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School Improvement Planning at Weymouth Middle School

November 16, 2017

Overview

• Summary of Student Performance Data

• Professional Practice Goal: Purpose

• Four Performance Challenges 1) Literacy

2) Mathematics

3) Family Engagement

4) Social, Emotional and Behavioral Development

• Accomplishments and Key Initiatives

• Resource Priorities

Organizing for Improvement: Process for 2017-2021

2. Landscape Analysis

3. Data Analysis

4. Vision Setting/Review

5. Strategy Design 6. Implementation

7. Analysis and Iteration

AIP and SIP

1. Organize for Collaborative

Work

2017 2021

Alignment with District Strategic Levers

1. PROFESSIONAL LEARNING FOCUSED ON THE INSTRUCTIONAL CORE: Provide professional development and opportunities for collaboration that improve educator practice by focusing on the instructional core.

2. EFFECTIVE USE OF DATA: Implement aligned system of curriculum, accountability and inquiry that uses multiple sources of data.

3. PARENT AND COMMUNITY ENGAGEMENT: Engage and partner with parents and community members in supporting excellence in academic skills, knowledge and mindsets.

Analysis of Student Data

Performance Information Adams • Grade 5 ELA Median SGP: 34.5 • Grade 6 ELA Median SGP: 38.0 • Grade 5 Math Median SGP: 34.5 • Grade 6 Math Median SGP: 62

(growth is higher than state expectations)

• Grade 5 Science and Technology CPI 70.1 (Low average performance) • Students with Disabilities, low growth

and low achievement

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Chapman • Grade 7 ELA Median SGP: 34.0 • Grade 8 ELA Median SGP: 50.0 • Grade 7 Math Median SGP: 40 • Grade 8 Math Median SGP: 33 • Grade 8 Science and Technology CPI 68.7 • (Low average performance) • Students with Disabilities SGP: Increased

growth

Identified focus areas

Adams • Students with Disabilities – low growth and

low achievement • Closing the gaps in subgroups, especially

student with disabilities, economically disadvantaged

• Focus on instructional strategies: Increase creativity, collaboration, student discourse and rigorous engagement

• Social and emotional learning • Curriculum gap analysis • Unit Development align with curriculum

frameworks

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Chapman • Student growth scores, although improving,

still need focus in specific areas.

• Closing the gaps in subgroups, especially student with disabilities.

• Continued use of data to drive instruction and identify areas of need. Item analysis focus to determine needs and standards focus

• Focus on student discourse and close/active reading

• Continued focus on Social and Emotional learning and support

• Review and MCAS Item Analysis to support curriculum alignment and instruction

What are we doing to improve these results?

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Adams

Data and assessment analysis

MTSS – advance MTSS model and expand individualized interventions.

Using data to drive instructional decisions, I-Ready

Increase Collaboration, Creativity and student discourse and effective instructional strategies.

Continued focus on SRSD in all core content areas.

Develop Units in Science, Math and Humanities that align with MA Standards.

Expand PBIS into classroom setting

Chapman

Data and assessment analysis

MTSS – continue to look at individual student interventions.

Using data to drive instructional decisions

Continuing to work with DSAC support in ELA and Math with a focus on Special Education and Co-Teaching

Continuing implementation SRSD and Big Ideas Math

Academic Discourse and close/active reading instructional strategies.

Continue to expand Positive Behavior Intervention and Supports at Chapman

School Improvement Plan is Organized Around

Four Performance Challenges

Performance Challenge 1:

Increase ELA Literacy Achievement for all students through teacher collaboration, data analysis and problem solving to meet student

learning needs.

Performance Challenge 1: Literacy

Adams/Chapman Accomplishments

• SRSD Training for core content areas and the development and implementation of this strategy across the curriculum.

• Progress Monitoring and Interventions using I-Ready assessment data.

• Development and utilization of Multi Tiered System of Supports interventionist to support needs in ELA

• Increase Close Reading instructional strategies

• Increase is student discourse strategies

Performance Challenge 1: Literacy Adams/Chapman Key Initiatives

• Broader Strategy Development (SRSD) Writing Strategies

– Development and calibration of common writing assessments across the curriculum

• Data analysis by content-based teams and MTSS Interventionists

• Expand effective instructional strategies, i.e., rigorous engagement, student discourse and reading strategies

• Develop units to align current curriculum to MA standards

Performance Challenge 2:

Increase Mathematics Achievement for all students

through teacher collaboration, data analysis and problem solving

to meet student learning needs.

