west junior high school improvement plan 2007 – 2008 · 2007-06-20 · mcas to 80.4 on the 2005...

Brockton Public Schools Brockton, Massachusetts

Michael G. Smith Principal

WEST JUNIOR HIGH SCHOOL

IMPROVEMENT PLAN

2007 – 2008

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II. TABLE OF CONTENTS

I. Cover Page.....................................................................................................................................i

II. Table of Contents..........................................................................................................................ii

III. Mission and Vision Statements...................................................................................................1

IV. Council Roster and Statements..................................................................................................2

V. Descriptive Data...........................................................................................................................3

A. Demographics/October Report

B. Massachusetts Comprehensive Assessment System (MCAS)

C. Performance Level Comparison (MCAS)

VI. Executive Summary……………………………………………………………………………6

VII. Results and Discussion (Degree of Attainment for 2005 – 2006.........................................7

VIII. Academic Performance Improvement Mapping Goals 2007-2008

A. Needs Assessment............................................................................................................10

1. Goals

2. Student Learning Objectives

3. Improvement Objectives

B. All Content Areas...........................................................................................................14

1. Action Plan

a) Activity

b) Persons Responsible

c) Resources or Funding

d) Timeline

e) Measures of Implementation

iii

C. English Language Arts..............................................................................................16

1. Action Plan

a) Activity



d) Timeline


D. Mathematics..............................................................................................................21

1. Action Plan

a) Activity



d) Timeline


IX. West Student Attendance Goal.............................................................................................26. A. Needs Assessment

B. Specific Objectives

C. Action Plan

D. Activity and/or Professional Development

E. Person(s) Responsible

F. Resource(s) and/or Funding

G. Timeline

H. Evaluation

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III. MISSION AND VISION STATEMENTS

MISSION STATEMENT of BROCKTON PUBLIC SCHOOLS

The mission of the Brockton Public Schools is to provide education of the highest quality that motivates all students to excel, meets

their individual needs, and prepares them for the future.

MISSION STATEMENT of WEST JUNIOR HIGH SCHOOL

West Middle School will prepare students to enter the high school of

their choice as responsible citizens and learners who achieve academic advancement without remediation.

VISION STATEMENT of WEST JUNIOR HIGH SCHOOL

Vision for Adolescents Intellectually reflective; a person in route to a lifetime of meaningful work; a good citizen; a caring and ethical individual; a healthy person.

Turning Points: Preparing Youth for the 21st Century, 1989

Vision West Junior High School’s directive is to become a middle school espousing the principles put forth by the Carnegie Council on Adolescent Development in their document “Turning Points: Preparing Youth for the 21st Century.”

School Improvement Plan, 1999

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IV. WEST JUNIOR HIGH SCHOOL COUNCIL ROSTER 2006-2007

This School Council has reviewed the school's budget including the professional development allocations. Name and Position Signature Michael G. Smith - Principal_____________________________________________________________ Diane Lynch – Instructional Resource Specialist_____________________________________________

Colleen Murphy-Keane - Teacher_________________________________________________________

Cynthia Elliott-Randall - Teacher_________________________________________________________

Teri Masefield - Parent________________________________________________________________

Richard Bath - Parent__________________________________________________________________

Cynthia Hodges - Parent______________________________________________________________

Chantal Jean-Baptiste - Parent___________________________________________________________

Carolyn McKenna – Community Member__________________________________________________

Patricia O’Connor – Community Member________________________________________________

Lisa Lakin – Community Member_________________________________________________________

Kerry Sullivan – Community Member______________________________________________________

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A.

West Junior High School Student Demographics

Enrollment by Gender

2004-2005 2005-2006 2006-2007 Male 349 318 312 Female 338 322 301 Total 687 640 613

Enrollment by Race/Ethnicity Race 2004-2005 2005-2006 2006-2007 African American 48.2 49.4 47.8 Asian 3.2 2.5 2.3 Hispanic 11.2 11.5 12.5 Native American .6 .9 1.2 White 36.8 35.9 34.8

Selected Populations 2004-2005 2005-2006 2006-2007 First Language not English 21.8 22 22 Limited English Proficient .6 .01 .01 Low-income 62.6 51 60.5 Retentions 2 6 Special Education (total) 9.2 10.6 13.8 General Ed Modified 6.7 8.4 12 Up to 20% Separate 3.2 1.7 .6 21-60% Separate Substantially Separate .04 1

Academic Support Programs: • New England Math League • John Hopkins Program • Soar to Success • TransMath • G.R.E.A.T Program • Science Fair • National History Day • National Latin Exam

Student Enrichment Programs: • 21st Century After School Programs • Student Council • Peer Leaders • School Newspaper • Band/Chorus Programs • School Clubs/Activities • Interscholastic Team Sports • Intramural Athletic Program

