Beaumont Independent School District Willie Ray Smith ...

Beaumont Independent School District

Willie Ray Smith Middle School

2019-2020

Board Approval Date: October 17, 2019

Willie Ray Smith Middle SchoolGenerated by Plan4Learning.com 1 of 25

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Table of Contents

Comprehensive Needs Assessment 3Demographics 3Student Academic Achievement 5School Processes & Programs 7

Priority Problem Statements 9Comprehensive Needs Assessment Data Documentation 10Goals 11

Goal 1: To increase student achievement so that the campus (meets or continues to meet) TEAs accountability standards by the end of 2019-2020. 11Goal 2: To attract and retain an outstanding workforce 16Goal 3: To ensure a safe and secure school. 17Goal 4: To improve student attendance. 19Goal 5: To increase parent/family engagement and community collaboration. 21

Comprehensive Support Strategies 22Campus Education Improvement Committee 24Campus Funding Summary 25


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Smith Magnet Middle School, technology-based magnet strives to service the needs of highlygifted/talented students, on level students, and accommodates and modifies its curriculum to provide aunique education experience for it's 504 and special education population. We are a Title 1 middleschool that serves over five hundred and seventy-five student daily. 94% of Smith campus iseconomically disadvantaged; which 79% is African-American and 19% is Hispanic. The campus islocated on the north side of Beaumont, Texas, 4415 Concord and addresses the needs of 6th-8thgraders.

Demographics Strengths

Enrollment - The strengths is that the enrollment has been increasing over the last two years between534 and 576. As a result of increasing numbers, according to the staffing guidelines, we do have properstaffing to meet the needs of our population of students (1:15). Note: The guideline does not reflect theimplementation of instructional interventions for the 41% At Risk, which affects the increase of teacherto student ratio.

Attendance - The strength is that attendance trends have been consistent over the last three years. It hasnot dropped below 90%. However, attendance is not close to the expected goal of 96% for the districtand state level.


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Mobility/Stability - Mobility/stability is 21.6%, which is increasing. Most of our students that attendcome from our feeder schools Martin Elementary and Jones Mae Clark, which are located in the northside community. We do have an opportunity for growth in enrollment.

Special Populations - The number of students in this population (GT, Special Ed, ELLs and 504) ofstudents has increased over the last three years, with ELLs and Special Ed having our largest number.There are more students involved in intervention programs than in GT or advanced course.


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Student Academic Achievement

Student Academic Achievement Summary

Smith Magnet Middle School Reading 2019 STAAR comparison scores from 2018 STAAR is as follows 6th-grade increased by 1%; 7th-grade decreased by 9% and 8th-grade increased by 11%. In comparing cohorts in Reading, 7th-grade increased by 9% and 8th-grade 12%.

STAAR Math 2019 comparison to 2018 STAAR Math, 6th-grade decrease 3%, 7th-grade decreased 21% and 8th-grade 9%. Comparingcohort in Math, 7th-grade decreased 14% and 8th-grade increased 8%.

STAAR Writing 7th-grade had another significate drop by 14% in comparing 2019 to 2018.

Science STAAR 8th-grade comparison was a 4% decrease and Social Studies STAAR had 13% growth.

STAR 360 campus cumulative for Reading was a 5% decrease from 2018 and Math remain constant.

Due to the digression in the TELPAS writing from 2018 Advance High to 2019 Advance of students from Smith will not exit.

Content/

Grade

2016

STAAR

2017

STAAR

2018

STAAR

2019

STAARReading

6th Grade 37% 44% 31% 32%7th Grade 49% 42% 51% 40% (+9)8th Grade 72% 52% 63% (+12)

Math6th Grade 24% 39% 39% 36%7th Grade 45% 41% 46% 25% (-14) *8th Grade 75% 63% 54% (+8)

Writing – 7th Grade 46% 41% 51% (+10) 37%(-14) *Science – 8th Grade 45% 54% 59% (+5) 55%(-4)

Social Studies – 8th Grade 26% 35% 27% (-8) 40% (+13)

GRAY IS OUR 6TH GRADERS 2019


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YELLOW IS OUR 7TH GRADERS 2019

PINK IS OUR THIS YEAR 8TH GRADERS 2019

Smith Algebra 1 EOC

PRELIMINARY

2018 VS. 2019 STAAR Spring EOC Results

100% 96% 4%↓

Student Academic Achievement Strengths

Smith Magnet Middle School showed double-digit growth in 8th-grade STAAR 2019 in Reading with 12% and Social Social Studies with13%. Math increased by 8% in measuring cohorts. Also, 7th-grade Reading increased 9% on the cohort

