Dennis Middle School School Improvement Plan And Standards Assessment Report 2009-2012 1
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Dennis Middle School School Improvement Plan
And Standards Assessment Report
2009-2012
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Table of Contents: Committees 3 Professional Development Plan Sign Off 4 Richmond Community Schools Mission/Vision Statements 5 Richmond Community Schools Goals, Benchmarks, and Measures 6 Community Demographics 8 Summary of Dennis Middle School 9 Dennis Mission Statement 11 Dennis Demographics 12 School Performance Data 13 School Programs 18 School Services 18 School Partnerships 18 School Stakeholder Summary 18 Meeting the Needs of all Students 19 Transition Statements 20 Standards and Focus Questions 21 PL 221 Requirements 39 Curriculum 40 Expected Gains 39 Technology as a Learning Tool 40 Professional Development 42 Assessment and Evaluations 42 Safe and Disciplined Learning Environment 42 Cultural Competency 45 Statutes and Rules to be Waived 46 School Self Assessment 47 Professional Development Plan- Goal 1: Reading Comprehension 48 Professional Development Plan- Goal 2: Writing 56
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Committees Steering Committee: Kathy McCarty, Principal Rhonda Schaar, Assistant Principal Jennifer Bailey, Parent Jimmy Bailey, Parent Dave Murray Valerie VanLandingham, Parent Elena West, Parent Data Committee: Dave Murray Kathie Allee Jocelyn Hiestand Beth Lunsford Mission Committee: Norma Veramallay K.C. Raper Judy Champ Lisa Wagner Damion Bruns Instruction Committee: Victoria Chamness Bill Campbell Steve Moore Mark Olive Climate/Customer Satisfaction Committee: Jesse Killen Sandi Cox Doug Kaler Kelley McDermott Linden Dennis Barbara Smith Michelle Gaddis School Improvement Team Meetings: October 28, 2008 January 14, 2009 February 11, 2009 March 11, 2009 May 13, 2009
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Professional Development Plan Sign Off:
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Dennis Middle School is a part of the Richmond Community Schools Corporation. As a member school, it is aligned with the district’s Mission Statement, Vision Statement and Goals. Richmond Community Schools Mission Statement:
Richmond Schools in partnership with the community will help all children believe in themselves, respect others, and experience the joy of learning.
Through effective teaching, children will first learn the basic skills, including thinking skills, using words, numbers and ideas. In addition, children will be given the opportunity to learn more of what they want and need to know.
Adults will model behavior that will teach children to resolve conflict successfully, take risks with new ideas, and understand that they can err without being judged.
Richmond Community Schools Vision Statements:
Richmond Community Schools will be a high performing, well respected public school system that will make the community proud.
RCS students will experience appropriate, research based instruction.
Each student's potential, abilities and interests will be enhanced by their learning experiences.
All students will graduate understanding the value of education, learning and personal responsibility.
Students will be prepared to be successful in college or the workforce.
The curriculum will be aligned to high Indiana academic standards.
Our employees will be recognized, evaluated, and rewarded for their contributions to the success of all our students.
And, available resources will be deliberately allocated to support high performance goals.
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Richmond Community Schools Goals, Benchmarks and Measures: GOAL: CONTINUOUS IMPROVEMENT IN STUDENT ACHIEVEMNET IS EVIDENT Students will be academically prepared to move to their next educational level.
a. First grade student will have 80% or higher automaticity with addition and subtraction facts.
i. Pass level 18 in Math Facts In A Flash b. Second grade students will read to learn by 3rd grade.
i. Fountas & Pinnell Benchmark Reading Level M c. Third grade students will summarize their thoughts and concepts in simple
paragraphs. i. Pass Indiana 3rd Grade Writing Assessment
d. Fourth grade students will have 80% or higher automaticity with multiplication and division facts.
i. Pass levels 26 and 27 of Math Facts In A Flash e. Sixth grade students will read expository text at grade level and write
grade appropriate reports i. Fountas & Pinnell Benchmark Reading Level Y ii. Pass Indiana 6th Grade Writing Assessment
f. Eighth grade students will be ready to take Algebra 1 in 9th grade i. Pass District Math Assessment and/or 8th Grade Math ISTEP
g. Eighth grade students will be ready to read and write to learn in high school.
i. Pass English/Language Arts ISTEP h. Students will pass Indiana End of Course Assessments
i. Pass Algebra 1, Algebra 2, Biology, & English 10 End of Course Assessments
i. An integrated and focused intervention system will provide acceleration for students who are off track for success.
i. Percent of students receiving interventions who get back on track to succeed.
j. Students will graduate i. Graduation Rate
GOAL: CONTINUOUS IMPROVEMENT IN QUALITY IS EVIDENT FOR EVERY INDIVIDUAL, EVERY SCHOOL, AND THE DISTRICT. Students will be socially prepared to move to their next academic level.
a. All students will demonstrate personal responsibility with good attendance and behavior choices.
i. Percent of students with 95% or higher Attendance Rate ii. Percent of students with no office referrals
b. All students will understand and use conflict resolution skills i. Percent of students with no suspensions
c. All students will have a post secondary education and career plan. i. 6th grade survey of education and career goals ii. Key Stone/Cap Stone post secondary goal setting and
implementation project. iii. Percent of eligible students enrolled in 21st Century Scholars Plan
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All schools will be learning communities that maximize the individual potential of community members.
