Continuous Achievement Process & Plan - Giaudrone Middle School

Continuous Achievement Process & Plan 2021 Quarter 1

We believe all our students deserve and are worthy of a safe,beautiful space to learn and grow. Teachers are passionateabout their craft and care about their students wanting them tobe successful as they move through school to becomecontributing members of our global world.

Our VisionHusky Vision- Giaudrone Huskies: Ready forhigh school, ready for life, ready to change theworld.

Our MissionHusky Mission: At Giaudrone Middle School,collaborative and passionate staff, with amindset for growth, work to help students seeand achieve the Husky Vision. This Vision willbe achieved by building relationships withstudents and by…Providing: *Meaningful andrigorous instruction *Multi-layered support *Asafe learning environment *Progressmonitoring for student achievement.

Based on data analysis of student work and iReady data, our goal is to increase student proficiencyfrom 13% to 33% passing rate. The team will use a variety of instructional practices, interventionstrategies and access points to be able to increase proficiency on Standard 6.Ns.A.1-represent anduse fractions, decimals and able to do addition, subtraction, multiplication, and division operationswith those categories of number by 20% as measure using common assessments/IB rubrics fromNovember to the end of the quarter.

Curriculum: the standards and units we are targetingSTANDARD: 6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions byfractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷(3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that(2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 peopleshare 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of landwith length 3/4 mi and area 1/2 square mi?.

UNIT: Topic 1 - Use Positive Rational Numbers

Steps: how we will accomplish this goalSUPPORTING STUDENTS AT TIER I ON THESE STANDARDSInteractive activities with students, like Desmos and other classroom-based activities, high frequency use of math games to buildconfidence in skills supporting overarching grade level and content/unit goals. Use of interactive notebooks and curriculumworkbooks for each unit. Online and paper practice provided to support each unit.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDSAnchor charts created and used in classroom to provide students reminders about relevant number operations and strategies forsolving word problems. Relevant notes and supports will be provided in the form of materials that can be taped into students’interactive notebooks. Use of relevant models such as number lines, counting chips, and other visual representations/manipulativeswill be employed as relevant and necessary to support concrete understanding of abstract math concepts.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDSStudents will be placed in small groups which will enable us to work with students needing more intervention as well as givingadvanced students extensions on the material. Student IEPs and 504s and their associated goals will be taken into consideration asthese small groups are created and carried out.

6th Grade Math GoalAchieve a 33% pass rate for the selected standard by the end of the quarter.

ACADEMIC EXCELLENCE

Sixth grade students will achieve a 65% proficiency in the standard of W6.3e by the end of the storyelements unit which will be taught from mid-November through January. This will be shown bycompleting an ending to a story that will be provided to the students. A choice of 3 options will beprovided for the assessment for the purpose of access for all.

Curriculum: the standards and units we are targetingSTANDARD: W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

UNIT: Narrative Reading and Writing

Steps: how we will accomplish this goalSUPPORTING STUDENTS AT TIER I ON THESE STANDARDSUsing mentor text to teach story elements Practice with a plot diagram to analyze story elements Short pixar video’s will be used tosupport the teaching of story elements How does conflict move a story plot forward?

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDSSmall group instruction to address misconceptions Jigsaw with groups to identify story elements Graphic organizers to analyze theelements of a story beyond a plot diagram

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDSProvide stories in which the story elements are already identified in order for success to be achieved in writing endings to a storySmaller group instruction Use of a co-teacher, Mrs. Overfield, to assist with students

6th Grade ELA GoalAchieve a 65% pass rate for the selected standard by the end of the quarter.

ACADEMIC EXCELLENCE

In the 2021-22 academic year, the percentage of students with a positive response to the statement“most students are respectful of others at this school” will increase from our base line data of 20%to 35%. We are aiming for a 15% reduction in EE and SS in academic year 2021-22. We will assessour goal through the results of the student climate survey in 2021-22 as well as our behavioralincidents (EE and SS) reports for 2021-22. We will also be assessing our progress on our goalthrough routine checks and continued monitoring of our building-level behavioral tracker. This willmean focusing on systemic change around tier 1-3 supports to facilitate continued action aroundour goals.

Steps: how we will accomplish this goalPROMOTING SEL FOR STUDENT IMPACTStep 1: Adult Capacity of SEL Staff will review systems to determine non-negotiables. We will reimagine how we are approaching tier1 behaviors to mitigate escalation to behavior that could be categorized as tier 2/3. This means clearly defining action steps and theframework that encompasses incident to teacher to additional staff support. We will draw on the equity framework, whole childinitiative, and our building PD around CRT.