Algebra 1 EOC passed 96% / 22 out 23 / 11 Meets/ 3 Masters

2019 STAAR Performance All Subjects Percent of Tests:

Special Ed Students

% at Approaches Grade Level Standard 36%

% at Meets Grade Level Standard 26%

% at Masters Grade Level Standard 8%

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: STAAR Math passing rates are below the Approaches Level for 6th grade 36%; 7th grade 25%, 8th grade 54%. Root Cause: lackof innovative instructional support

Problem Statement 2: 85 % reduction in the number of students passing TELPAS writing. Root Cause: inadequate staffing to support EL students


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School Processes & Programs

School Processes & Programs Summary

The ratio of teacher to students’ averages around 1:28 over three years due to the increasing special populations of students serviced atSmith Middle School. Those numbers are highs. Also, there is only one teacher per subject area at the 8th-grade level. This does not allowfor variability among instruction when it comes to supporting all students' needs. The Administration has put in place different committee'son campus to help with staff morale and build teacher retainment. Through PLC support and teacher celebrations have generated a positiveatmosphere but still, have ways to go.

There has been a 20% increase on level 1 and level 2 student discipline infractions among 6th and 7th-graders. At the end of the2018-2019 academic year, Smith Administration documented over 2100 referrals.

With the Partnership of Beaumont ISD and Phalen Leadership Academy, the future of Smith Middle School looks promising for anincrease in teacher recruitment and retention.

School Processes & Programs Strengths

Smith Magnet Middle School has a great process for transitioning students from 5th-grade to 6th and 8th-grade to High School.

Smith's 6th-grade Transition Academy

The Transition Academy is designed to familiarize students to the middle school environment. Activities have been designed so thatstudents are introduced to the expectations of middle school. The Transition Academy focuses on academic, attendance, behavioral, andsocial skills in which will enable the 6th-grade student to make a smooth transition from elementary to middle school.

Smith’s 8th Grade High School Prep

Activities have been designed so that students are introduced to the expectations of high school. The Transition Academy will focus onacademic, attendance, behavioral, and social skills in which will enable 8th-grade students to make a smooth transition to high school.


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Campus HandbookCHAMPSCampus ExpectationsGoal Setting:AttendanceGradesBehaviorGuest SpeakerInstructional Rewards for GOals MEtReview of Goals every 9 weeksSTAAR ExpectationsCollege DayField DayProm8th-grade Graduation

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: There is a 20% increase on Level 2 student discipline infractions among 6th and 7th graders. Root Cause: lack of (SEL) SocialEmotional Learning and Restorative training for teachers


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Priority Problem Statements

Problem Statement 1: There is a 20% increase on Level 2 student discipline infractions among 6th and 7th graders.Root Cause 1: lack of (SEL) Social Emotional Learning and Restorative training for teachersProblem Statement 1 Areas: School Processes & Programs

Problem Statement 2: STAAR Math passing rates are below the Approaches Level for 6th grade 36%; 7th grade 25%, 8th grade 54%.Root Cause 2: lack of innovative instructional supportProblem Statement 2 Areas: Student Academic Achievement

Problem Statement 3: 85 % reduction in the number of students passing TELPAS writing.Root Cause 3: inadequate staffing to support EL studentsProblem Statement 3 Areas: Student Academic Achievement


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Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:


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Goals

Goal 1: To increase student achievement so that the campus (meets or continues to meet) TEAsaccountability standards by the end of 2019-2020.

Performance Objective 1: By May 2020, Smith will increase Math STAAR performance of all students based on cohort data by 15% to ensure that wemeet or exceed state standards 6th grade 43% to 58%; 7th grade 36% to 51%; 8th grade from 25% to 40%, .

Evaluation Data Source(s) 1: Star360, STAAR results

Summative Evaluation 1:

Targeted or ESF High Priority

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

Comprehensive Support Strategy1) Continue PLC development to increaseteacher capacity and effectiveness ininstructional delivery and standards alignment.

2.4, 2.5, 2.6 InstructionalCoaches ,CurriculumCoordinator andCurriculumAdministrator

Increase and Develop teacher capacity forplanning and instructional delivery at the rigorlevel demanded by state standards

Increase and Implement the use of currentanalyzed data to plan rigorous instruction at thelevel demanded on the state standards using thePLC process

Comprehensive Support Strategy2) Utilize teacher exemplars to identify keyskills, components, and background knowledgenecessary for student success.

