€¦ · web view1. using all the assessment data available at your school (more than just the...

DRAFT

November 8, 2016

2016-17 Centralia School District Improvement Plan

SCHOOL:Centralia Middle School

PRINCIPAL: Heidi Bunker

School Leadership Team Members

Name

Position

Heidi Bunker

Principal

Tod Pickett

Assistant Principal

Mark Westley

Math

Brady Churchill

Math

Melissa Fagerness

ELA

Corrine Flatz

Science

Fred Gallagher

SS/ELA

K’Lynn Winkle

SS

Jason Finley

Health

Ia. DATA: Summary of State Test Results

CMS Grade: 7

State Grade: 7

CMS Grade: 8

State Grade: 8

ELA (all)

56.6%

58.8%

51.4%

59.7%

Hispanic

45.7%

40.6%

37.5%

42.4%

EL

25%

10.3%

NA

10.3%

Special Education

10.8%

18.7%

11.9%

18.8%

Low Socioeconomic

48.6%

41.9%

46.8%

43.6%

MATH (all)

40.1%

49.8%

27.1%

47.8%

Hispanic

25.3%

31.2%

19.3%

29.6%

ELL

6.2%

10.7%

10%

11.6%

Special Education

10.8%

13.8%

<5%

10.7%

Low Socioeconomic

32.9%

32.6%

24%

30.4%

Science (all)

59.1%

67.5%

Hispanic

37.5%

49%

ELL

15%

16.9%

Special Education

26.1%

31.1%

Low Socioeconomic

56.3%

51.8%

Ib. Data Summary

1. Using all the assessment data available at your school (more than just the statewide assessment data), write a narrative which summarizes your student achievement results. Which groups of students are doing well at your school in ELA, Math and Science (if applicable)? Which groups are your lowest performing students? Which strands within ELA, Math or Science is the most improvement needed?

Narrative Statements

ELA StrengthsELA Challenges

In the 15/16 school year, the 7th grade cohort increased 16%.

In the 15/16 school year, the 7th grade females met standard with 64% and males met standard at 50%, a 14% gender gap.

In the 15/16 school year, the CMS 7th grade English Learners subgroup outperformed the state's English Learners subgroup by 15%.

In the 15/16 school year, the 7th grade white subgroup met standard at 63.1% while the Hispanic/Latino subgroup met standard at 45.7%, a 17.4% gap.

In the 15/16 school year, the CMS 7th grade Hispanic/Latino subgroup outperformed the state’s Hispanic/Latino subgroup by 5%.

In the 15/16 school year, the 7th grade Special Education subgroup met standard 10.8% while the state Special Education subgroup met standard at 18.7%, a 7.9% gap.

In the 15/16 school year, the CMS 7th grade low income subgroup outperformed the state’s low income subgroup by 6.7%.

In the 15/16 school year, the 8th grade cohort was 51.4% while the state was 59.7%, an 8.3% gap.

In the 15/16 school year, the CMS 8th grade low income subgroup outperformed the state’s low income subgroup by 3.2%.

In the 15/16 school year, the 8th grade Hispanic/Latino subgroup met standard at 37.5%, while the state’s Hispanic/Latino subgroup met standard at 43.4%, a 5.9% gap.

In the 15/16 school year, the CMS 8th graders met standard at 51.4% while the 14/15 CMS 8th graders met standard at 42.9%, an 8.5 growth.

In the 15/16 school year, the 8th grade white subgroup met standard at 58.2% while the Hispanic/Latino subgroup met standard at 37.5%, a 20.7% gap.

Math StrengthsMath Challenges

For the 2015-16 school year, 7th grade “all” cohort increased 7.5% in math.

For the 2015-16 school year, 8th grade “all” decreased 6% in math (cohort data).

For the 2015-16 school year, 7th grade Low Income scored above state in math.

For the 2015-16 school year, 7th grade “all” scored 9.7% below the state in math.

For the 2015-2016 school year, 8th grade math student’s performance was above the proficiency standard in solving real world and math problems involving volume of cylinders, cones, and spheres.

For the 2015-16 school year, 8th grade “all” scored 20.7% below the state in math.

For the 2015-2016 school year, number of level 4 students in 7th grade increased by 5% in math (cohort data).

For the 2015-16 school year, 8th grade “Hispanic” scored 10.3% below the state in math.

