rate.

Focus Area B: Improve Student Attendance

Action Step Time Line Person(s) Responsible (Use titles, not names.)

Review and analyze student attendance data. Monthly Attendance Clerk, Home School Liason, & Principal

Implement activities to encourage and recognize outstanding student attendance. Monthly Attendance Clerk, Home School Liason, & Principal


2017-2018

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Culture and Climate: Student Behavior:

2013-2014 2014-2015 2015-2016 2016-2017

Total Number of Referrals 2,042 2,482 2,404 3086

701-Disrespect 290 501 260 237

102-Tardiness 499 405 794 237

704-Classroom Disruptions

287 365 259 538

702-Insubordination 372 364 282 540

807A-Failure to Stay For Detention

67 102 40 183

405-Fighting 65 99 82 94

807X-Horseplay 29 97 89 154

807D-Vulgar Language 49 85 125 169

705B-Inciting/Participation in Disturbance

73 76 113 139

101-Class Cutting 60 70 81 189

807I-Leaving Class Without Permission

32 56 40 133

Subgroup Data 2013-2014 2014-2015 2015-2016 2016-2017

African American 1,899 2,219 1,978 2579

White 230 278 327 229

Asian 2 10 4 4

Hispanic 95 91 95 125

2 or more 149

FARMS 2073 2010 2155 2582

Special Education 564 444 651 646


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Strengths:

• Trends in data show consistency with our Asian and White populations.

• Tardiness is down.

Opportunities for Improvement:

• Tardiness to class and tardiness to school.

• Insubordination, disrespect & classroom disruption…. Note that classroom disruption is at an all time SMS high.

Measureable Improvement

Goal

Target Group(s) End of Year Goal Implementation Data Source Outcome Data Source

Reduce behavior incidents leading to the writing of office referrals.

Students who are continuing to be classroom disruptions and interfere with instruction.

Reduction of office referrals by a minimum of 2%.

X2 X2

Bullying incidences. Entire SMS student body. Reduction of bullying reports by a minimum of 5%.

County Database of Bullying Reports through Central Office.

County Database of Bullying Reports through Central Office.

Increase the number of extra-curricular activities and clubs for the student population.

Entire student body. Increase the number of extra-curricular activities and clubs for the student population by a minimum of 10%.

Principal’s Records Principal’s Records

Implementation Steps/Strategies Person(s) Responsible Time Line

Best Practices Guide for Teachers on Classroom Management, Reading Strategies and Problem Solving Approaches – Given to every teacher at the beginning of each school year.

PD Coaches, ILT Team August-June

Small Group Sessions for Target Audiences – Organizational Help, Anger Management, Disengaged Students, FARM Students with College Potential, Self Esteem, Breaking the Bullies, Class Cutting, Frequent Lateness to Class.

Guidance, Administration, Assigned Teachers, SST, & Staff

August-June

Restorative Practices & Character Education based on the 3R’s, (Respect, Responsibility & Ready to Learn) during administrative conferences, guidance conferences, and Teacher’s Advisory.

Guidance, Administration, Teachers, Staff, PBIS Team, TV Studio

August-June

Establishment of a growth mindset culture. TV Studio, PD Coaches, Administration, Teachers, Students, ILT Team, PBIS Team

August-June


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One-on-One mentors for specific students who are disengaged from school. Administration, Volunteer Teachers, SST, Staff, Parent Volunteers

August-June

Consistency of non-negotiable expectations from staff & students:

• Written passes for students in hallway.

• Cell phone policy as per the BOE.

• Hats worn in the building.

• Dress code.

• Food & drink outside of the cafeteria.

• Gum chewing & eating candy (including when to eat incentives).

• Students seating at assigned lunch tables.

• Active monitoring of students by administration and lunch duty staff from the floor of the cafeteria…no use of the stage during lunch.

• Vulgarities and inappropriate language.

• Play fighting and horseplay.

• Lunch detention procedures for school assigned lunch detentions and teacher assigned lunch detentions or lunch incentives.

• Active monitoring of students in the hallway during class changes by all staff, teachers, guidance, and administration.

• Review and following of WCBOE county handbook.

ILT Team, Teachers, Staff, Principal & Administration

Implementation to begin Fall of 2017.

Focus Area C School Structure: Improve school climate to ensure a safe, drug-free environment conducive to learning

Action Step Time Line Person(s) Responsible

C1 Maintain and implement the school’s Crisis Management Plan.

• Review and revise the Crisis Management Plan to ensure compliance with MSDE and local requirements.

• Review the Crisis Plan and safety drill procedures during faculty meetings.

• Conduct safety drills with students, (fire evacuation, civil defense, code red) as mandated.

• Conduct tabletop Crisis Drill and mock evacuation drill every year.

August – June Principal, Administration, Teachers, Student Resource Office, Student Services Team, ILT Team


2017-2018

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Learning Environment: Tier 1:

• Utilize the morning announcements to provide opportunities for students and staff to learn about diverse histories, cultures and worldviews.

• Make a purposeful effort to articulate and revisit the implementation of PBIS initiatives within the school.

• Utilize feedback from “targeted” students to gain perspective on what needs to be reinforced.

Tier 2:

• Utilize students to do skits related to positive character traits to model correct demonstrations of those traits. This will be used in classrooms and school wide to teach proper behavior. The SRO will be incorporated in skits as appropriate.