a. Schools are safe and secure i. Student and Parent Surveys
b. Students participate in extracurricular activities i. Percent of students actively participating in extracurricular clubs/activities
c. Teachers model the importance of personal growth i. Participation in School Improvement Professional Development Plans
d. Parents and the community are involved in meaningful support of education
i. Log of participation at each building
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Community Demographics: • Facts about the school’s community:
Quick Facts Richmond Indiana Population, 2003 estimate 38,201 6,195,643 Population, percent change, April 1, 2000 to July 1, 2003 -2.4% 1.9% Population, 2000 39,124 6,080,485 Population, percent change, 1990 to 2000 -1.5% 9.7% Persons under 5 years old, percent, 2000 6.8% 7.0% Persons under 18 years old, percent, 2000 23.4% 25.9% Persons 65 years old and over, percent, 2000 16.4% 12.4% Female persons, percent, 2000 53.0% 51.0% White persons, percent, 2000 (a) 86.8% 87.5% Black or African American persons, percent, 2000 (a) 8.9% 8.4% American Indian and Alaska Native persons, percent, 2000 (a) 0.3% 0.3% Asian persons, percent, 2000 (a) 0.8% 1.0% Native Hawaiian and Other Pacific Islander, percent, 2000 (a) 0.1% Z Persons reporting some other race, percent, 2000 (a) 1.1% 1.6% Persons reporting two or more races, percent, 2000 2.1% 1.2% Persons of Hispanic or Latino origin, percent, 2000 2.0% 3.5% Living in same house in 1995 and 2000, pct 5 yrs old & over 50.3% 55.0% Foreign born persons, percent, 2000 2.4% 3.1% Language other than English spoken at home, pct age 5+, 2000 5.0% 6.4% High school graduates, percent of persons age 25+, 2000 74.6% 82.1% Bachelor's degree or higher, pct of persons age 25+, 2000 13.8% 19.4% Mean travel time to work (minutes), workers age 16+, 2000 14.9 22.6 Housing units, 2000 17,647 2,532,319 Homeownership rate, 2000 58.7% 71.4% Median value of owner-occupied housing units, 2000 $73,000 $94,300 Households, 2000 16,287 2,336,306 Persons per household, 2000 2.29 2.53 Median household income, 1999 $30,210 $41,567 Per capita money income, 1999 $17,096 $20,397 Persons below poverty, percent, 1999 15.7% 9.5%
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Summary of Dennis Middle School Dennis Middle School is located at 222 N. W. 7th Street, which lies in the western half of Richmond, Indiana, a town with a population of about 39,000, according to the 2000 Census. Dennis was built in 1920-21, and was named for David Worth Dennis who taught at Richmond High School, Earlham College, and was president of Wilmington College in Ohio. The Dennis Middle School building has the distinction of being the first building in the United States to be built as a Junior High School. Major additions and renovations were added in 1967 and 1987. The Wayne County area has experienced a loss in high paying manufacturing jobs, and a gain in lower paid sectors since 1989 According to the Graham Toft Report. Approximately 51% of jobs in Wayne County are in occupations with median wage of less than $10 per hour. The effect of the economic status on students is evident in the increase of students who are eligible for free and reduced lunches and textbook subsidy which has risen from 37% in 1990 to almost 71% in 2008. Additionally, there has been a 37% increase in the Medicaid and Hoosier Healthwise cases. The impact this statistic has on our school is evidenced in our attendance rate which remains slightly above 94% despite increased efforts, which include daily calls for unverified absences and notification letters for excessive absences, by our attendance officer. This statistic indicates that students without adequate medical insurance have increased absences due to a lack of affordable medical care. Other risk factors impact our students, such as the high number of students from single parent homes and, the statistic that the average grade equivalent in reading for many of our parents is near the 9th grade and their highest attained grade in school is grade 11. Furthermore, the number of abuse and neglect cases documented in Wayne County has risen steadily since the year 2000. As the number of risk factors increase for students, the likelihood that students will experience difficulties in school also increases. To assist students in combating these risk factors, Dennis adopted a trimester schedule with 69 minute periods in 2005 to give students more time on task with an emphasis on the language arts and math core curriculum. We also introduced a silent sustained reading program four of the five days per week with focused reading instruction for students reading two or more grade levels below their current grade. In 2007 a reading teacher was added to the staff to introduce a reading enrichment class to support students’ reading skills who are reading close to grade level. Additionally, focused professional development led by the school leadership team and based on the research of Robert Marzano has been implemented to ensure teachers are incorporating the best instructional practices possible to meet the needs of all the students in their classes. In the fall of 2007 a schoolwide writing initiative started, based on the work of Kay Davidson and the Simple Six Writing rubric. It encouraged an increased emphasis in writing across the curriculum as well as supporting teachers who have not formally been trained in the writing process. For the 2007-2008 school year the student enrollment averaged around 360 students in grades seven and eight. Dennis currently has a 21.8% population of minority students. Also, this school year we served a special needs population of 66 students. Our special needs population is approximately 18% of our total student enrollment. Richmond has been a declining enrollment school population. Currently, Dennis’ enrollment has stabilized with some student transience to the second middle school within the Richmond Community Schools system. Our certified staff consists of 25 certified full time teachers teaching at seventh and eighth grade levels and six shared certified teachers. The shared teachers are part time Dennis and are assigned to either Test Middle School or Richmond High School for the rest of their time. Our core classes consist of math, language arts, science, and social studies. In the math area we offer basic math, pre-algebra, and algebra to students based on their level of ability as determined by standardized test scores, classroom performance, and teacher observation. Our related arts areas offer classes for all grade levels on a twelve-week cycle in art, exploratory language in grade seven, Spanish in grade eight, computer applications, family consumer science, technical education, physical education, gateway to technology, and health. Our students also have the opportunity to take general music, choir, band, and orchestra for the entire school
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year. Students who have been identified as gifted and talented may also take electives offered by our teachers with gifted and talented licenses. Our special needs services are structured to provided services in the general education setting with support from the general education and the special education teacher in an inclusion model. Some of our special needs students must have services provided for them in a more restrictive environment according their needs addressed in the Individual Education Program which include a more direct service by a special education teacher in a special education classroom.