For the 2015-2016 school year, number of level 4 students in 8th grade increased by 2.3% in math (cohort data).

For the 2015-16 school year, number of level 1 students in 8th grade increased by 5% in math.

For the 2015-2016 school year, number of level 1 students in 7th grade decreased by 9.5% in math (cohort data).

For the 2015-16 school year, number of level 3 students in 8th grade decreased by 8.5% in math.

In 2015-2016, both 7th and 8th grade had 75% or more students that were at/near or above standard in communicating reasoning in math.

For the 2015-2016 school year, 8th grade math student’s performance was well below the proficiency standard in defining, evaluating, and comparing functions.

In 2015-2016, 8th grade had 97% of students at/near or above standard in problem solving and modeling data analysis in math.

In 2015-2016, 8th grade had 41% of students below standard in concepts and procedures in math.

In 2015-2016, 7th grade had 34% of students below standard in concepts and procedures in math.

Science StrengthsScience Challenges

In 2015-16, 8th grade students scored 59.1% on the Science MSP, the highest score for CMS. This was a 20% increase over the previous year.

In 2015-16, the Domains of Science was the weakest strand for CMS 8th grade students on the Science MSP.

In 2015-16, CMS 8th grade students closed the state gap by 11.4%, compared to the previous year of 19.8%.

In 2015-16, the state score for Hispanic students on Science MSP was 11.5% higher than CMS Hispanic science students.

In 2015-16, CMS 8th grade low income students performed 4.5% better than the state low income average, on the Science MSP.

In 2015-16, state scores for female students was 7.8% higher than CMS female students on the Science MSP.

In 2015-16, 15% of CMS ELL population passed the Science MSP; an improvement over the previous 3 years. This increase closed the gap to within 1.9% from state ELL scores.

In 2015-16, state scores for male students was 17.5% higher than CMS male students on the Science MSP.

In 2015-16, 21% CMS 8th grade SPED students passed the Science MSP; an increase of 21%, the highest ever for CMS. This increase closed the state gap by 14%.

In 2015-16, 10% of CMS 8th grade Hispanic students passed the Science MSP; an increase of 10% over the previous school year.

In 2015-16, CMS female students had an increase of 18.5% from the previous year on the Science MSP.

II. Academic Action Plan: Each school will write goals for academic achievement areas. Middle school will write goals on 8th grade science, ELA, and math.

A.

Content Area: ELA

Grade level: 8th

Student Achievement Goal (SMART GOAL): In the Spring of 2016, Centralia middle School 8th graders had a proficiency rate of 51.4% on the Smarter Balanced Assessment which was an increase of 8.5% from 2015. The current 8th grade students had a 56.6% proficiency rate on the Smarter Balance Assessment as 7th graders in the spring of 2016. This year our goal is to get 59% of the current 8th graders to demonstrate proficiency in Literacy as measured by the Smarter Balanced Assessment (SBA) in the spring of 2017. This is an increase of 5% for the cohort and 10.2% for the 8th grade band.

ACTION PLAN

RESOURCES

SIP Actions

Examples:

Specific instructional strategies.

Professional Development: How will you increase staff capacity to implement this strategy?

System or process changes / improvements: PLC, data collection, use of time, monitoring plan, etc.

Assess Progress: Formative and Summative Measures

1. Implementation: what approaches will be used by instructional leaders to assure the strategy is implemented (e.g., classroom learning walks, monitoring strategies, grade level discussions, lesson plan review).

2. Desired Student Outcomes: specific assessments, assignments and other indicators of student success

Person (s) Responsible:

Be specific (.i.e, PLC leads, principal, instructional facilitator, etc.)

Resources Needed:

How will you align your resources (people, time, dollars, materials, and partnerships) to accomplish your goals?

Implementation Timeline

Many initiatives will take more than one year. Break initiative into multiple “phases” if necessary.

To continue differentiated learning, teachers will check for understanding and either reteach the whole group and/or reteach in small groups.

1. Implementation:

-Feedback from Heidi, Tod

-Self-reporting through PLC meetings

-PLC notes

2. Desired student outcomes:

-Students will have a deeper understanding of the lessons after differentiation occurs in whole groups or small groups

Certificated staff, Ann G, Tod & Heidi

PD time on CEA days and staff meetings,

Ann Grande coaching

June 2017

Teachers will increase the number of minutes students will be reading through highly structured and monitored choice reading. This will increase student involvement with literacy, vocabulary, and comprehension.