• Create a shared positive learning environment by developing classroom routines and expectations collaboratively with students and staff at the beginning of the school year. Revisit these throughout the year, and adjust.

August—June

Principal, Administration, Teachers, TV Studio Crew, Students, School Resource Officer

Relationships: Tier 1:

• SRO and staff will work with a team of identified students to serve in leadership roles. This will include their feedback and direct work with students in hallways related to behavior.

• In collaboration with the staff, students, and SRO, create an anti-bullying campaign to reinforce positive student interactions.

Tier 2:

• Utilize students to do skits related to positive character traits to model correct demonstrations of those traits. This will be used in classrooms and school wide to teach proper behavior. The SRO will be incorporated in skits as appropriate.

August—June

Principal, Administration, Teachers, TV Studio Crew, Students, School Resource Officer, Student Services Team


2017-2018

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Safety: Tier 1:

• Review existing data on the adverse impact of disciplinary practices on racial/ethnic minorities and students with disabilities.

• Identify time/place/persons, where events are likely to occur and be present to proactively stop or prevent crime or victimization from occurring.

• Use data from the school climate survey to identify and address issues such as bullying and to support a positive school climate.

Tier 2:

• Utilize students to do skits to teach positive social skills through modelling and role play for students who display antisocial behavior.

• This will be used in classrooms and school wide to teach proper behavior. The SRO will be incorporated in skits as appropriate.

• Create Say Something posters for display throughout the school.

• In collaboration with the staff, students, and SRO, create an anti-bullying campaign to reinforce positive student interactions.

August—June

Principal, Administration, Teachers, ILT Team, Student Services Team


2017-2018

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Parent Involvement:

The research is clear: family involvement, more than financial well-being, is a better predictor of a student’s academic and social success. Children whose families are involved in their learning display more positive attitudes toward school, behave better in and out of class, earn better grades, and are more apt to pursue higher learning. Salisbury Middle School is committed to working with all parents to ensure they have information about their child’s classes and have information about how they can support their child’s academic learning. Administrators and teachers are committed to nurturing and supporting family involvement in a variety of ways.

• In the fall of each school year – to kick off American Education Week - the Wicomico County Board of Education sponsors a family involvement conference for parents. This conference brings together the resources of the community and schools to benefit parents. Held on a Saturday, the conference covers a wide range of topics that are of interest to parents in supporting their child academically and socially. There are also topics that support strengthening families: how to buy a home, financial advice, etc. The conference is free, interpreters and childcare are provided; a light breakfast is served; businesses donate door prizes for attendees. Parents can register online, through a paper registration or on the day of the conference. Parents also serve on the organizing committee for the conference.

• In the spring of each school year, the Wicomico County Board of Education sponsors the Summer Engagement Expo & More to connect families with engaging summer activities in our community in which their child can be involved. Different community organizations that provide activities for children during the summer months set up a table and share information about their programs. To support parents, mini-sessions are held to discuss Career & Technology Education; Visual and Performing Arts; Dual Enrollment, Honors and AP classes and the new SAT. This event is held the first week of March, prior to middle and high school scheduling; therefore, guidance counselors from middle schools and high schools are available to answer questions parents and students have about scheduling for classes for the next school year.

Parent Involvement Opportunity at SMS How the Event Extends Involvement How the Event Supports the School’s Goals

Back to School Night Schedule information, meet the teachers, club displays and information for students.

September PTA This event will foster student-teacher-parent involvement by allowing students and parents to meet the teachers, as well as what clubs are available to students, how student schedules work, and how to contact teachers.

Family Tailgating Night: Clubs, PBIS Events, Wednesday Club Days, Parent Portal Sign Ups, Content Area Activities centered on Football, PTA to provide food and support.

October PTA A listing of after-school clubs will be available to students, as well as more information about Bi-Weekly Clubs.


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Parents can sign up and learn how to utilize the Parent Portal in order to foster an awareness of academic performance of their children. Content Area activities will center on Football as the season opens at this time.

American Education Week Regular PTA Visitation Night & Bookfair:

Parents, students & teachers interact with books and meet with teachers regarding student behavior and grades. PTA to provide food and support.

November PTA Parents, students and teachers will have an opportunity to interconnect and build relationships as they attend a series of events designed to get everyone reading.

Science Night: Parents watch students compete in the County-wide STEM challenge SMS elimination round. PTA to provide food and support.

February PTA Parents, students and teachers will have an opportunity to interconnect and build relationships as they attend the competition driven STEM challenge based on grade level.

American Education Week: PTA to run the school Scholastic Bookfair. Parents help with book fair and Turkeygrams, as well as visit classrooms to see their student’s classes in action.

November The PTA Bookfair will assist in fostering a love of literacy in our students. Turkeygrams will help to build teacher-student-parent relationships as well as raise money for our PBIS fund. Parents visiting classrooms will foster the development of parent-student--teacher relationships.

PBIS Holiday Shop Parents, teachers, staff, alumni, and retired teachers assist with setting up and running the holiday shop to benefit all of our students.

December The PBIS run Holiday Shop will allow students to purchase donated gifts for their parents, siblings, family members and teachers utilizing eagle bucks which have been awarded to students based on the 3 R’s (respect, responsibility and ready to learn). This will foster parent-student-teacher relationships.

salisbury middle school · salisbury middle school school improvement plan 2017-2018 page | 10...

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