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School Vision/Mission:
Dennis Middle School fosters curiosity, academic achievement, responsible citizenship, a safe environment, parental and community involvement,
and an interest in life-long learning. School Belief Statements:
At Dennis Middle School we are committed to the beliefs:
• that all students can learn. • that all members are entitled to a safe environment. • that all members are respected for their individual differences. • that the unique character and developmental needs of middle
school students are at the core of our standards-based programs.
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School Demographics for Dennis Middle
Performance Data
Year AttendanceRate Free Lunch
Count
ReducedLunchCount
FreeLunchPercent
2000-01 95.0% 179 72 35% 2001-02 94.2% 188 72 37% 2002-03 94.1% 210 71 39% 2003-04 94.2% 228 72 40% 2004-05 94.5% 313 62 54% 2005-06 94.5% 188 49 48% 2006-07 94.1% 173 54 50% 2007-2008 94.9% 58 58% 218
Enrollment Data
Year Total Enrollment
2000-01 515 2001-02 512 2002-03 533 2003-04 571 2004-05 575 2005-06 389 2006-07 349 2007-08 363 2008-09
2008-09 Ethnic BreakdownWhite 288Black 25
Hispanic 10Asian 1
Native American 0Multi-racial 50
374 Summary Statement: Based on the above data, ethnicity is not as much a contributing factor toward improving our overall attendance rate at Dennis as socio-economic status. Therefore, to significantly improve our attendance rate at Dennis we need to concentrate our efforts on finding ways to better address the needs of our students who come from homes that qualify for free or reduced lunches. Ameliorating this need would significantly improve our overall student achievement as students who historically have lower attendance rates have more difficulty in achieving their potential in school due to missed learning opportunities.
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School Performance
Academic Standards Summary E/La Gr. 7
56
68 6759 56
63 6258 55
68 67
57 55
67 67
57 6067 66
6258
66 6760
01020304050607080
05-0
6
06-0
7
07-0
8
08-0
9
05-0
6
06-0
7
07-0
8
08-0
9
05-0
6
06-0
7
07-0
8
08-0
9
05-0
6
06-0
7
07-0
8
08-0
9
05-0
6
06-0
7
07-0
8
08-0
9
05-0
6
06-0
7
07-0
8
08-0
9
Vocab RC Lt. Res WP WA LC
Standard
Perc
ent M
aste
ry
13
Academic Standards Summary E/La Gr. 8
6357
6157 60 61
6557
64 62 6556
61 62 65
0
65 6270
63 65 6267
60
01020304050607080
05-0
6
06-0
7
07-0
8
08-0
9
05-0
6
06-0
7
07-0
8
08-0
9
05-0
6
06-0
7
07-0
8
08-0
9
05-0
6
06-0
7
07-0
8
08-0
9
05-0
6
06-0
7
07-0
8
08-0
9
05-0
6
06-0
7
07-0
8
08-0
9
Vocab RC Lt. Res WP WA LC
Standard
Perc
ent M
aste
ry
n/a
Academic Standards Summary Gr. 7 Math
60
7369 68
63
7470
73
61
73 71 73
58
72 7275
56
7368
75
58
67
73 71
58
77
6972
0
10
20
30
40
50
60
70
80
90
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
NS Comp Alg Geom Meas Data Prob Solv
Standards
Perc
ent M
aste
ry
14
Academic Standards Summary Gr. 8 Math
57 56
67
58 57 5864
61 6056
6760 60 58 60 60 60 58
65 62 6459
6458 60 58
6461
010203040506070
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
NS Comp Alg Geom Meas Data Prob Solv
Standards
Perc
ent M
aste
ry
ISTEP Disaggregation Gr. 7 E/La.
55
666458
64
717070
25
3330
10
48
59
5152
63
7577
66 65
7776
65
50
626156
4850
0
42
56
686660 60
6360
0
10
20
30
40
50
60
70
80
90
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
8
All Stud Gen Ed Sp. Ed. Male Female Pd Lunch F/R. Lunch Black White Multi
Groups
Perc
enta
ge P
asse
d
15
ISTEP Disaggregation Gr. 8 E/La.