1.Implementation:

-Self-reporting during PLC meetings

-PLC Notes

-Administrator observations

2.Desired student outcomes:-Increase in student scores on iReady informational and literary comprehension as well as vocabulary

Fred

Melissa

Heidi

Tod

Teachers will receive resources from Ann

June 2017 with 3 check ins through-out the year

Teacher will spend time conferring with students during choice reading using various question stems. Teachers will track these conferences with students in a variety of ways.

1.Implementation:

-Self reporting during PLC meetings

-PLC Notes

-Administrator observations

2.Desired student outcomes:

Students will become more engaged in the reading process and will be able to answer targeted questions to increase knowledge of what they are reading.

Fred

Melissa

Teachers will receive resources from Ann and from Fred/Michelle from ELA Committee

June 2017 with 3 check ins through-out the year

Intervention and Special Education ELA teachers will use iReady data to identify and support students to close their gaps by at least 1 grade level.

1. Implementation:

-Analyze iReady benchmark assessment and progress monitoring data monthly.

-Track individual growth of intervention students to monitor their growth over the year.

-Students will receive a minimum of 45 min per week on iReady instruction.


-Students will grow at least one grade level this year according to the iReady data.

Intervention and Sped ELA teachers (Michelle, K’Lynn, Brooklyn, Angela, & Rochelle)

iReady Training and time for implementation and understanding of data

May 2017

Teachers will use best practices through the integration of technology.

1. Implementation:

-PD Sessions with Mike Stratton, Tod and Heidi

-Self-reporting through PLC Meetings

-Staff will be trained in Google Classroom, Docs, Spreadsheet, Etc.


-Students will be using Google applications for lessons

Tech Team

SILT Team

Teachers will need training.

Mike Stratton coaching

Early release PD time, Staff Mtngs, After school sessions

June 2017

B.

Content Area: Mathematics

Grade level: 8

Student Achievement Goal (SMART GOAL): The current 8th grade students had a 39.2% proficiency rate on the Math Smarter Balance Assessment as 7th graders in the spring of 2016. This year our goal is to get at least 40% of the current 8th graders to demonstrate proficiency in Math as measured by the Smarter Balanced Assessment (SBA) in the spring of 2017.

ACTION PLAN

RESOURCES

SIP Actions.



Resources Needed:

Implementation Timeline:

All teachers will implement school wide strategies Close Reading, Cornell Notes, and CER (Claim Evidence Reasoning) to align with CCSS.

1. Implementation:

-Staff will attend training on strategies on September 1st

-Observations by Heidi, Tod for accountability and to determine strength of the implementation in each classroom

-Staff will share strategies at staff meetings

-Teachers will revisit the strategies in PLC and/or staff meetings to check for calibration amongst staff.


-Students will be able to use the strategies appropriately in class and demonstrate proficiency on the Literacy SBA.

Certificated Staff

ELA/SS Staff Presentations on CEA days, Early release days and staff meetings

May 2017

Math teachers will use Ready Math supplemental resources to align to CCSS for 2016-2017 until new math instructional material adoption.

1. Implementation:

- Formative and summative assessments will be used to measure student progress.


-Students’ knowledge and understanding will increase due to aligned resources and current standards being taught.

All Math Team members

Time to work on alignment documents

May 2017

In order to build a foundation for differentiated learning, staff members will take the necessary steps to create a caring and highly engaged learning environment.

1. Implementation:



-PLC created baseline, iReady results

-PD Sessions and coaching with Mike S & Ann G


-Students will have a deeper understanding of the lessons after differentiation occurs.


May 2017

Math teachers will differentiate instruction in their core math classes for students using iReady data.

1. Implementation:

-Feedback from Heidi, Tod, or Mike S

-PLC data discussions

-Analyze iReady math benchmark assessments 3 times per year.


-Student will increase their knowledge and understanding of math concepts and be able to demonstrate it on the SBA.



May 2017

Intervention and Special Education Math teachers will use iReady data to identify and support students to close their gaps by at least 1 grade level.

1. Implementation:

-Analyze iReady benchmark assessment and progress monitoring data monthly.