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West Junior High School MCAS Results

West Adequate Yearly Progress History 1999 2000 2001 2002 2003 2004 2005 2006

Accountability Status

Aggregate Yes Yes Yes Yes No Yes Yes Yes ELA All Subgroups

- - - - No No Yes Yes No Status

Aggregate Yes Yes Yes Yes No No No No MATH All Subgroups

- - - - No No No No Corrective Action

GRADE 07 ENGLISH LANGUAGE ARTS

PERFORMANCE LEVEL 2004 2005 2006 ADVANCED 3 3 4 PROFICIENT 47 46 52 NEEDS IMPROVEMENT 40 44 35 WARNING 10 8 10

GRADE 07 MATHEMATICS PERFORMANCE LEVEL Results not

reported Results not

reported 2006

ADVANCED 2 PROFICIENT 14 NEEDS IMPROVEMENT 39 WARNING 45

GRADE 08 ENGLISH LANGUAGE ARTS PERFORMANCE Results not

reported Results not

reported 2006

ADVANCED 2 PROFICIENT 63 NEEDS IMPROVEMENT 27 WARNING 8

GRADE 08 MATHEMATICS PERFORMANCE LEVEL 2004 2005 2006

ADVANCED 4 5 2 PROFICIENT 15 14 16 NEEDS IMPROVEMENT 33 35 37 WARNING 48 46 45

GRADE 08 SCIENCE AND TECHNOLOGY PERFORMANCE LEVEL 2004 2005 2006

ADVANCED 2 2 0 PROFICIENT 16 14 9 NEEDS IMPROVEMENT 37 45 54 WARNING 44 39 37

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West Junior High School

MCAS Results Performance Level Comparison

MCAS Tests of Spring 2004

Percent of Students at Each Performance Level

Advanced Proficient Needs Improvement

Warning/ Failing

Grade and Subject

School State School State School State School State

Students Included

GRADE 07 - ENGLISH LANGUAGE ARTS

3 9 47 59 40 25 10 7 355

GRADE 08 - MATHEMATICS 4 13 15 26 33 32 48 29 347

GRADE 08 - SCIENCE AND TECHNOLOGY

2 5 16 28 37 35 44 31 346

MCAS Tests of Spring 2005

Percent of Students at Each Performance Level

Advanced Proficient Needs Improvement

Warning/ Failing

Grade and Subject


Students Included


3 10 46 56 43 27 8 7 333

GRADE 08 - MATHEMATICS 5 13 14 26 35 30 46 31 332


2 4 14 29 45 41 39 26 332

MCAS Tests of Spring 2006 Percent of Students at Each Performance Level

Advanced/ Above

Proficient

Proficient Needs Improvement

Warning/ Failing

Grade and Subject


Students Included

CPI


4 10 52 55 35 26 10 9 292 80.0

GRADE 07 - MATHEMATICS 2 12 14 28 39 33 45 28 291 48.7


2 12 63 62 27 19 8 7 303 84.2

GRADE 08 - MATHEMATICS 2 12 16 28 37 31 45 29 300 50.4


0 4 9 28 54 43 37 25 300 50.7

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VI. Executive Summary As a result of scores reported in the 2006 MCAS, West Junior High School was identified by the state as a School in Corrective Action. As stated in the School Improvement Plan 2006-2007, goals include improved performance in both ELA Mathematics, and improved attendance. The Instructional Leadership Team, comprised of the Principal, Assistant Principal, Associate Principal, and Instructional Resource Specialist, along with the faculty, has undergone a process of MCAS data analysis to identify specific areas of weakness. In addition, further data analysis was conducted throughout the school year which includes the results of regular formative assessments as well as the Benchmark Tests assessments administered twice per year. To assist in meeting stated goals, the following have been implemented:

• “Habits of Mind” Literacy Initiative • Benchmark Assessments • Content Literacy Across the Curriculum • Math Across the Curriculum • Edusoft data analysis • Professional Development/Edusoft Data Analysis, Differentiated Instruction,

Newly implemented:

• Trans Math – Intervention Program for targeted students • Soar to Success- Reading Intervention for targeted students • Differentiated Instruction – Embedded in the work day, Professional development through

New England League of Middle Schools was provided faculty members in order to support instruction in heterogeneous classrooms.

• Whole Faculty Study Groups – Creation of a climate of a professional learning community • Career Launch – Introduction of Grade 7 students to possible career paths. • Learning Leaders – Facilitators of change in the areas of teaching and learning. • New Schedule – Increased time on learning and faculty collaboration • On site visits to various colleges and universities for all Grade 8 students. • Community Forum – School and community members connection • Community Service Learning – – Incorporation of authentic learning experiences into

curriculum Publication such as the National Middle Schools Association’s This We Believe, the Carnegie report, Turning Points 2000, Breaking Ranks in the Middle, and various case studies provided the groundwork for our research on middle schools. We will continue to evaluate current strategies and devise [plans for the coming school year which we strongly believe will have positive results in performance for all students at West Middle School.