63616357
756870
65
18
2729
12
585758
45
6865
706873
807974
5551
5650 52
22
0
6661
67
57
0
47
6369
0102030405060708090
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
8
All Stud Gen Ed Sp. Ed. Male Female Pd Lunch F/R. Lunch Black White Multi
Groups
Perc
enta
ge P
asse
d
ISTEP Disaggregation Gr. 7 Math
747171 69
797783
15
3837
27
61
757169
55
727074
69
828280
716669
57
72
0
79
57
767169 67
56
6558
0102030405060708090
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
8
All Stud Gen Ed Sp. Ed. Male Female Pd Lunch F/R.Lunch
Black White Multi
Groups
Perc
enta
ge P
asse
d
16
ISTEP Disaggregation Gr. 8 Math
6057
6359
7065
7166
201823
16
6256
6663
57585955
67
75
8377
5448
5552 50
5750
0
63
56
6660
47
69
50
0102030405060708090
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
808
-09
05-0
606
-07
07-0
8
All Stud Gen Ed Sp. Ed. Male Female Pd Lunch F/R. Lunch Black White Multi
Groups
Perc
enta
ge P
asse
d
AYP Comparisons
50
0
42
62 61
56
33
30
10
71 70 70
0
72
0
79
71
66
69
38 37
27
79
71
83
52
22
0
52
56
50
2729
12
69 70
65
0
57
50
0
48
55
52
18
23
16
65
71
66
0
10
20
30
40
50
60
70
80
90
2006
-200
7
2007
-200
8
2008
-200
9
2006
-200
7
2007
-200
8
2008
-200
9
2006
-200
7
2007
-200
8
2008
-200
9
2006
-200
7
2007
-200
8
2008
-200
9
2006
-200
7
2007
-200
8
2008
-200
9
2006
-200
7
2007
-200
8
2008
-200
9
2006
-200
7
2007
-200
8
2008
-200
9
2006
-200
7
2007
-200
8
2008
-200
9
Black L/A F/R L/A Sp. Ed L/A Gen Ed L/A Black M F/R M Sp. Ed M Gen Ed M
Gr. 7Gr. 8
Summary Statement: The results of our data indicate that student achievement is trending in the right direction; however, we are still experiencing a gap in achievement for our black students, students from lower socio-economic backgrounds, and students with special needs. Our male students are also lagging behind our female students in language arts in all categories.
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School Programs: • Aspire electives • After School Tutoring • Early College • Positive Alternatives- alternative to suspension program • Intermural/Intramural Athletics • Recreational Clubs • RCS Mentoring School Services: • Communities in Schools Coordinator assigned to building • School Resource Officer assigned to building • ELL Interpreter • Social Worker School Partnerships • Boys and Girls Club • Girls Inc. • Twenty-First Century Scholars • Lions Club • RPD • YMCA • Communities in Schools • Earlham College • IU East • Ivy Tech • Wayne County Foundation School Stakeholder Summary: School climate surveys were sent to all students, parents, and staff members. The strongest area of concern for students was a lack of respect by other students for students who were different than they. In order to address this concern have a building-wide anti-bullying initiative. We have had an anti-bullying plan in place for the last two years, but our new initiative will be centered on a comprehensive direct approach. Students did agree that they felt safe at Dennis and understood they were the ones most directly responsible for their success in school. The parents responding to the survey felt they were welcomed at Dennis and felt the staff and principals responded quickly to their concerns; however, some of the parents responding indicated they would appreciate more timely responses from their child’s teachers when they contacted them with a question over their child’s classroom performance. The results of the staff survey indicated a continued need for better communication between teachers and administrators. The staff members responding to the survey indicated a love for their profession and a strong belief that all students can succeed in their classroom.
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Meeting the needs of all students: Dennis offers a continuum of services for students from all ability levels as well as a variety of electives to meet the interests of the students and give them an introduction to the electives they will have the opportunity to pursue in greater depth at the high school.
• Students with special needs each have a teacher of record assigned to help ensure that the school is meeting the needs of each student.
• Gifted students have a teacher coordinator to help ensure our curriculum is meeting their needs.
• Electives are multi-aged to allow flexibility in our students’ schedules. The electives also include performance classes in choir, band, and orchestra.
• Extra-curricular athletics and intramurals are available to keep our students active and fit. • Students with special needs are offered classes to meet the needs of their exceptionalities
in the least restrictive environment. These classes include separate special education classes for students with moderate or severe needs either in terms of academic achievement or behavioral challenges. Additionally, we offer students instruction in the general education classroom with direct support in the same classroom as their general educator with either a certified special educator or a para-professional. Students who need minimal support attend classes within the general education setting with only consultation with their teacher of record or accommodations to enable them to be successful in the regular education curriculum.
• Homebound tutoring is also available for students with significant medical needs based on a doctor’s verification.
• Support in reading comprehension is available through Read 180 for our most severely delayed readers, a class in reading enrichment is available for our students with slight delays. All students have silent sustained reading four days a week. Our emphasis on reading is based on a school-wide belief that students who are proficient readers and who enjoy reading will have a greater success in all of their course work.
• Gifted students are offered advanced classes in English, algebra and science. Students with an aptitude for math and science are now able to take a course in Gateway to Technology, which is a pre-engineering course designed to lead to further coursework at the high school through Project Lead the Way. We also offer electives in Aspire to challenge our gifted students. Beginning in the fall of 2009 we will have an Early College academy for our under-served first generation college bound students.
• Our math curriculum is multi-aged to allow students to progress from basic math to algebra based on their readiness. Students who complete algebra in seventh grade can take geometry at the high school as eighth graders and we are likely going to offer this at Dennis in 2009-10.
• Students with emotional needs also have service to support them as they progress through Dennis. We have a full time counselor and a Communities in Schools Coordinator and a full time social worker. We have an open door policy for students that need support and refer them to whichever support provider can best meet their needs. Richmond Community Schools offers mentors to those students who have been identified as a student who could greatly benefit from a relationship from a supportive adult. We also have an extensive list of community supports and services that are provided to students on an as needed basis if they or their families need outside services.