-Track individual growth of intervention students to monitor their growth over the year.

-Students will receive a minimum of 45 min per week on iReady instruction.


-Students will grow at least one grade level this year according to the iReady data.

Intervention and Sped math teachers (Brady, Mark, Lynnae, Chelsea, Rochelle)


May 2017

Teachers will implement strategies from Number Talks training. Number Talks is a high-leverage teaching strategy/routine to transform the culture of a classroom.

1. Implementation:

-PD Sessions and coaching with Mike S and Carrie Black (ESD 113)


-Students will increase their depth of knowledge of math concepts.

-Students will be able to mentally reason with numbers

-Students will be able to share their solutions and strategies to honor their thinking

-Students will be able to consider different perspectives on how a problem can be solved

-Students will be able to reflect on and compare their solutions with other students’ solutions.


Carrie Black ESD Trainer

Mike and Heidi

May 2017


1. Implementation:





-Students will be using Google applications for lessons.


PD Training

June 2017

C.

Content Area: Science

Grade level: 8th

Student Achievement Goal (SMART GOAL): 63% of 8th grade students will demonstrate proficiency in Science as measured by the Measurement of Student Progress (MSP) in the Spring of 2017.

ACTION PLAN

RESOURCES

SIP Actions



Resources Needed:


Students will demonstrate proficiency in writing a 5 point scientific conclusion.

1. Implementation:

-Conclusion practice with students

-Formative assessments

-Conclusion practice on each lab report

-MSP released items will be used as assessments

-PLC work to either commonly score or calibrate scoring


-7th Grade teachers will be measuring growth of conclusion writing as their Student Growth Goal for 3.2 and 6.2.

7th grade Science teachers

PLC time

Release time for common scoring PD with Mike S &

Ann G

April 2017

Students will demonstrate proficiency using the scientific method in lab reports.

1. Implementation:

-Formative and summative reports

-MSP released items will be used as an assessment of students’ skills to write a new procedure.


-7th Grade teachers will be measuring growth of the scientific method process as their Student Growth Goal for 3.2 and 6.2.

8th grade Science teachers

PLC time

Release time for common scoring PD with Mike S &

Ann G

April 2017

8th grade teachers will continue to align their scope and sequence with NGSS which are also aligned to the Washington State Mathematics and English Language Arts Learning Standards (Common Core State Standards).

1. Implementation:

-Teachers are communicating with high school science teachers about alignment and transition work

-Teachers will have 3 release days to work on the transition plan.


-There will be a transition plan and initial alignment work done

Science Teachers

-PLC time

-District release time for PD and vertical alignment work

-Coaching with Mike Stratton, Kristy Vetter, Ann Grande

May 2017

All teachers will implement school wide strategies Close Reading, Cornell Notes, and CER (Claim Evidence Reasoning) to align with CCSS.

1. Implementation:

-Staff will attend training on strategies on September 1st

-Observations by Heidi, Tod for accountability and to determine strength of the implementation in each classroom

-Staff will share strategies at staff meetings

-Teachers will revisit the strategies in PLC and/or staff meetings to check for calibration amongst staff.


-Students will be able to use the strategies appropriately in class and demonstrate proficiency on state assessments.

Certificated staff

ELA/SS Staff Presentations on CEA days, Early release days and staff meetings

February 2017

To continue differentiated learning, teachers will check for understanding and either reteach the whole group and/or reteach in small groups.

1. Implementation:



-PD Sessions and coaching with Ann G both in class and in outside sessions

-PLC notes


-Students will have a deeper understanding of the lessons after differentiation occurs in whole groups or small groups.

Certificated staff

PD with Mike S & Ann G

June 2017


1. Implementation:





-Students will be using Google applications for lessons

Tech Team

SILT Team

Teachers will need training.

Mike Stratton coaching

Early release PD time

June 2017

D.

Grade level: 7th an 8th

Participation Goal (SMART GOAL): At least 95% students will participate in taking the 7th/8th grade Literacy and Math Smarter Balance Assessments and the 8th grade Science MSP.

ACTION PLAN

RESOURCES

SIP Actions



Resources Needed:


All students will participate in take the appropriate state assessments for their grade level.

1. Implementation:

-A schedule will be created and all students will be given access to take each state assessment

-Attendance will be taken. Students who were absent will be scheduled for retakes.