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VII. RESULTS AND DISCUSSION

ATTAINMENT OF 2006 – 2007 GOALS GOAL #1

Goal Statement: West Junior High School will increase the proficiency index of Grade 7 from 76.7 on the 2004 ELA MCAS to 80.4 on the 2005 ELA MCAS, and to 82 on the 2006 ELA MCAS.

Degree of Attainment to Date:

Progress has been made toward reaching this two-year goal. On the ELA MCAS 2006, Grade 7 and 8 students scored a proficiency index of 80 which was an increase of 1.0 in the aggregate score. Significant gains in two subgroups were also achieved. African American/Black increased 6.0 points and low income attained an increase of 3.6 percentage points. Substantial gains have been made in this area due to activities and initiatives which support the improvement of all students’ skills in English Language Arts. The Content Literacy Initiative which focuses the incorporation of literacy strategies across the curriculum has continued this year. Teachers utilize these strategies a minimum of three times per week as evidenced by classroom observations and submitted weekly lesson plans. To address a weakness in poetry, which was reflected in MCAS data, teachers completed a poetry unit during the first semester. This allowed for a continuous reinforcement of skills throughout the year. Reading teachers provided support by continuing a Poem of the Week. Vocabulary development was enhanced by direct instruction in prefixes, suffixes, and root words based on lists in the Massachusetts Frameworks Grade 7 Supplement. The use of Literature Circles in both English and Reading classes has fostered the use of active reading strategies which increases reading comprehension across all content areas. Teachers continue to use word walls which are updated with each unit taught. Also, regular education teachers received direct support from reading teachers in both classrooms and common planning time. Midyear, a school-wide MCAS simulation was conducted with a Grade 7 focus on the Long Composition and a Grade 8 focus on Open Response. Student work was analyzed for strengths and weaknesses and returned to teachers to use for classroom instruction. Professional development in evaluating long composition essays using the state MCAS rubric was provided for a team of teachers. Teachers continue to instruct all students in a standard method of answering open response questions. All students have been instructed in the Collins method of writing. This approach, which is incorporated into all content areas, develops writing style, promotes critical thinking skills and develops organizational skills through effective instructional strategies. As a result, students’ thinking and writing skills develop through experience and practice. The Writing Assessment Committee comprised of The Principal, Associate Principal, Assistant Principal, and the Instructional Resource Specialist reviewed students writing folders three times this year. Teachers were provided with summary report assessments and follow up meetings were scheduled as needed.

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Again, this year an emphasis was placed on requiring students to use higher order thinking skills. Teachers included upper levels of Bloom’s Taxonomy when creating assessments and writing lessons. Flip charts, which listed the verbs from each level, are used by faculty to aid in creating challenging lessons and levels of questioning. Students who have been identified as at risk and are on an Individual Student Success Plans required by the state were scheduled to participate in the 21st Century After-School program. This is a project based program which incorporates essential skills in the areas of both ELA and mathematics. Also, students were encouraged to participate in a newly created community service learning course which incorporates ELA state framework standards at the local Boys and Girls Club. An additional initiative has continued this year. The “Habits of Mind” is a cross-curricular literacy initiative that emphasizes skills in the areas of reading, writing, speaking, and listening. Charts of objectives have been placed in all classrooms for both teacher and students reference. All students have been provided with individual charts as well. Teachers include the literacy objectives daily in their lesson planning. As further data to assist in needs analysis, district-wide benchmark testing has also continued. All faculty continue to be provided professional development training in the use of Edusoft, a web based test management system, which provided teachers with immediate results of benchmark assessments administered twice this year. Analysis of the data allowed teachers to track students’ progress over time. Individual strengths and weaknesses were then addressed and adjustments in classroom instruction could be made in a timely fashion resulting in improved instruction. ELA and math teachers have also been trained to create their own formative assessments using Edusoft software which facilitates timely data analysis. To begin transition to total heterogeneous grouping, two ELA levels were eliminated, academic prep and honors. Ten sessions of professional development with a certified NELMS consultant were provided each teacher. In addition, a common planning time session each week was provided to develop lessons and share with colleagues.

GOAL #2

Goal Statement: West Junior High School will increase the proficiency index of Grade 8 from 48.6 on the 2004 Math MCAS to 60.7 on the 2005 MCAS, and to 63.7 on the 2006 MCAS. Degree of Attainment to Date: Slight progress was made toward achieving our 2005-2006 math goals. The MCAS test results in the area of math showed a slight increase from 48.8 proficiency index in 2005 to a 50.6 proficiency index in 2006, which was an increase of 1.8. In addition, significant progress was made in the African American subgroup proficiency index which increased from 37.9 to 42.6 which was an increase of 4.7.