• To enlist parental support in daily student attendance, we make personal calls to every student every day they are absent if we do not get a parent call. Our counselor and Communities in Schools Coordinator meet with students and their families if the student
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has excessive absences. The district attendance officer, Vagas Ferguson, holds attendance meetings with parents and students who have excessive absences to formulate a plan to attend school regularly.
• Recreational clubs have been introduced twice a month to encourage students to attend and we are running an attendance contest to reward classes that have exemplary attendance each week.
• Since we began our school-wide writing initiative based on the Simple Six rubric and more focused instruction on how to attack a writing prompt our scores have made a more significant increase. We have also made a concerted effort to build in background knowledge for our struggling students and to scaffold the learning process for improved comprehension. The teachers are also starting to use word walls and employ the strategies we have studied through our professional development on Marzano’s research
• Dennis students participate in Response to Intervention. RTI ensures that all students have access to high quality instruction and that struggling learners including those with disabilities are identified, supported and served early and effectively.
Transition Elementary to Middle School: Social and Emotional Support:
1. Middle School Counselors visit sixth grade students during the spring to talk about expectations, review scheduling options, share information about orientation meetings, and answer questions that students have.
2. All sixth grade students come together for a half day orientation with all of their future classmates. Students participate in activities to acclimate to middle school expectations such as working lockers, following schedules and using the daily planner. During the activities the students are grouped with students from other middle school feeder schools to begin getting to know future classmates. At this time students make a commitment to graduating from high school. They also take part in “Reality Store” to help them envision their future.
3. Students visit the middle school to see classes in session and begin to learn their way around the building. The Principal speaks to the students about middle school expectations and answers any questions students might have.
4. Parent/family orientation opportunities are offered at several different times to provide families with a chance to tour the middle school building, and hear an overview of middle school expectations and procedures from the principal and school leadership. This is followed by a question and answer period.
5. Families are encouraged to seek additional support through meetings with the principal and school counselor.
6. Parents are welcomed and support is given to their individual student through personal contacts from teachers, counselors, communities in Schools Coordinator, student ambassadors and administrators. They are also invited to parent oriented events such as our back to school night to feel acquainted with staff and building procedures. Dennis dispatch, our website, OneCall, PowerSchool, and individual class newsletters keep them informed. Case Conferences and Teachers of Record are also in place to meet the needs of special needs students.
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Academic Support: 1. Sixth grade teachers complete academic profiles on each student that include the most
recent achievement data, recommendations the teacher has about the student’s academic needs, and intervention status or IEP status.
2. Sixth grade students take a locally developed math test that is used to probe their overall ability. This test result along with teacher recommendation and spring achievement information on the district’s nationally normed assessment are used to place students appropriately in math classes.
3. Sixth grade students complete a Post Secondary Interest Survey that is used in middle school to help teachers support student interests and continue post secondary goal setting activities.
4. Teachers are starting to work on strengthening curriculum alignment from elementary school to middle school. This includes identifying those skills that should be secure prior to middle schools and building on the skills and instructional strategies that have been started in elementary school.
Transition Middle School to High School: Social and Emotional Support:
1. High School Counselors visit eighth grade students during the spring to talk about expectations, review scheduling options, share information about orientation meetings, and answer questions that students have.
2. Students visit the high school to see classes in session and begin to learn their way around the building. The Principal speaks to the students about high school expectations and answers any questions students might have.
3. Parent/family orientation opportunities are offered at several different times to provide families with a chance to tour the high school building, and hear an overview of high school expectations and procedures from the principal and school leadership. This is followed by a question and answer period.
4. All eighth grade students come together for a Challenge Day at the start of the school year. Students participate in team building activities to build relationships with each other and teachers. At this time students make a commitment to graduating from high school.
5. Families are encouraged to seek additional support through meetings with the principal and school counselors.
Academic Support:
1. Teachers are starting to work on strengthening curriculum alignment from middle school to high school. This includes identifying those skills that should be secure prior to high school and building on the skills and instructional strategies that have been started in elementary and middle school.
Vision & Purpose STANDARD: The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school.
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Impact Statement: A school is successful in meeting this standard when it commits to a shared purpose and direction. The school establishes expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and fiscal resources.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school: N
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1.1 Establishes a vision for the school in collaboration with its stakeholders
X
1.2 Communicates the vision and purpose to build stakeholder understanding and support
X
1.3 Identifies goals to advance the vision X
1.4 Develops and continuously maintains a profile of the school, its students, and the community
X
1.5 Ensures that the school’s vision and purpose guide the teaching and learning process
X
1.6 Reviews its vision and purpose systematically and revises them when appropriate
X
Definitions of Indicators Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions
Please respond to the following questions regarding the processes that are in place to support the school’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
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1. What is the process for establishing and building understanding of and commitment to the vision statement among stakeholders?
• Teachers worked together to write school’s Mission and Beliefs • Parents and Stakeholders reviewed Mission and Beliefs through NCA process • Mission is posted on web page • Teachers reflect on how their instructional practice is implementing the school’s
Mission and Beliefs
2. What is the school’s process for developing a profile and systematically maintaining and using information that describes the school, its students, and their performance?
• Teachers work in teams to revise components of School Profile and report to staff for consensus
• Teachers reflect on data trends and make instructional adjustments accordingly
3. How does the leadership ensure that the school’s vision, purpose, and goals guide the teaching and learning process?
• Professional development on research-based instruction to fit needs of student groups
• Book studies such as The Art and Science of Teaching
4. What process is used to ensure that the vision and purpose of the school remain current and aligned with the school’s expectations for student learning and school effectiveness?