• Curriculum Implementation – Year four of Big Ideas Math

• MTSS Interventionist focus on Math Supports during ASB

• Content Area PLC focus on instructional strategies, benchmark assessment and data

• Mathematics work on Co-Teaching model and review.

• Full implementation of I-Ready analysis and intervention with focused assessment schedule

• Work with DSAC to continue focus on Middle School Mathematics and co-teaching development

Performance Challenge 1: Mathematics

Adams/Chapman Accomplishments

• Content area focus in PLCs

• Continued work with DSAC on Middle School Mathematics and co-teaching in the mathematics classroom

• Data analysis and data coaches to support instructional change

– I-Ready – teacher data analysis to identify student needs

– MTSS interventionist skill building

– Development of units aligned with MA standards

Performance Challenge 1: Mathematics

Adams/Chapman Key Initiatives

Performance Challenge 3:

Continue to improve communication between middle schools, families & community

partners.

Performance Challenge 3:

Family Engagement Accomplishments

• Greater Boston Food Bank

• BAAS

• Multiple school-wide events (Music, Art Shows, BFFD, Lip Synch, Vimeo, 2.0 tools)

• STEM Hotspots

• Consistent Parent and School Councils

• Community Service: Breast Cancer Awareness, Turkey Basket Drive and Giving Tree, Lend a hand, Veteran care-packs

Performance Challenge 3:

Family Engagement Key Initiatives

• Transition initiatives

– Primary to Adams

– Adams to Chapman

– Chapman to WHS (Guidance Days and Grade 7 & 8 Meetings)

– Career Fair High School

– Walk with the Wildcat

• School events for families

– Family outreach: Greater Boston Food Bank, BAAS, Break Free, Turkey Basket Drive, Giving Tree

– Transition Pasta Dinner incoming Grade 6 to 7

– International Night

• Continued active parent and school councils

Performance Challenge 4:

To create a school climate and culture that supports the social emotional development of the

middle school child.

Chapman • Student Voice and Leadership

– Extra-Curricular Activities (20+ Activities) – Student Council (40 Students) – ADL World of Difference Peer Group (25 Students) – Middle School Athletics Program (3 Seasons) – Team Building Week Grade 7 & 8

• Student Support and Transitions – Break Free from Depression – Guiding Good Choices – Career Day – Grade 8 High School Guidance Assemblies – Walk with the Wildcat Grade 8 – Transition Kickball Event Grade 6 to 7 – Positive Behavior Intervention and Supports (PBIS)

Performance Challenge 4:

Social Emotional Behavioral Development Accomplishments

Adams • Student voice and leadership

– Make a difference club – Lend a hand – School Council – Wildcat Leaders – Extra-Curricular Activities (20+ Activities) – Middle School Athletics Program (3 Seasons)

• Student Support and Transitions – Team Building Camp Bourndale – Summer Transition and Orientation – PBIS

Performance Challenge 4: Social Emotional Behavioral Development

Key Initiatives • Student Voice and Leadership

– Student Council – Committee Groups

– School Based Activities

– Community Service Focus

– ADL Training of Student Leaders

• Professional Development Priorities

– ADL Training for all staff

• Counseling and Student Support

– PBIS Positive Behavior Interventions and Supports (Year 1 of Implementation)

– Continued Guidance Information Classes

– Individual Learning Plans

– Self-Regulated Strategy Development

– Break-free from Depression (Grade 8)

– DARE (year 1)

Resource Priorities

Resource Priorities: Middle School Level

Proposed Staff Rationale

Special Education Teachers

• Supports the need for team based special education teachers

• Provides needed focus on Special Education sub-group to support growing

student needs

• District programs are growing, e.g. IRC

• Promote co-teaching for students with disabilities, lessen achievement gap

Counseling Staff

• Supports the social and emotional needs of the children at all levels.

• Reduce high case loads of counselors. • Increase tier 1 options for all students, i.e., guidance classes for increasing

resiliency in our students

Exploratory / Specialist

• Additional teachers to support growing enrichment classes and development

of creativity, collaboration and critical thinking skills through the application of

core knowledge

• Increases time on learning, decreases disciplinary problems

Interventionists • Increase individualized interventions for students • Decrease interventionist ratio (currently 1:250)

Building Based Administrator

• Provide additional administrative services focused on student affairs; discipline, PBIS, wrap around, clubs, athletics and extra-curricular

• Decease ratio currently 1:333 or 1:500 for each assistant principal

Questions and Discussion