STRENGTHENING ADULT SEL CAPACITYStep 2: Student SEL skills through Explicit instruction/integration Students will receive explicit instruction and integration of SELactivities into their weekly advisory (Mon. and Thur.). This instruction/integration will involve circle sharing and other SEL practices.We will have monthly grade level assemblies for review of expectations, demonstrations, and clarifications. To build adult capacity wewill: + provide Advisory lessons/framework to support SEL in the classroom + continue to review CRT practice and grading practices+ book student- "Grading from the Inside Out" + continue with Urban Assembly

6th Grade SEL GoalAchieve a 35% pass rate for the selected standard by the end of the quarter.

ACADEMIC EXCELLENCE

Based on data analysis of student work and iReady data, our goal is to increase student proficiencyfrom 12% to 32% passing rate. The team will use a variety of instructional practices, interventionstrategies and access points to be able to increase proficiency on Standard 7.NS.A.3-Understandintegers and be able to add, subtract, multiply and divide with rational numbers by 20% as measureusing common assessments/IB rubrics from November to the end of the quarter.

Curriculum: the standards and units we are targetingSTANDARD: 7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

UNIT: Topic 1 - Integers and Rational Numbers

Steps: how we will accomplish this goalSUPPORTING STUDENTS AT TIER I ON THESE STANDARDSInteractive activities with students, like Desmos and other classroom-based activities, high frequency use of math games to buildconfidence in skills supporting overarching grade level and content/unit goals. Use of interactive notebooks and curriculumworkbooks for each unit. Online and paper practice provided to support each unit.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDSAnchor charts created and used in classroom to provide students reminders about relevant number operations and strategies forsolving word problems. Relevant notes and supports will be provided in the form of materials that can be taped into students’interactive notebooks. Use of relevant models such as number lines, counting chips, and other visual representations/manipulativeswill be employed as relevant and necessary to support concrete understanding of abstract math concepts.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDSStudents will be placed in small groups which will enable us to work with students needing more intervention as well as givingadvanced students extensions on the material. Student IEPs and 504s and their associated goals will be taken into consideration asthese small groups are created and carried out.

7th Grade Math GoalAchieve a 32% pass rate for the selected standard by the end of the quarter.

ACADEMIC EXCELLENCE

Seventh grade students will grow in proficiency of standard 7.W.4 by 15% at the end of 8 weeks.Over the course of the unit students will work on story elements such as introduction, characterdevelopment, conflict, resolution, dialogue, punctuation, sentence structure, and paragraph length tohelp them grow towards meeting the goal by the end of unit summative assessment. Over thecourse of the unit, we will use a range of short stories from different communities centering aroundconflict through a national and global lens. To make this unit more equitable, we will bedifferentiating instruction, providing supports to students, allowing students with no home Wi-Fiextra work time in class with flexible due dates, and having multiple prompts for the summativeassessment to provide access to all.

Curriculum: the standards and units we are targetingSTANDARD: W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

UNIT: Narrative Reading and Writing

Steps: how we will accomplish this goalSUPPORTING STUDENTS AT TIER I ON THESE STANDARDSStudents will have access to daily lessons that are appropriate to grade level content. They will see an array of mentor texts, writingsamples, and see teacher-led examples of how to think through the lessons to have a deliverable by the end of the lesson. Based onpre-assessment data I am differentiating instruction for small groups and 1:1 instruction to meet their needs as learners knowing thatsome of the pacing of the unit may be too fast and I might need to reteach certain parts of the lessons.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDSInformal assessment is constantly taking place during workshop. Noticing students who are stuck, can’t generate ideas, or strugglewith working independently and sit with them, or pull a group of them to add additional guided support and encouragement. Thiscould include anything from reteaching, idea generation, sentence stems, or returning to a mentor text so they can see the lesson in away that is more personalized in a smaller group or 1:1.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDSWe are in constant collaboration with SpEd teachers to support IEP goals and accommodate student IEPs. Student will also beoffered afterschool tutoring by a certificated staff member to support their learning.

7th Grade ELA GoalAchieve a 35% pass rate for the selected standard by the end of the quarter.

ACADEMIC EXCELLENCE

In the 2021-22 academic year, the percentage of students with a positive response to the statement“most students are respectful of others at this school” will increase from our base line data of 20%to 35%. We are aiming for a 15% reduction in EE and SS in academic year 2021-22. We will assessour goal through the results of the student climate survey in 2021-22 as well as our behavioralincidents (EE and SS) reports for 2021-22. We will also be assessing our progress on our goalthrough routine checks and continued monitoring of our building-level behavioral tracker. This willmean focusing on systemic change around tier 1-3 supports to facilitate continued action aroundour goals.