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The continuation of the Connected Math Program and math teacher training for all math teachers, will support the hands on approach with problem solving strategies. A new math intervention program TransMath/MCAS Prep has been implanted for targeted students. Technology continues to be infused in Grade 7 students’ daily schedule through Smart Board. Smart Board Math Lab was created to develop a hands on approach to basic algorithms activities. Teachers and the Instructional Leadership Team (ILT) met twice weekly to discuss strategies and curriculum concerns within the school. Teachers continued to work on instructing daily math warm up activities and problem solving strategies. The implementation of word walls in each classroom is used to enhance vocabulary comprehension in the math program. Open response activities took place throughout the school year to develop and improve students’ math writing techniques. English teachers assisted teachers in math vocabulary strategies and development. At the beginning and midpoint of the school year, benchmark testing were given to students and analyzed by math teachers in order to improve teaching strategies and math curriculum. Edusoft, a web-based testing management system, assisted teachers in organizing the test scores into a data form for easier access and research. Midyear, a school-wide MCAS simulation was conducted using open response strategies. Teachers presented a variety of examples, answers of sample work, and guided a discussion of strategies to improve the students’ work. The Associate Principal and IRS continued to meet with teachers to discuss tactics to develop instruction of the presentation of Open Response techniques. A math coach, hired by the district, worked in classrooms directly with teachers two days per week. New teacher were provided with additional support in the form of a co-teacher periodically throughout the daily cycle. Newly implemented this year was the Whole Faculty Study Groups. The entire faculty began the year by analyzing math data from prior MCAS assessments. After analyzing data, teachers set up study groups which created action plans that would address weaknesses in specific math standards. They met weekly throughout this school year to research Best Practices in teaching these standards, and then created pretests, lesson plans, and post tests to evaluate student progress.

Additional programs and events encouraged students to link math to everyday situations. A Math Night was held with a family carnival theme to encourage further math development involving the student, family members, and the community. Students on Individual Student Success Plans for math were scheduled to participate in the 21st Century After-School program to enhance further hands-on experiences in math. Targeted students were encouraged to take part in community service learning course at the Boys and Girls Club which infused Math Framework standards.

An additional initiative continued called Habits of Mind. This initiative assisted all content teachers to focus on specific objectives to assist with the progression of a higher order of thinking for the students. Charts are displayed throughout the building for all staff members and students to view. Math teachers record these objectives in their lesson plans and discuss these goals with their students, which helps the students to give focus and direction to the lesson.

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GOAL #3

Goal Statement: The goal is to reduce the number of chronically absent students from 7% to 5% over a two-year

period.

Degree of Attainment to Date: During the school year 2004-2005, the first year of this school goal, the chronic attendance increased 2% to 9% of the student body being chronically absent. Efforts in this area were intensified during the 2005-2006 school year. A number of procedures were implemented to assist in achieving success in reaching this goal. As a result, chronic absenteeism has fallen 2% to a total of 7% of the student body. Procedures are in place that effectively assist in decreasing chronic absenteeism. One person is assigned the duty of contacting parents if the school is not notified of a student’s absence. This is conducted on a daily basis. In addition, on the third consecutive day of an absence of any student, the school nurse makes home contact to inquire about the situation. On a monthly basis, the school adjustment counselor carefully screens a Central Services generated exception report as follow up to the home contacts. School guidance counselors periodically meet with students in this targeted group. Our school houses two citywide special education programs: the Behavioral Adjustment Inclusion and Substantially Separate Behavioral Adjustment Programs with a high incidence of suspensions. In addition, the assistant principal held an evening meeting each term with parents of chronically tardy students as a preventative measure to avoid the possibility high absenteeism.

VIII. Academic Performance Improvement Mapping Goals

A. Needs assessment West Junior High School Goals

Student Performance Goal I ELA: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 79.5 on the 2006 MCAS to 82.2 on the 2007 MCAS. Student Performance Goal I Math: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 49.6 on the 2006 MCAS to 55.9 on the 2007 MCAS.

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West Student Learning Objectives

English Language Arts – All Students

All students will know/be able to: 1E. Acquire new vocabulary and use it correctly in reading and writing. 2E. Identify the basic facts and main ideas in a text and use them as the basis for interpretation. 3E. Identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding. 4E. Identify, analyze, and apply knowledge of the themes, structure and elements of poetry and provide evidence from the text to support their understanding.