2.4, 2.5, 2.6 InstructionalCoaches andCurriculumCoordinator

Improved teacher planning and preparation

All PLC facilitators will lead usinga well-defined agenda focused on expectedoutcomes with next steps.


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Comprehensive Support Strategy3) Provide STAAR tutors and InstructionalInterventionist for Math teachers in grades 6-8 totarget 504, LEP, AA, SPED and Eco-Dis

2.4, 2.6 CurriculumCoordinator,Math DepartmentLead, MathCoach andCurriculumAdministrator

Increase performance on STAAR assessments.

Fosters familiarity and positive school culture.

Problem Statements: Student Academic Achievement 1Funding Sources: Title I, Part A - 0.00

Comprehensive Support Strategy4) Instructional coaches will provide coachingand feedback to increase teacher capacity andeffectiveness through Relay Graduate SchoolEducation PD.

2.4, 2.5, 2.6 Principal,AssistantPrincipal,CurriculumCoordinator,Math DepartmentLead, MathCoach and

Teachers will provide high quality instruction thatmeets the level of rigor to improve studentachievement.

Teachers will be proficient in using the TLR/SLR,leadership report card, and quintile reports todetermine appropriate interventions andacceleration for student growth.


Comprehensive Support Strategy5) Continue to implement student goal settingand data tracking systems.

2.4, 2.6 Instructionalcoaches, teachersandAdministrators

Students will have increased accountability fortheir learning goals.

Increase STAR 360 Reading & Math progressfrom BOY-MOY-EOY

Comprehensive Support Strategy6) Provide one Instructional Interventionist andMath tutors in grades 6-8 to target 504, LEP,AA, SPED and Eco-Dis students.

2.4, 2.5, 2.6 Administrators,Math Coach andTeachers

Increased student performance on districtassessments and STAAR.


Comprehensive Support Strategy7) Utilize Think Through Math, IXL and Prodigyto improve students foundation skills in math.

2.4, 2.6 Administrators,Instructionalcoaches, Teachers

Increased student performance on districtassessments and STAAR.

Problem Statements: Student Academic Achievement 1Funding Sources: Priority Funds - 0.00


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Comprehensive Support Strategy8) Smith's staff will utilize Lead4Ward protocolsthat commits to focus and action in theclassroom.

2.4, 2.6 Administratorsand Teachers

Principals, administrative and leadership team willreview lesson plans and classroom instructionweekly and provide immediate feedback.

Staff will demonstrate consistent implementationof instructional strategies and planning routines toprovide targeted instruction.

Comprehensive Support Strategy9) Provide data talks during PLCs within eachacademic department and grade-level team on2019 STAAR reports, including comparisonreports, and nine week assessments.

Unpack TEKS to measure teachers depth ofknowledge and utilize RELAY & Lead4Wardfield guide to identify misconceptions in studentlearning.

2.4, 2.6 Administrationand DepartmentLeaders

Progress Growth on student assessment asindicated by data analysis.

Agendas of PLCs, data talks and data analysis.

Student progress towards mastery will bedocumented through use of data and observations.

Comprehensive Support Strategy10) Provide before and after-school tutoring, andsmall group instruction as indicated by RTI Tiers2 and 3.

2.4, 2.5, 2.6 Administrators,CurriculumCoordinator andTeachers

Nine week data indicating student progress, and adecrease in the number of students needing smallgroup instruction.

Funding Sources: Local Funds - 0.00Comprehensive Support Strategy

11) Study Island will be used in all core subjectsto increase student performance on campus,district and state assessments in all indexes.

2.4, 2.5, 2.6 Administrators,DepartmentLeads andTeachers

An increase in student performance in campus,district, and state assessments.

Funding Sources: Title I, Part A - 0.00Additional Targeted Support Strategy

12) Teachers will be required to planning, andimplement appropriate instructions for ELstudents to increase performance on TELPASassessment to exit.

Principal, LPACCoordinator andteachers

EL students will show growth in Reading andWriting as measured on local/district andTELPAS assessments.

Funding Sources: Title I, Part A - 0.00

= Accomplished = Continue/Modify = No Progress = Discontinue

Performance Objective 1 Problem Statements:


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Student Academic AchievementProblem Statement 1: STAAR Math passing rates are below the Approaches Level for 6th grade 36%; 7th grade 25%, 8th grade 54%. Root Cause 1: lack of innovative instructionalsupport


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Goal 1: To increase student achievement so that the campus (meets or continues to meet) TEAs accountability standards by the end of 2019-2020.