Steps: how we will accomplish this goalPROMOTING SEL FOR STUDENT IMPACTStep 1: Adult Capacity of SEL Staff will review systems to determine non-negotiables. We will reimagine how we are approaching tier1 behaviors to mitigate escalation to behavior that could be categorized as tier 2/3. This means clearly defining action steps and theframework that encompasses incident to teacher to additional staff support. We will draw on the equity framework, whole childinitiative, and our building PD around CRT.

STRENGTHENING ADULT SEL CAPACITYStep 2: Student SEL skills through Explicit instruction/integration Students will receive explicit instruction and integration of SELactivities into their weekly advisory (Mon. and Thur.). This instruction/integration will involve circle sharing and other SEL practices.We will have monthly grade level assemblies for review of expectations, demonstrations, and clarifications. To build adult capacity wewill: + provide Advisory lessons/framework to support SEL in the classroom + continue to review CRT practice and grading practices+ book student- "Grading from the Inside Out" + continue with Urban Assembly

7th Grade SEL GoalAchieve a 35% pass rate for the selected standard by the end of the quarter.

ACADEMIC EXCELLENCE

Based on data analysis of student work and iReady data, our goal is to increase student proficiencyfrom 12% to 32% passing rate. The team will use a variety of instructional practices, interventionstrategies and access points to be able to increase proficiency on Standard HAS.CED.A.1-Createequations that describe number relationships, solving equations, solving equations with one or morevariable, reason quantitatively by using units to solve problems, and build relationships betweenquantities by 20% as measure using common assessments/IB rubrics from November to the end ofthe quarter. Unit 1 assessment on Solving Equations and Inequalities will help provide data tosupport whether students have made adequate gains towards this goal. ***Spring i-Ready datawould be helpful to reflect on to see if classroom-based interventions or similar proved helpful inincreasing this goal over the course of the school year.

Curriculum: the standards and units we are targetingSTANDARD: HSA-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include equationsarising from linear and quadratic functions, and simple rational and exponential functions.

UNIT: Topic 1 - Solving Equations and Inequalities

Steps: how we will accomplish this goalSUPPORTING STUDENTS AT TIER I ON THESE STANDARDSInteractive activities with students, like Desmos and other classroom-based activities, high frequency use of math games to buildconfidence in skills supporting overarching grade level and content/unit goals. Use of interactive notebooks and curriculumworkbooks for each unit. Online and paper practice provided to support each unit.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDSAnchor charts created and used in classroom to provide students reminders about relevant number operations and strategies forsolving word problems. Relevant notes and supports will be provided in the form of materials that can be taped into students’interactive notebooks. Use of relevant models such as number lines, counting chips, and other visual representations/manipulativeswill be employed as relevant and necessary to support concrete understanding of abstract math concepts.

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDSStudents will be placed in small groups which will enable us to work with students needing more intervention as well as givingadvanced students extensions on the material. Student IEPs and 504s and their associated goals will be taken into consideration asthese small groups are created and carried out.

8th Grade Math GoalAchieve a 32% pass rate for the selected standard by the end of the quarter.

ACADEMIC EXCELLENCE

Eight grade students will grow in proficiency of Standard W.4.8- Produce Clear and coherent writingin which the development, organization, and style are appropriate to task, purpose, and audience, by15% at the end of 5 weeks. Students will use a variety of instructional materials to best supportlearning, such as Spring Board, graphic organizers, CommonLit articles, videos, and otherinstructional materials. Students will need to know how to write paragraphs and organize theirparagraphs into an essay format. They will need to know the elements of an essay. All students are1-1 with laptops, which is what they will use to type their essays. Students will be differentiateddepending on writing ability. Some differentiating strategies will include providing sentence starters,shortened assignments, extra time, one on one support, provided print outs of work, graphicorganizers, etc.