Math – All Students All students will know/be able to: 1M. Estimate and compute with fractions, integers, decimals, and percents. 2M. Set up and solve equations and inequalities with one or two variables using algebraic methods, models, and/or graphs. 3M. Use the BPS problem solving process to identify parts of a multi-step problem and choose the appropriate strategy for solving. 4M. Represent and analyze mathematical situations using tables, graphs, words, and symbolic expressions. 5M. Acquire new mathematical vocabulary and use it correctly.

West Improvement Objectives Both ELA and Math

A. Teachers will use varied question types to encourage and improve higher order thinking skills. B. Teachers will make connections known to the students using modeling, concrete examples, etc. C. Teachers will revisit skills and strategies taught throughout the year in various contexts. D. Teachers will revisit vocabulary strategies taught throughout the year in various contexts. E. Teachers will directly instruct and revisit active reading strategies across all levels and content areas.

All ELA

F. Teachers will provide students with direct instruction in word attack skills. G. Teachers will use Content Literacy strategies.

H. Teachers require students to find specific supporting details, stressing both direct and indirect quotes.

I. Teachers repeatedly use and model Content Literacy strategies using nonfiction materials.

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J. Teachers teach poetry unit early in the year and revisit poetry reading and analysis throughout the year.

All Math K. Additional math teacher will assist targeted students in improving basic math skills by

conducting math remediation classes. L. Teachers will incorporate fractions, decimals, percents and integers into every day instruction.

M. Teachers will expose students to variables, equations, graphs, and inequalities using CMP program. N. Teachers will post strategies in the classrooms for students to use as references. O. Teachers will devise a school wide approach to solving multi-step problems.

P. The IRS will model the strategy for teachers and students.

Q. Teachers will use these steps whenever they are using multi-step problems in their instruction.

R. Teachers will display math vocabulary on the word wall and review it daily.

S. Teachers will identify math vocabulary from the MCAS math tests and Benchmark tests.

Specific Student Learning Objectives

SLO 1E. Acquire new vocabulary and use it correctly in reading and writing. F. Teachers will provide students with direct instruction in word attack skills. SLO 2E. Identify the basic facts and main ideas in a text and use them as the basis for interpretation.

G. Teachers will use Content Literacy strategies.

SLO 3E. Identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding.

H. Teachers require students to find specific supporting details, stressing both direct and indirect quotes.

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I. Teachers repeatedly use and model Content Literacy strategies using nonfiction materials.

SLO 4E. Identify, analyze, and apply knowledge of the themes, structure, and elements of poetry and provide evidence from the text to support their understanding.

J. Teachers teach poetry unit early in the year and revisit poetry reading and analysis throughout the year.

SLO-1M. Will support all math student learning objectives K. Additional math teachers will assist targeted students in improving basic math skills by

conducting math remediation classes. SLO-2M. Estimate and compute with fractions, integers, decimals, and percents.

L. Teachers will incorporate fractions, decimals, percents and integers into every day instruction.

SLO-3M. Set up and solve equations and inequalities with one or two variables using algebraic methods, models, and/or graphs.

M. Teachers will expose students to variables, equations, graphs, and inequalities using CMP

program.

N. Teachers will post strategies in the classrooms for students to use as references. SLO-4M. Use the BPS problem solving process to identify parts of a multi-step problem and choose the appropriate strategy for solving.

O. Teachers will devise a school wide approach to solving multi-step problems.

P. The IRS will model the strategy for teachers and students.

Q. Teachers will use these steps whenever they are using multi-step problems in their instruction.

SLO-5M. Acquire new math vocabulary, and use it to solve word problems and algorithms.

R. Teachers will display math vocabulary on the word wall and review it daily.

S. Teachers will identify math vocabulary from the MCAS math tests and Benchmark tests.

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B. All Content Areas

WEST JUNIOR HIGH SCHOOL ACTION PLAN 2007-2008 ALL CONTENT AREAS

Student Performance Goal I ELA Student Performance Goal I ELA: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 79.5 on the 2006 MCAS to 82.2 on the 2007 MCAS. Goal I Math: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 49.6 on the 2006 MCAS to 55.9 on the 2007 MCAS. Student Learning Objective(s): All Student Learning Objectives will be supported by this Action Plan section. Improvement Objective(s): A. Teachers will use varied question types to encourage and improve higher order thinking skills. B. Teachers will make connections known to the students using modeling, concrete examples, etc. C. Teachers will revisit skills and strategies taught throughout the year in various contexts. D. Teachers will revisit vocabulary strategies taught throughout the year in various contexts. E. Teachers will directly instruct and revisit active reading strategies across all levels and content areas. Activities Who is Responsible?

Resources Needed

Specific Timeline

Measures of Implementation

What strategies/actions need to be taken?

Who is involved in the action? Who is responsible?

What resources are needed to carry out the action?