Performance Objective 2: By May 2020, Smith will increase EL students who exit TELPAS by 30% from 0%.

Evaluation Data Source(s) 2: TELPAS Writing Scores, & 7th Grade STAAR Writing and 8th Grade





1) Teachers will be required to planning, andimplement appropriate instructions for EL studentsto increase performance on TELPAS assessment toexit.

Principal, LPACCoordinator andteachers

EL students will show growth in Reading andWriting as measured on local/district and TELPASassessments.



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Goal 2: To attract and retain an outstanding workforce

Performance Objective 1: By May of 2020, Smith will retain 85% of Highly Qualified staff.

Evaluation Data Source(s) 1: Establish faculty and staff longevity




Comprehensive Support StrategyAdditional Targeted Support Strategy

1) Increase leadership opportunities for teachers tocoach and mentor new teachers

Campus leadership Increase teacher content knowledge and effectiveinstructional strategies in the classroom


2) Increase staff development opportunities forteachers

Campusleadership,teachers, districtadministrators

Increase of effective instructional strategies in theclassroom along with evidence of student academicsuccess

Funding Sources: Priority Funds - 0.003) Provide mentoring for new teachers District and

campus leadershipLearning assessments and STAAR scores



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Goal 3: To ensure a safe and secure school.

Performance Objective 1: By May 2020, campus discipline removals will be decreased by 30% from the 2018-19 school year of 1579 to 1105 and below.

Evaluation Data Source(s) 1: ISS/OSS data





Comprehensive Support Strategy1) Continue implementation of school widediscipline procedures and safety programs todecrease discipline infractions/removals. such as 1. CHAMPS management and 2. Foundations3. PLA Behavioral Process

2.4, 2.5, 2.6 Principal,Assistant PrincipalandCulture/ClimateAdministrator

Reduction in repeat offenses/student removals.

Problem Statements: School Processes & Programs 1Funding Sources: Local Funds - 0.00

2) Begin implementation of restorative disciplinepractices. -students-teacher/staff-administrators

2.5, 2.6 Principal,AssistantPrincipal, andCulture/ClimateAdministrator

Reduction in repeat offenses/student removals.

Problem Statements: School Processes & Programs 1Funding Sources: Priority Funds - 0.00



School Processes & ProgramsProblem Statement 1: There is a 20% increase on Level 2 student discipline infractions among 6th and 7th graders. Root Cause 1: lack of (SEL) Social Emotional Learning andRestorative training for teachers


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Goal 4: To improve student attendance.

Performance Objective 1: Smith will improve student attendance by 5% for the 2019-2020 academic year from 91.44% to 96%.

Evaluation Data Source(s) 1: Teacher and student attendance and referral reports




Comprehensive Support Strategy1) Implement after-school enrichment programs

2.4, 2.5, 2.6 Climate & CultureAdministrator andCurriculumCoordinator

After school student attendance

Problem Statements: Student Academic Achievement 2Funding Sources: Priority Funds - 0.00


2) Walk-through's to help improve school climatethrough effective classroom management

2.4, 2.6 Campus leadership Increase instructional performance

Comprehensive Support Strategy3) Implement campus incentive days at the end ofeach 9 week grading period to encourage a positiveschool environment.

2.4, 2.6 Campus leadership Decrease in referrals and increase in positivebehaviors.

Problem Statements: School Processes & Programs 1Funding Sources: Priority Funds - 0.00



Student Academic AchievementProblem Statement 2: 85 % reduction in the number of students passing TELPAS writing. Root Cause 2: inadequate staffing to support EL students


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School Processes & ProgramsProblem Statement 1: There is a 20% increase on Level 2 student discipline infractions among 6th and 7th graders. Root Cause 1: lack of (SEL) Social Emotional Learning andRestorative training for teachers


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Goal 5: To increase parent/family engagement and community collaboration.

Performance Objective 1: Increase parent and community participation by 30% by May 2020.

Evaluation Data Source(s) 1: Parent facilitator reports, Foundations Report





1) Provide many opportunities to promoteparent/family/ community involvement to includeGoal's Night, parent conferences, CurriculumNights,and seek stakeholders' support throughsurveys and face to face meetings.

