SIP Quarterly Review The Big Picture

October 11, 2013Anthony Middle School

8:15-9:15

Instructional Leadership Team

Principal: Jackie Hanson Language A Dept. Chair: Casey Strecker

Asst. Principal: Tonya Matthews Math Dept. Chair: Jeff Wynne

Admin TOSA: Jim Glaser Science Dept. Chair: Laura Meier

Aspiring Principal: Kelly Wright Humanities Dept. Chair: Ryan Olson

6th Team Lead: Heather Frye City-Wide Dept. Chair: Grif Brown

7th Team Lead: Ann Ellingham Resource Sp. Ed. Dept. Chair: David Winkler-Morey

8th Team Leads: John Haugen Language B Dept. Chair: Jocelyn Lovick Sarah Whitehouse

Specialists Dept. Chair: Jim SandersDean: Maura Nelson

ILT’s PurposeTo ensure that all students make at least one years’ growth in all content areas, that MYP is implemented consistently to ensure that all students are engaged in rigorous and challenging real world learning, and to align what and how we teach to maximize student achievement.

Roles/Responsibilities Challenges/Needs• Monitor PLCs• Examine building wide

data• Communicate regularly

with team members• Serve as a positive role

model among the staff• Actively participate in

ILT meetings• Assist in decision-

making

• More dedicated time to look at data

• The resources an IL and /or a would provide

Who we are…Mission

Vision• Anthony Middle School

develops interactive, compassionate, and principled learners who strive for excellence, embrace differences and act responsibly within our communities and the world

• Ready for high school. Ready for college

We are an Authorized Middle Years Programme

• Holistic Educationo Focuses on the potential of every learnero Promotes relationshipso Emphasis on life experience and learning beyond the classroomo Encourages connections between subject areaso Empowers students to critically examine the worldo The Learner Profile guides us in the classroom and beyond

• Intercultural Awareness (international mindedness)o Deeper understanding to become active, compassionate and life-long

learners.o Understanding that other people, with their differences, can also be right.

• Communication – 21st Century Engagemento Students learn to communicate in many different wayso Proficient in 2 or more languageso Understand and appreciate arts and information technologieso Writing and speaking is part of the students’ daily lives

Staff Characteristics

Ethnicity % NAfrican Am. 16 12Asian Am. 1 1Hispanic Am. 0 0White Am. 83 61

Asian African Am Caucasian0

10

20

30

40

50

60

70

1

12

61

Staff Ethnicity 2013

Student Enrollment

Student Characteristics

How the state identifies who we are…

• School Designation: Celebration Eligible (MMR 67.73%)o 50.72 points out of a

total possible 75 points• Data Summary, MDE-

Defined• Proficiency: 10.61

points out of 25 possible

• Growth (MCA to MCA): 21.28 points out of 25 possible

• Achievement Gap: 18.83 points out of 25 possible

MCA III Math Proficiency 2012-2013All Students at Anthony made progress in Math:

White: 78.9%-77.8%

Black: 26.3%-33.2%

FRL: 25.3%-32.2%

EL’s: 15.4%-17.6%

SPED: 28.6%-

46.7% W B F E S0

20

40

60

80

100

Student Proficiency MCA

AMS-12AMS-13MPLS -13State- 13

Student Demographics

Perc

en

t

MCA III Reading Proficiency 2012-2013

2012 MCA II: 73.3%2013 MCA III: 56.9%

White: 77.8%

Black: 31.7%

FRL: 28.1%

EL’s: 17.6%

SPED: 27.8% W B F E S

0102030405060708090

100

Students Proficient in Reading-All Grades

AMS-12AMS-13MplsState

Student Demographic Groups

Perc

en

t

MCA Science Data

Science scores on the MCA-III increased from 54% in 2012 to 59% in 2013

51

52

53

54

55

56

57

58

59

60

Chart Title

Series1Series2

Axis Title

Axis Title

Academic Data SummaryMathematics The trend data shows that math proficiency is increasing. All of our demographic groups, except white, made gains. As a school we have increased 2.8% from 2012 to 2013. Our gap decreased by 8% from 2012-2013. Even though we are improving ,our white students are not making gains and we still face a 44.6% gap between our white and black students.

Reading• Our new benchmark for the

Reading MCAIII is 62%. We still have a large achievement gap between our white students and all other demographic groups.

• Our white students scored 93.1 in 2012 and 77.8 in 2013. Although you can’t compare, they made a drop as well.

• The gap between our black and white students is 46.1%

SMART GoalsReading-• Meet our benchmark

of 62% proficient on the MCA-III.

• Decrease the achievement gap between our black and white students from 46.1% to 38.1% on the MCA-III.