When will the action take place?

How will progress be measured?

Reading teachers will act as resources in assisting content teachers in the area of content literacy strategies.

Administration, I.R.S. Reading teachers

Local Funds October, 2007-June, 2008 Logs, Meeting agendas

Teachers will use Content Literacy strategies in daily instruction (reading and vocabulary).

Administration I.R.S. All teachers

Local Funds September, 2007-June, 2008

Lesson Plans Classroom Observations Samples of student work.

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Teachers will incorporate questions requiring higher order thinking skills into daily instruction and assessments.

Administration All teachers


Administrative observation, Lesson plans Sample assessments

Teachers will develop seven to nine common assessments in each core academic area.

Teachers, I.R.S., Math coach, Administration


Copies of assessments

Teachers will analyze common assessment data and use results to set up in class safety nets (strategies to address needs of students who have not reached proficiency in targeted objectives).

Administration, teachers, I.R.S.


Lesson Plans Dept. meeting minutes

Teachers will use Bloom’s taxonomy list when planning instruction and creating assessments

Administration I.R.S. All teachers


Administrative observations Lesson plans Collin’s writing folders Review of student work

New schedule will be implemented to facilitate heterogeneous groups in two major subject areas, additional time on learning, daily cluster meetings, weekly department meetings, and professional development sessions during the school day.

Administration, Guidance Dept. Teachers

N/A Fall, 2007 Copy of schedule

Teachers will meet weekly to discuss Differentiated Instruction/collaborate in creation of lessons.

All teachers Local funds September, 2007 – June 2008

Meeting minutes, attendance logs, lesson plans

Teachers will be trained in “Destiny” technology (web access to multiple libraries for

Librarian Teachers

Local Funds Fall, 2007 Meeting Agenda Training materials Attendance log

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multi-level resources.

Teachers will incorporate differentiated instruction into classroom lessons.

Administration, I.R.S., all teachers

N/A September, 2007 – June 2008

Administrative observations and lesson plans

Teachers will observe lessons taught by colleagues

All teachers N/A September, 2007 – June 2008

logs

C. English Language Arts

WEST JUNIOR HIGH SCHOOL ACTION PLAN 2007-2008 ENGLISH LANGUAGE ARTS – SPECIFIC OBJECTIVE

Student Performance Goal I ELA Student Performance Goal I ELA: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 79.5 on the 2006 MCAS to 82.2 on the 2007 MCAS. Student Learning Objective: 1E. Acquire new vocabulary and use it correctly in reading and writing. Improvement Objective(s): F. Teachers will provide students with direct instruction in word attack skills.

Activities Who is Responsible?

Resources Needed

Specific Timeline



Who is involved in the action?

Who is responsible?

What resources are needed to carry out the

action?



Collins review session w/relevant teachers.

I.R.S. and Associate Principal

Local Funds Fall, 2007 Session agenda Collins folder reviews

Vocabulary FCA’s will be Administration, IRS, Local Funds September, 2007-June, Collins folder review

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used in Collins writing (focus: MCAS content vocabulary lists)

Collins Writing Committee, All teachers

2008 Review of student work Lesson Plans

Word walls will be updated to reflect unit currently in use.

Administration, IRS, All teachers


Administrative observations

Various Content Literacy strategies will be used in each unit.

Administration, IRS, All teachers


Plan books, Administrative observations Student work

Teachers will directly instruct the use of prefixes, suffixes, and roots.

English, reading, and special education teachers

Local funds September, 2007-June, 2008

Plan books, Administrative observations


Student Performance Goal I : West Junior High School will increase the proficiency index of Grade 7 and 8 students from 79.5 on the 2006 MCAS to 82.2 on the 2007 MCAS. Student Learning Objective: 2E. Identify the basic facts and main ideas in a text and use them as the basis for interpretation. Improvement Objective(s): G. Teachers will continue to use Content Literacy strategies.

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Resources Needed

Specific Timeline




Who is responsible?


action?



Teachers will continue use of Content Literacy Strategies at least three times per week.

Administration, All teachers


Plan books Classroom observations

New teachers will be coached in Content Literacy strategies

IRS, New teachers

Local funds November, 2007-June, 2008

Training session agendas IRS logs

Targeted students will be scheduled for reading intervention (Soar to Success program)

Administration, Guidance, Soar to Success instructor

Local Funds September 2006-June, 2008

Soar to Success assessments, Benchmark results, student grades, schedules

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Student Performance Goal I ELA West Junior High School will increase the proficiency index of Grade 7 and 8 students from 79.5 on the 2006 MCAS to 82.2 on the 2007 MCAS. Student Learning Objective: 3E. Identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding. Improvement Objective(s): H. Teachers require students to find specific supporting details, stressing both direct and indirect quotes I. Teachers repeatedly use and model Content Literacy strategies using nonfiction materials.