-Students who are suspended or receiving services at home will be scheduled to take each assessment.

2. Desired Student Outcomes:

-All students will take the opportunity to take each assessment they are assigned for the year.

Counselors, Special Education Teachers, Administrators

2016 Assessment Participation Date from Sped Director, Kate Pothier, and Director of Special Programs & Assessment, Dr. Shelley Habenicht

May 2017

III. Professional Development Plan: Use the space below or attach a separate document. The plan should align with your SIP, other school or district initiatives requiring PD, and reflect the components of effective PD. Please summarize all CEA and early release Fridays (if available) within the plan as well.

(Sample table – use it, customize it, or delete it and create your own formatting to include the elements described above)

Date

Time

Type of day

(CEA, early release, etc.)

Description

Implementation Notes

(Implementation strategies, monitored, etc.)

9/1/2016

2 hrs

CEA District Directed Time

All teachers and educational classroom assistants will be trained in school wide strategies Close Reading, Cornell Notes, and CER (Claim Evidence Reasoning) to align with CCSS.

ELA teachers designed 3 workshops for staff. Each staff member rotated between the workshops to learn how to implement the strategies in their content area. Administrators will follow up and monitor with teachers. Staff will share at staff meetings how the strategies have been implemented and the impact they are having.

9/2/2016

8:00-11:00


iReady training- Understanding how to use the system

Teachers who did not receive iReady training last Spring and those who wanted a refresher attended. The training was to help staff understand how to use iReady program and how to implement the progress monitoring and lessons in class to get students started.

9/24/2016

More dates schedule for the remainder of the year.

3:30-5:30

After School

Secondary Early ELA Committee with Ann Grande

Discussion on Professional Reading: Penny Kittle

“Book Love” discussion and how to guide PD with 8th grade. Kittle PD opportunity in Portland on Friday, December 9th as a great follow up to answer questions ELA teachers still have.

Choice Reading Check-In with each grade level. Conferring Tools: Materials for making questioning notecards teachers could use while conferring with kids. They range from very informal to CCSS stem questions. Reps left with enough to give to their teammates and said these would be shared at upcoming PLC times.

Literature Circle Tools: Questions at various Blooms taxonomy levels so that when people began literature circles, all teams could be talking about their books, regardless of reading level. The team will look at various documents and ways to track conferring conversations.

Modeling Conferring: A video of a middle level teacher conferring and discussion on how conferring works well.

District Data Discussion: (iReady only at this point.)

10/31/2016

7:30-11:30

Sub release for math teachers

Math teachers will receive Number Talks training from Carrie Black through ESD 113. Number Talks is a high-leverage teaching strategy/routine to transform the culture of the classroom.

Math teachers, including sped, will learn the importance of number talks and practice implementing it in classes. Heidi and Mike attended training to help support teachers and better understand the professional development teachers were receiving. Heidi will monitor PLC discussions and observe implementation in classrooms.

10/31/2016 11/2/2016

15 min time frames

In class modeling from Ann Grande

8th grade ELA teachers will observe Ann modeling a lesson on introducing vocabulary to classes. Teachers will then teach the same lesson to their other classes. This ties directly to increasing student vocabulary which is a goal for 8th grade to increase literacy scores.

Ann will demonstrate how to introduce tier 3 vocabulary that is tied to current content being taught. Tier 2 academic words can be introduced anytime. For example:

Each Monday teachers will choose to introduce two Tier 3 words and two Tier 2 words. The warm up games will incorporate each week’s words and some from previous weeks.

11/2/2016

3:15-5:15


iReady Training- Understanding Data

ELA, Math and Sped teachers and paras will look through student data. They will learn how to interpret and use data to better support students using iReady in Math or Reading.

11/2/2016

8:00-3:00

Sub release for science teachers

PD and assessment creation with Mike Stratton and Ann Grande

Development of assessments to better assess student understanding of concepts. Begin discussion on needs of classroom climate and culture for differentiation with small groups.

12/9/2016

8:00-3:00


PD and alignment work with Mike Stratton and Ann Grande

Calibration for common scoring, professional development for differentiation with small groups, evaluation of assessments and curriculum alignment for new standards.

3/1/2016

8:00-3:00


PD with Mike Stratton and Ann Grande

TBD after 12/9/2016

2016-2017

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