• Mission is reviewed and revised periodically
Governance & Leadership STANDARD: The school provides governance and leadership that promote student performance and school effectiveness.
Impact Statement: A school is successful in meeting this standard when it has leaders who are advocates for the school’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
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INDICATORS In fulfillment of this standard, the school operates under the jurisdiction of a governing board that: N
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2.1 Establishes policies and procedures that provide for the effective operation of the school
X
2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school
X
2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations
X
In fulfillment of this standard, the school has leadership that:
2.4 Employs a system that provides for analysis and review of student performance and school effectiveness
X
2.5 Fosters a learning community X
2.6 Provides teachers and students opportunities to lead X
2.7 Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership
X
2.8 Controls curricular and extracurricular activities that are sponsored by the school
X
2.9 Responds to community expectations and stakeholder satisfaction X
2.10 Implements an evaluation system that provides for the professional growth of all personnel
X
Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions
Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school?
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• E-mail • Face to face communication in faculty meetings • Students and their families receive pertinent information on policies and procedures through
the Student Code of Conduct, student assignment notebook (which contains informative inserts), monthly newsletter mailed to each home, individual teacher expectations given to students at the beginning of the year, and the school website. Students and parents are also invited to orientation meetings and open houses.
2. What process does the school’s leadership use to evaluate school effectiveness and student
performance?
The school leadership consisting of the Principal, Assistant Principal, and leadership team of teachers review and evaluate the following sources of data and awards to plan activities such as Tuesday professional development sessions and initiate necessary interventions to positively impact student achievement.
• Assessment Data such as: ISTEP- Acuity • Attendance • Student Awards such as Big-3 • Grades • At-Risk student tracking • Remediation/tutoring after-school • Administrative walk-throughs • Teacher evaluation/conferences • Student conferences-Personal Education Contracts • Limited parental input
3. In what ways are stakeholders, including staff, given opportunities to provide leadership and
to contribute to the decision-making process? • School Improvement Team • Leadership Team • Positive Behavioral Support Team • PTO • Student Council
4. What policies and processes are in place to ensure equity of learning opportunities and
support for innovation? • IEP’s and 504 plans for students with special needs • Continuum of classes for students of varying academic needs (self-contained,
inclusion, honors, Aspire) • Ability scheduling for math classes • Parent input/involvement • Teachers are encouraged to attend professional development activities to keep
them abreast of current research based trends and initiatives. They are then requested to share with their peers and to implement the initiatives that will support student engagement and achievement in their classrooms.
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• Recognition is given to teachers for outstanding performance and students receive “Gotcha Cards” and student of the month recognition for their outstanding performance.
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Teaching & Learning STANDARD: The school provides research-based curriculum and instructional methods that facilitate achievement for all students.
Impact Statement: A school is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students feedback to improve their performance.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school: N
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3.1 Develops and implements curriculum based on clearly defined expectations for student learning
X
3.2 Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning
X
3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices
X
3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice
X
3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity
X
3.6 Allocates and protects instructional time to support student learning
X
3.7 Provides for articulation and alignment between and among all levels of schools
X
3.8 Implements interventions to help students meet expectations for student learning
X
3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning
X
3.10 Provides comprehensive information and media services that support the curricular and instructional programs
X
3.11 Ensures that all students and staff members have regular and X
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ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program
Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions
Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. How does the school ensure that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of the expectations for student learning? The school administrators and leadership team work with teachers during our Tuesday professional development sessions to utilize the following resources to ensure their instructional practices are aligned with state and district curricular guidelines.
• Curriculum Guides- guaranteed and viable curriculum • Acuity • Articulation meetings between Middle School and High School • Teacher self-evaluation • Administrative observation • Professional development
2. In what ways does the school ensure the implementation of research-based instructional
strategies, innovations, and activities that facilitate achievement for all students? • Professional development • Professional literature • A variety of learning opportunities provided to students
3. What processes are implemented to ensure that teachers are well-prepared and effectively
implementing the curriculum? • Administrative walk-throughs • Professional development • Administrative observation
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4. How does the school provide every student access to comprehensive information, instructional technology, and media services?
• All students can utilize media center through regular scheduled class session or through voluntary lunch time spent with Mrs. Dennis, School Media Specialist.
• Portable computer labs are available at teacher request. • Availability of technology to all staff members upon request. • Comprehensive library materials collection
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Documenting & Using Results
STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.
Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school: N
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4.1 Establishes performance measures for student learning that yield information that is reliable, valid, and bias free
X
4.2 Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning
X
4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning processes
X
4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance
X
4.5 Communicates the results of student performance and school effectiveness to all stakeholders
X
4.6 Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness
X
4.7 Demonstrates verifiable growth in student performance X
4.8 Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations
X
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Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions
Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. How is the assessment system currently used in your school to analyze changes in student performance?
• Acuity, ISTEP and classroom based assessments are used for placement of students in English, math, and reading classes and additionally teachers utilize student data to modify instruction to meet student needs and track student academic growth. Students are given assessment reports so they can set their individual learning goals.
• Reading Enrichment and Read 180 are offered to students who read close to grade level, but who could benefit from additional support in reading comprehension.
• Honors English and advanced math classes are available for students needing academic challenge.