Resources Needed

Specific Timeline




Who is responsible?


action?



“Citing specific supporting details” used as an FCA on Collins writing

Administration, IRS, Collins Writing Committee


Collins writing folder review Review of student work

Implementation of use of nonfiction selections in classroom instruction

Administration, English and reading teachers

Local Funds December, 2007-June, 2008

Administrative observations, plan books Student work Teacher created assessments

Teachers will require students to provide supporting evidence orally as well as in written form

Administration, English and reading teachers

Local funds October, 2006-June, 2008

Classroom observations Oral presentation rubrics Review of student work

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Student Performance Goal I ELA West Junior High School will increase the proficiency index of Grade 7 and 8 students from 79.5 on the 2006 MCAS to 82.2 on the 2007 MCAS. Student Learning Objective: 4E. Identify, analyze, and apply knowledge of the themes, structure and elements of poetry and provide evidence from the text to support their understanding. Improvement Objective(s): J. Teachers teach poetry unit early in the year and revisit poetry reading and analysis throughout the year.


Resources Needed

Specific Timeline




Who is responsible?


action?



Poetry unit will be taught during Semester I

Administration, IRS, English teachers

Local Funds Semester I, 2007 Plan books Administrative observations

Poem of the week activity in all reading classes

Reading teachers, IRS, Administration

Local funds September, 2007-June, 2008

Plan books Administrative observations Student work

Teachers will revisit poetry reading and analysis throughout the year

English and reading teachers

Local Funds January, 2007-June, 2008 Plan books Administrative observations Student work

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D. Mathematics

WEST JUNIOR HIGH SCHOOL ACTION PLAN 2007-2008 ALL MATHEMATICS

Student Performance Goal I Math: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 49.6 on the 2006 MCAS to 55.9 on the 2007 MCAS. Student Learning Objective(s): All Math Students Learning Objectives will be supported by this Action Plan section. Improvement Objective(s): K. Additional math teachers will assist targeted students in improving basic math skills by conducting math remediation classes.


Resources Needed

Specific Timeline







Identify students for remediation math programs

IRS, Guidance, Math department

Local Funds September, 2007 – June, 2008

List of targeted students

Schedule students needed for math remediation classes

Assistant Principal, IRS, math teachers


Schedule for targeted students

Evaluate progress of students in program

Assistant Principal, IRS, math teachers


Results of pretests and posttests, Benchmark testing, MCAS test

Instructional Leadership team will provide written and oral feedback to Whole Faculty Study Groups

Instructional Leadership Team

Local Funds Ongoing 2007-2008

WFSG Log books

Weekly Whole Faculty Study Group meetings

All Faculty N/A September, 2007- June, 2008

Group meeting logs and attendance lists

Weekly Whole Faculty Study Group binder review

Administration, I. R. S.

N/A September, 2007-June 2008

Administrative feedback forms

Monthly Whole Faculty Study Group representative meeting

Faculty Representatives, Administration, I.R.S

N/A September, 2007-June 2008

Meeting minutes and attendance logs.

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Teachers will analyze common assessment data and recommend students when appropriate to an additional math class

Administration, teachers, I.R.S.


Class rosters Department logs

WEST JUNIOR HIGH SCHOOL ACTION PLAN 2007-2008 MATHEMATICS – SPECIFIC OBJECTIVE

Student Performance Goal I Math: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 49.6 on the 2006 MCAS to 55.9 on the 2007 MCAS. Student Learning Objective: 1M. Estimate and compute with fractions, integers, decimals, and percents. Improvement Objective(s): L. Teachers will incorporate fractions, decimals, percents and integers into every day instruction.


Resources Needed

Specific Timeline







Teachers will incorporate the use of fractions, decimals, percents, and integers

Assistant Principal, teachers, IRS

Local funds September, 2007 – June, 2008

Lesson Plans, Classroom observations Student work

Daily warm up activity (maximum 10 minutes)



Lesson Plans, Classroom observations

Teachers will begin school year by utilizing a review packet on fractions, decimals, percents, and integers


Local funds September, 2007 - September, 2008

Lesson Plans, Classroom observations Student work

23


Student Performance Goal I Math: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 49.6 on the 2006 MCAS to 55.9 on the 2007 MCAS. Student Learning Objective: 2M. Set up and solve equations and inequalities with one or two variables using algebraic methods, models, and/or graphs. Improvement Objective(s): M. Teachers will expose students to variables, equations, graphs, and inequalities using CMP program. N. Teachers will post strategies in the classrooms for students to use as references.