Math –• Increase proficiency

from 62.9% to 67.9% on the MCA-III.

• Decrease the achievement gap between our black and white students from 44.6 to 36.6% on the MCA-III.

MathChallenges/Needs

• Meeting the needs of the influx of new-to Anthony students

• 7th grade-27 Students• 8th grade-38 Students• Time to work together to solidify the

vertical alignment of curriculum.• Time to write MYP units• Teacher collaborative time built into

the school day• Strategies to help students “do

school.” o Come to class on timeo Homework completiono Time on task in class

Strengths/ Strategies

• Structured support math classes with smaller class sizes for more 1:1 time with the teacher in math class

• Teachers will continue to spend time planning MYP units and aligning with FI according to MN and Content Standards

• PLCs will focus their work on administering and reporting common assessments using the Continuous Learning Cycle

• Math teachers will administer the OLPA in January and use that data to provide intervention before the MCAs.

• Identify students who score in the yellow and red zone and recruit them to attend our After School Support classes.

ReadingChallenges/Needs

• Time to understand how MYP and FI work together

• Recruiting students to stay for afterschool

• Collaborative time built into the school day

• Readers’ Workshopo Lab & Materials

• Need an IB/PYP Elementary feeder school

• Focus on writing scientific explanations which include claim, evidence, and reasoning.

Strengths/Strategies• PLCs will focus their work on

informational text using AVID strategies

• Teachers continue to plan MYP units and integrate FI according to MN and Content Standards.

• Teachers will become familiar with the Common Core ELA standards.

• Identify students who score in the red and yellow zone and provide Reader’s Workshop as an intervention.

• Identified students will be recruited to participate in our After School reading classes.

• ELA teachers will create a guide to explain the various types of informational texts.

• AVID

Climate DataSuspensions

• African American 71.4%

• White 22.2%

• Asian 3.2%

• Hispanic 3.2%

NATIV

E AM

ERICAN

BLACK

ASIAN

HIS

PANIC

WHIT

E0

10

20

30

40

50

60

70

80

71.4

3.2 3.2

22.2

Suspension by Demographics 2013

Series1

Suspension Trend DataSuspension Trends Suspension Trends

  2013 2014

Aug   2

Sep 25 5

Oct 21 

Nov 8 

Dec 14 

Jan 11 

Feb 26 

Mar 15 

Apr 40 

May 6 

Total 166 7

Infraction by time of day

Climate Data Summary

SMART GoalsClimate SMART Goal

Reduce number of suspensions and removals by 10% from 117 in 2013 t0 105 in 2013 as measured by data from CFS.

ClimateChallenges/Needs• Reduce suspensions

and referrals among students of color

• Reduce suspensions and referrals among students on free and reduced lunch

• Strengths/Strategies

MCA ReadingStrategiesAnalyzing MCA Reading – Grade-to-Grade

Using the data materials, complete the table below. Refer to completed table when completing reflections that follow.

%Meets + %Exceeds 2012

%Meets + %Exceeds 2013 % Change

Grade 6 77 64 -13

Grade 7 78 63 -15

Grade 8 74 57 -17

Analyzing MCA Reading – Cohort Monitoring Using the data materials, complete the table below. Refer to completed table when completing reflections that follow.

Total

Students 2012

Total Students

2013

Change (+/-)

%Meets + %Exceeds 2012

%Meets + %Exceeds (Grade in 2012 + 1)

2013 % Change

Grade 6 319 197 -122 Grade 5 2012 Grade 6 2013

Grade 7 297 337 +40 Grade 6 2012 Grade 7 2013

Grade 8 229 290 +61 Grade 7 2012 Grade 8 2013

• Teachers continue to plan MYP units and integrate FI according to MN and Content Standards.

• PLCs will focus their work on informational text using AVID strategies and other reading strategies to increase comprehension for our students with an emphasis on our African American students and our ELL students.

• Teachers will become familiar with the Common Core ELA standards.

• Identify students who score in the red and yellow zone and provide Reader’s Workshop as an intervention.

• Identified students will be recruited to participate in our After School reading classes.

• ELA teachers will create a guide to explain the various types of informational texts.

Suspension DataStrategies

# Students, 2012 # Students, 2013 Change

TOTAL ENROLLED 878 824 -54

REFERRED 143 144 +1

SUSPENDED 65 63 -2

REMOVED 57 54 -3

• Continue to focus on Advisory curriculum (social/emotional learning)

• 6th grade transition week• Each team used beginning

of the year extended advisory to explicitly teach how to “do school” and make individual connections

• Deans are spending more time in the classrooms as a proactive approach rather than waiting for students to be referred out

• 1:1 transition interviews (Dean and Admin) with each of our new students to Anthony.