Curriculum: the standards and units we are targetingSTANDARD: W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

UNIT: Narrative Reading and Writing

Steps: how we will accomplish this goalSUPPORTING STUDENTS AT TIER I ON THESE STANDARDSStudents will use close reading strategies (re-read text, context clues, metacognitive markers) when reading texts Students willparticipate in reading of lexile appropriate texts during whole group and small group read alouds Five Word Summary Strategy QuickWrites Exit Ticket Reflections on the lesson Wednesday is dedicated to re-teaching, one on one support, small group support, andextra time.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDSCo Teacher Ms. Amdur, Student Teacher Ms. Cunningham, Speech Teacher push into the classroom to support student learning.Students who struggle, will have differentiation assignments (shorter, extra time, provided graphic organizers, extra one on onesupport) small group time

SUPPORTING STUDENTS AT TIER III ON THESE STANDARDSWe are in constant collaboration with SpEd teachers to support IEP goals and accommodate student IEPs. Push in and co-teachingStudents will also be offered afterschool tutoring by a certificated staff member to support their learning. EL students are alsosupported with additional EL time with a certificated EL teacher

8th Grade ELA GoalAchieve a 45% pass rate for the selected standard by the end of the quarter.

ACADEMIC EXCELLENCE

In the 2021-22 academic year, the percentage of students with a positive response to the statement“most students are respectful of others at this school” will increase from our base line data of 20%to 35%. We are aiming for a 15% reduction in EE and SS in academic year 2021-22. We will assessour goal through the results of the student climate survey in 2021-22 as well as our behavioralincidents (EE and SS) reports for 2021-22. We will also be assessing our progress on our goalthrough routine checks and continued monitoring of our building-level behavioral tracker. This willmean focusing on systemic change around tier 1-3 supports to facilitate continued action aroundour goals.

Steps: how we will accomplish this goalPROMOTING SEL FOR STUDENT IMPACTStep 1: Adult Capacity of SEL Staff will review systems to determine non-negotiables. We will reimagine how we are approaching tier1 behaviors to mitigate escalation to behavior that could be categorized as tier 2/3. This means clearly defining action steps and theframework that encompasses incident to teacher to additional staff support. We will draw on the equity framework, whole childinitiative, and our building PD around CRT.

STRENGTHENING ADULT SEL CAPACITYStep 2: Student SEL skills through Explicit instruction/integration Students will receive explicit instruction and integration of SELactivities into their weekly advisory (Mon. and Thur.). This instruction/integration will involve circle sharing and other SEL practices.We will have monthly grade level assemblies for review of expectations, demonstrations, and clarifications. To build adult capacity wewill: + provide Advisory lessons/framework to support SEL in the classroom + continue to review CRT practice and grading practices+ book student- "Grading from the Inside Out" + continue with Urban Assembly

8th Grade SEL GoalAchieve a 35% pass rate for the selected standard by the end of the quarter.

ACADEMIC EXCELLENCE

GMS will support student behavior decrease of 10% from November to February with grade levelStudent Support Team meetings to identify students needing additional interventions such asclassroom re-set spaces, "Check and Connect" slips, before and afterschool "check-ins" with amentor staff member, lunch small groups with counselors and "Re-sets at the door," and school wideRJ work. In addition, we are working to include families with a weekly/monthly grade levelinformational newsletters. This is helping to build trust with our community partners as we rely onfamily members to support us for behavioral support. GMS Behavior support team will measureprogress toward this goal periodically and in February using the district student data reports.

Root Cause AnalysisAll students have access to computers with 1:1 technology. Ignite, chunk, chew, review instructional strategy 90 minute block forsmall group and 1:1 conferring 90 minute block for gradual release and application of skills Student Support Team by grade levelRelationship/Peace circles SEL based Advisory lessons

Steps: how we will accomplish this goalACTION STEP INTRODUCTIONSchool wide RJ practices- posted rules for each space so students know expectations. Self manager badges to support self managedbehavior and student who are making the "right" choices. IB Learner Traits taught in the classroom. Advisory lessons specificallyaligned to IB and researched based SEL practices. Classroom restorative circles. Hot periods to reward students for on timeattendance.

SUPPORTING STUDENTS AT TIER I ON THESE STANDARDSRJ practices- re-set spaces in the classroom so students can self manage their own behavior before deeper intervention is needed."Check and Connect" at the door to help students problem solve and to restore before going back into the learning. Parent phone callsby teacher. Referral to counselors small lunch groups. Modeling behaviors we want to see in our students.

SUPPORTING STUDENTS AT TIER II ON THESE STANDARDS"Check and Connect" with a parent phone call to support going back to the learning. Guardian, teachers and admin. conference tocreate a plan of action to support students behavior upon return of student to the building. Restorative conferences between studentsto problem solve and resolve any issues between the students.

Behavior GoalEnsure 80% of students have behaviors NOT resulting in suspension or expulsion.

ACADEMIC EXCELLENCE