3.2 Principal, Culture& ClimateAdministrator andDepartmentLeaders

Increased number of parent conferences, andbusiness partner participation and communityinvolvement as indicated by documentation.

Comprehensive Support Strategy2) Utilize community programs such as LamarWork Study, Junior Achievement and LIT Tutoringservices.

2.4, 2.5, 2.6 Principal,Assistant Principaland Culture &ClimateAdministrator

Documented description of community involvement.Cross reference student achievement to communityinvolvement.

Funding Sources: Local Funds - 0.00



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Comprehensive Support Strategies

Goal Objective Strategy Description1 1 1 Continue PLC development to increase teacher capacity and effectiveness in instructional delivery and standards alignment.1 1 2 Utilize teacher exemplars to identify key skills, components, and background knowledge necessary for student success.

1 1 3 Provide STAAR tutors and Instructional Interventionist for Math teachers in grades 6-8 to target 504, LEP, AA, SPED andEco-Dis

1 1 4 Instructional coaches will provide coaching and feedback to increase teacher capacity and effectiveness through RelayGraduate School Education PD.

1 1 5 Continue to implement student goal setting and data tracking systems.1 1 6 Provide one Instructional Interventionist and Math tutors in grades 6-8 to target 504, LEP, AA, SPED and Eco-Dis students.1 1 7 Utilize Think Through Math, IXL and Prodigy to improve students foundation skills in math.1 1 8 Smith's staff will utilize Lead4Ward protocols that commits to focus and action in the classroom.

1 1 9Provide data talks during PLCs within each academic department and grade-level team on 2019 STAAR reports, includingcomparison reports, and nine week assessments. Unpack TEKS to measure teachers depth of knowledge and utilize RELAY &Lead4Ward field guide to identify misconceptions in student learning.

1 1 10 Provide before and after-school tutoring, and small group instruction as indicated by RTI Tiers 2 and 3.

1 1 11 Study Island will be used in all core subjects to increase student performance on campus, district and state assessments in allindexes.

2 1 1 Increase leadership opportunities for teachers to coach and mentor new teachers2 1 2 Increase staff development opportunities for teachers

3 1 1 Continue implementation of school wide discipline procedures and safety programs to decrease discipline infractions/removals.such as 1. CHAMPS management and 2. Foundations 3. PLA Behavioral Process

4 1 1 Implement after-school enrichment programs4 1 2 Walk-through's to help improve school climate through effective classroom management4 1 3 Implement campus incentive days at the end of each 9 week grading period to encourage a positive school environment.


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Goal Objective Strategy Description

5 1 1 Provide many opportunities to promote parent/family/ community involvement to include Goal's Night, parent conferences,Curriculum Nights,and seek stakeholders' support through surveys and face to face meetings.

5 1 2 Utilize community programs such as Lamar Work Study, Junior Achievement and LIT Tutoring services.


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Campus Education Improvement Committee

Committee Role Name PositionAdministrator Shy Randle-Filer PRINCIPALParaprofessional Tiffani Collins ReceptionistAssistant Administrator Leon Phillips Dean of Climate and CultureClassroom Teacher Marcus Antwine TeacherClassroom Teacher Brittney Guidry TeacherParent Gwen Collins ParentCommunity Representative Oveal Walker Mount Calvary Baptist ChurchParent Ramona Muhammad Parent


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Campus Funding Summary

Local FundsGoal Objective Strategy Resources Needed Account Code Amount

1 1 10 Teachers, Lead4ward $0.003 1 1 Behavioral Interventionist $0.005 1 2 Culture & Climate Administrator $0.00

Sub-Total $0.00

Title I, Part AGoal Objective Strategy Resources Needed Account Code Amount

1 1 3 STAAR Tutors, Instructional interventionist $0.001 1 4 Lead4ward; Technology devices $0.001 1 6 Instructional Interventionist $0.001 1 11 Study Island Liscense $0.001 1 12 ESL Training / ESL Teacher / ESL aide $0.00

Sub-Total $0.00

Priority FundsGoal Objective Strategy Resources Needed Account Code Amount

1 1 7 Instructional Interventionist, STAAR Tutors $0.002 1 2 $0.003 1 2 SEL Social Emotional Learning & Restorative PD $0.004 1 1 teachers, technology programs, ESL aides $0.004 1 3 Restorative Strategies and Incentives $0.00

Sub-Total $0.00Grand Total $0.00


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Beaumont Independent School District Willie Ray Smith ...

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