Resources Needed

Specific Timeline







Teachers will use hands on activities to reinforce algebraic algorithms

Instructional Leadership Team, Math teachers, Math Coach


Lesson Plans, Classroom Observations,

Math teachers will post problem-solving strategies and refer to it daily.

Math Department, Associate Principal, IRS


Classroom Observations

Teachers will use MCAS simulation questions to assist students in developing methods to solve equations, inequalities, and methods.

Instructional Leadership Team, Math teachers


Classroom Observations, MCAS math simulation activity Review of student work

24


Student Performance Goal I Math: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 49.6 on the 2006 MCAS to 55.9 on the 2007 MCAS. Student Learning Objective: 3M. Use the BPS problem solving process to identify parts of a multi-step problem and choose the appropriate strategy for solving. Improvement Objective(s): O. Teachers will devise a school wide approach to solving multi-step problems P. The IRS will model the strategy for teachers and students. Q. Teachers will use these steps whenever they are using multi-step problems in their instruction.


Resources Needed

Specific Timeline







Math Coach & Instructional Resource Specialist will model strategies

Math Coach

Local funds

September, 2007-June 2008

IRS log Math Coach log

Training sessions on problem solving strategies for math teachers during Math dept. meetings.

I.R.S. Math Dept Head, Math Coach

Local Funds

November, 2007 Training attendance, agenda, materials

Teachers will use the problem solving strategies daily with students.

Administration, Teachers, IRS


Lesson plans, Classroom observations

25


Student Performance Goal I Math: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 49.6 on the 2006 MCAS to 55.9 on the 2007 MCAS.

Student Learning Objective: 4M. Acquire new math vocabulary, and use it to solve word problems and algorithms. Improvement Objective(s): R. Teachers will display math vocabulary on the word wall and review it daily. S. Teachers will identify math vocabulary from the MCAS math tests and Benchmark tests.


Resources Needed

Specific Timeline







Word walls will include vocabulary related to problem solving.

Administration, IRS, Teachers, Math Coach


Lesson Plans, Classroom Observations, Vocabulary lists

English teachers will include math vocabulary when addressing ELA vocabulary standards.

Administration, English teachers


Lesson plans, Classroom observations Department meetings Student work

Teachers will compile essential math vocabulary list from CMP program and past MCAS math tests.

IRS, Math Teachers Local funds November, 2007 List Department meeting minutes

26

VIII. West Junior High School Student Attendance Goal

ACTION PLAN Goal #3: To improve student attendance. Needs Assessment: Current figures indicate that 8.8% of students in Grades 7 and 8 are considered chronically absent (18 days or more, 10% of the school year). Objective(s) To reduce the number of students described as chronically absent from 8.8% to 5.8% over a two-year period.

Activity Department(s) / Person(s) responsible

Resource(s) / Funding Source

Timeline Measures of Implementation

Identify current seventh grade and eighth grade students with 18 or more absences for the 2006-2007 school year

Guidance counselors, SAC

Starbase September, 2007 & September 2008

List of students with 18 or more absences

Contact identified students (three or more absences per term) and their parents to address issues contributing to absenteeism

Attendance Committee, including nurse, SAC, Supervisor of Attendance, Guidance

None September, 2007-June 2008

Guidance contact logs

Monitor daily attendance of identified students

Attendance Committee, including nurse, SAC, Supervisor of Attendance, School Resource Officer

None September 2007-June 2008

Attendance logs

27

VIII. West Junior High School Community/Parental Involvement Goal ACTION PLAN

Goal #4: To increase parent and community involvement. Needs Assessment: Student Performance Goal I ELA: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 79.5 on the 2006 MCAS to 82.2 on the 2007 MCAS. . Student Performance Goal I Math: West Junior High School will increase the proficiency index of Grade 7 and 8 students from 49.6 on the 2006 MCAS to 55.9 on the 2007 MCAS.

Objective(s) To improve student performance by increasing parent and community involvement.

Activity Department(s) / Person(s) responsible

Resource(s) / Funding Source

Timeline Measures of Implementation

Identify and train three teachers in Community Service Learning.

Assistant Principal and Community School

CSL Grant Ongoing 2007-2008

Training attendance logs

Teachers will create/model Community Service Learning lessons with community partners.

Trained teachers CSL Grant Ongoing 2007-2008

Lesson plans posted on website.

Teachers and students will exhibit models at culminating event.

Trained teachers CSL Grant March-June 2008

Survey of teachers at exhibit

28

Guidance counselors will have increased contact with parents/guardians.

Administration, Guidance counselors

Local Funds September 2007-June 2008

Contact logs

Parent survey will be conducted. Administrative Team, West Parent Advisory Council

Local Funds Fall, 2007 Spring, 2008

Copies of survey responses

west junior high school improvement plan 2007 – 2008 · 2007-06-20 · mcas to 80.4 on the 2005...

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