2. What are you doing to ensure that assessment results are timely, relevant, and communicated
in a way that can be used by teachers, students, parents, and external stakeholders to aid the performance of individual students?
• ISTEP and Acuity scores are sent home to parents with explanations of the scores.
• Power School is accessed by parents, students, administrators, and teachers to monitor attendance, assignments, and grades.
• Personal Education Contracts are used with low achieving students which include direct parental and school input.
• Progress reports are done by teachers and sent home to parents midway through each grading period.
• Teachers instruct students to use their assignment notebooks to keep track of assignments and as a two-way communication opportunity between home and school.
• Teachers and parents use Email, phone calls, and face to face conferences to keep everyone informed about a student’s progress.
• Teachers’ Email addresses are available through the RCS homepage. • Communities in Schools Coordinator acts as a liason between the school and
stakeholders in aiding the performance of students.
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3. How are data used to understand and improve overall school effectiveness?
• Analysis of trends to see how students perform over time. • Administrative walk-throughs • Teachers review past ISTEP testing booklets to learn strengths and weaknesses
in their curriculum. • Teachers share with students their past ISTEP testing booklets so students can
learn and improve from their testing results. • Results from classroom data, Acuity, and ISTEP is used to adapt curriculum to
meet student needs. Data is also used for class placement.
4. How are teachers trained to understand and use data in the classroom?
• Workshops on the state level, district level (PBA afternoons), and during our weekly professional development time on understanding data, such as the results of testing.
• Tech consultants on the building level have presented training sessions on accessing and understanding data.
• Administrators have presented training sessions on accessing and understanding data from ISTEP and Acuity.
• Members of our leadership team have presented sessions on understanding data.
• Top Hat team has presented sessions on classroom assessments and data results to the staff as a whole and in individual core area teacher meetings.
• Teachers are given professional development on how to access the district’s data resources and how to work with them in a secure and confidential manner in accordance with State and Federal guidelines.
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Resource & Support Systems STANDARD: The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.
Impact Statement: A school is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staff members who are well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness. The school ensures compliance with applicable local, state, and federal regulations.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school: N
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5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities
X
5.2 Assigns professional staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience)
X
5.3 Ensures that all staff participate in a continuous program of professional development
X
5.4 Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school
X
5.5 Budgets sufficient resources to support its educational programs and to implement its plans for improvement
X
5.6 Monitors all financial transactions through a recognized, regularly audited accounting system
X
5.7 Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants
X
5.8 Possesses a written security and crisis management plan with appropriate training for stakeholders
X
5.9 Ensures that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning
X
5.10 Provides appropriate support for students with special needs X
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Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions
Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff?
Richmond Community Schools has introduced an extensive differentiated teacher support system based on Charlotte Danielson’s A Framework for Teaching. This program has been implemented at Dennis through professional development in our Tuesday sessions and one on one conferences between teachers and the administrators. The district also has an extensive induction process of meetings and mentoring for all new teachers.
• Observations/evaluations-retention • Walk-throughs • RCS Website job postings • Referrals • Professional development • Contract language • Special Education Team Leadership • Transition planning • Qualified staff • Staff mentoring • License renewal • Evaluation focused on Best Practice • Qualified teachers in content areas • Appropriate special education assignments
2. How does the leadership ensure that the allocation of financial resources is supportive of the school’s vision, educational programs, and its plans for school improvement?
• Departmental budgets • Documenting spending through purchase orders • Spending per administrative approval • Spending aligned with goals/objectives
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3. How does the leadership ensure a safe and orderly environment for students and staff? • Law enforcement presence • Established routines & procedures • Student Code of Conduct • Parent & community communication • Social Worker- Communities in Schools Coordinator • Mentor program for students • Emergency Guidelines and all State and federal policies, such as FERPA are
covered in the back to school teacher meeting.
4. What process is used to ensure and monitor that each student has access to guidance and resource services that meet the needs of the student?
Students may meet with their counselor upon request by placing a note in the counselor’s mailbox. Special needs students receive transition planning through their IEP process when they reach fourteen years old. Mr. Black, Guidance Counselor, does one on one counseling with eighth grade students through the scheduling process in preparation for transitioning to the high school. Students may also receive career counseling and have access to career software presentations such as, “Drive of Your Life”. The following resources assist in the transition and guidance process. • Transition planning for incoming seventh graders, outgoing eighth graders, and
special needs students. • Social Worker- Communities in Schools Coordinator • Student mentors • Prescribed disciplinary procedures • Technology • Parent & Community communication
Stakeholder Communications & Relationships STANDARD: The school fosters effective communications and relationships with and among its stakeholders.
Impact Statement: A school is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
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INDICATORS In fulfillment of this standard, the school: N
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6.1 Fosters collaboration with community stakeholders to support student learning
X
6.2 Has formal channels to listen to and communicate with stakeholders
X
6.3 Solicits the knowledge and skills of stakeholders to enhance the work of the school
X
6.4 Communicates the expectations for student learning and goals for improvement to all stakeholders
X
6.5 Provides information about students, their performance, and school effectiveness that is meaningful and useful to stakeholders
X
Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions
Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. How does the school’s leadership ensure that the school is responsive to community expectations and stakeholder satisfaction?
• Annual parent survey • Parent/Teacher conferences • Accessibility to teacher Emails • Monthly newsletter • Assignment notebook is used as a communication tool for parents, students,
and teachers for interaction on a student’s daily performance, behavior, and expectations.