• Peer mediation program

Identified Challenges• 43% gap between our black and white students in

reading.• 43% gap between our black and white students in math.• 43% gap between our black and white students in

science.• Disproportionate number of suspensions of black

studentso Black students make up 27% of our student body and 75% of

our suspensions. Whereas, white students make up 55% of our population and 23% of our suspension.

• Our white free and reduced lunch students out performed our black students o Math by 18%o Reading by 15%o Science by 10%

• An influx of new students o 38 in 8th gradeo 26 in 7th grade

Professional PracticesChallenges• Time to meet together

without interruptions

Strengths/ Strategies1) We learn from each other2) Implementation of PLCs

that follow the Continuous Learning Cycle

o Embedding MYP Unitso Teaching and tracking AVID

strategies

3) Equity and Cultural Awareness professional development to impact student achievement and climate goals.

1) MYP is an equity strategy. It allows for access to higher level programs (IB/DP)

Family/Community Engagement

• Goal for the year: Increase attendance of our families of color at school events to better match our school demographics.

• Strengths: o Somali interpreter on staffo Several staff members speak Spanish

• Challenges:o Middle school students want their independence and want to

keep parents away from school.o Building trust between school and home.

• Actions necessary to positively impact family/community engagement toward improved student outcomeso Increase parent contact through Panther Post, phones

calls home, Panther Post Cardso Develop a 3 year plan to increase attendance at school

events from our families of color• Plan developed by January

Additional Structures in Place to

Support Our Struggling Learners• Current Supports in Place

o Academic Supports• AVID program• Reader’s Workshop• Support math at all grades• Smaller class sizes in math

o Climate Supports• Proactive SST who identifies student needs and provides regular interventions to increase

time in the classroom.• Advisory program helps develop a deeper sense of community• Each team used beginning of the year extended Advisory to explicitly teach how to “do

school” and make individual connections• Deans are spending more time in the classrooms as a proactive approach rather than waiting

for students to be referred out.• 1:1 transition interviews (Dean and Admin) with each of our new students to Anthony.

Currently this is 38 at 8th grade and 26 at 7th grade mostly due to two Charter Schools closing.

• Needso An IL and/or SIS to work with the ILT and provide necessary datao Reading teachero Time to implement changes in MYPo AE to support scienceo .2 6th grade ELAo .2 for MYP coordinator to manage PD and implementation of the changes in MYP

Monitoring• Quantitative• Formative and Summative

assessments:MAPOLPAStudent workGradesMCAExploreMTASACCESSSOEI

• Suspension and Referral Data

• Qualitativeo Climate Survey (3 times

yearly)o Focus group datao Learning walkso PLC Noteso ILT Notes and Agendaso Team Meeting Notes

and Agendas

Needs to Support Learning at Anthony• Collaborative time to support students and families built into the school

day.

• An IL and/or SIS to work with the ILT and provide necessary data

• Time to implement changes in MYP

• .2 6th grade ELA

• .2 for MYP coordinator to manage PD and implementation of the changes in MYP and time to train new teachers

• A funded Parent Liaison is needed.

• Need an IB/PYP feeder school (Kenny)

• Reader’s Workshop Lab and materials

Questions and Comments

• Record key points:

Next StepsRecord Key Points:

MCA MathStrategies

Analyzing MCA Math – Grade-to-Grade Using the data materials, complete the table below. Refer to completed table when completing reflections that follow.

%Meets + %Exceeds 2012

%Meets + %Exceeds 2013 % Change

Grade 6 61 59 -2

Grade 7 58 64 +6

Grade 8 58 61 +3

Analyzing MCA Math – Cohort Monitoring Using the data materials, complete the table below. Refer to completed table when completing reflections that follow.

Total

Students 2012

Total Students

2013

Change (+/-)

%Meets + %Exceeds 2012

%Meets + %Exceeds (Grade in 2012 + 1)

2013 % Change

Grade 6 319 196 -123 Grade 5 2012 Grade 6 2013

Grade 7 296 338 +42 Grade 6 2012 Grade 7 2013

Grade 8 229 290 +61 Grade 7 2012 Grade 8 2013

• Structured support math classes with smaller class sizes for more 1:1 time with the teacher in math class

• Teachers will continue to spend time planning MYP units and aligning with FI according to MN and Content Standards

• PLCs will focus their work on administering and reporting common assessments using the Continuous Learning Cycle to address the needs of all students and especially the needs of African American and ELL students.

• Math teachers will administer the OLPA in January and use that data to provide intervention before the MCAs.

• Identify students who score in the yellow and red zone and recruit them to attend our After School Support classes.

Staff Characteristics

Gender % N___

• Female 64% 47

• Male 36% 27Female

64%

Male36%

Staff Gender