• Phone and teacher voice mail
2. How does the school’s leadership foster a learning community? • Contracts with under achieving students • Power School
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• 6th grade orientation • Teachers have behavior, academic expectations at the beginning of each
course. • Field Trips: College for a Day, Career Day, high school visitation and
registration, Parent Information Night for incoming high school students • Open House • Information from the state (booklet with State Standards) given to students • Annual parent survey • Parent/Teacher conferences • Accessibility to teacher Emails • Monthly newsletter • Assignment notebook supplemental information pages. • Phone and teacher voice mail
3. What avenues are used to communicate information to stakeholders about students, their
performance, and school effectiveness? The school utilizes the following avenues to keep stakeholders abreast of school performance and effectiveness. However, the administrators and staff of Dennis recognize a need for an increased effort in soliciting the knowledge, skills, and input of all stakeholders to enhance Dennis’ overall effectivenss.
• Power School • Mailed report cards • Send home progress report • Acuity and ISTEP reports are sent home • Teacher web pages • Teacher Emails • Awards: Honor, Merit, and Perfect Attendance • 8th Grade Celebration • Departmental awards
Commitment to Continuous Improvement STANDARD: The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.
Impact Statement: A school is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
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INDICATORS In fulfillment of this standard, the school: N
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7.1 Engages in a continuous process of improvement that articulates the vision and purpose the school is pursuing (Vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform what happens next (Results)
X
7.2 Engages stakeholders in the processes of continuous improvement X
7.3 Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning
X
7.4 Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals
X
7.5 Monitors and communicates the results of improvement efforts to stakeholders
X
7.6 Evaluates and documents the effectiveness and impact of its continuous process of improvement
X
Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented Highly Functional Evidence indicates practices and procedures are fully integrated and
effectively and consistently implemented
Focus Questions
Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. What is the process for continuous improvement used by the school and what are the results that this process is delivering for student performance and school effectiveness?
• Acuity, ISTEP, and grade distribution data is utilized to measure individual progress and drive instruction where needs are noted.
• Analysis of data- especially in reading
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• Tutoring based on individual student data and monitored to ensure continuous growth.
• Course offerings to meet student needs ( reading enrichment, honors) • Teacher Self-Assessment Rubric with teacher/administrator individual dialog to
plan for continuous improvement.
2. What steps are taken to ensure that the improvement goals reflect student learning needs that are aligned with the vision and purpose of the school?
• Continued professional development • Student learning contracts (Personal Education Contracts) • Student behavioral contracts
3. What process is used to ensure that the school personnel are provided professional
development and technical assistance to implement interventions and achieve improvement goals?
• Professional development is an ongoing process at Dennis on a group level every Tuesday afternoon and on an individual level based on teacher needs or requests.
• TopHat – leadership attends regularly scheduled professional development activities and then works with staff members to implement these research based initiatives.
• Turnleaf Program for Istep makes ISTEP assessment data easily accessible for teacher instructional planning.
• Acuity data reports and instructional guides • Tech team works with teachers as a whole group to instruct them in new
technologies and then individually to ensure proper utilization and implementation.
4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders?
• Administrative walk-throughs • Staff evaluations • Student progress reports
PL 221 Requirements:
• Description and location of curriculum: The school is developing a guaranteed and viable curriculum through the TOPHAT process. This curriculum will be available on RCS “staff links” in the near future.
• Expected Gains: The students at Dennis are showing improvement in their assessment scores; however, we have much room for further improvement. We expect our students will improve their ISTEP scores by at least 5% in both reading and math each year throughout the term of this plan.
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• Curriculum Mapping Richmond Community Schools will be participating in Curriculum Mapping as a District with all schools participating at every level. Aided by a software program, teachers will work to align curriculum and pacing at grade levels and in content areas as well as vertically to assure that all standards are covered. This will provide a consistent guide for all teachers as subjects are added to the map. All curriculum, shared lesson plans, resources, and common end of course or unit assessments will be available in a central web location. Mapping is an evolving process that will continue as research based strategies are identified and added to the best practices of Richmond Community Schools. Year 1: Language Arts will be the focus of year one of mapping. The principal and two teacher leaders from each building will be trained during the summer. This will include attendance at a June 24 workshop in Indianapolis. The principal and two teacher leaders will serve on a District Mapping Team and facilitate a building team with representation from each grade level or the language arts teachers in secondary. Training will continue as language arts mapping is started in the fall. Year 2: Math will be added to the mapping process. Training will continue as needed to support teachers as they join the mapping project. The school team will continue to facilitate mapping at the school. Year 3: All other subjects will be added in year 3. Training will continue to support teachers as they join in the mapping project. The school team will continue to facilitate mapping at the school.
Technology as a Learning Tool: Integration It is the intent of the staff of Dennis Middle School to continue to integrate technology, including use of the Internet, into the curriculum. Currently, the professional staff makes use of technology for record keeping and data collection, communication with colleagues, students and parents, and as a tool in their daily instructional planning. Technology is also often used by students as a way to demonstrate their understanding of lesson concepts through such mediums as: student created PowerPoint presentations, student research, written reports and essays. Technology has been and will continue to be strongly embraced as a beneficial tool for the building. Examples of use for record keeping and data collection currently include attendance and grades within the school system’s student information system, and on student performance on measurement assessments such as Acuity, STAR Reading and STAR Math. The use of technology will also assist in the disaggregating and refinement of data collection. It is the intent that further utilization of technology in this area will include refinement of data collection to allow quicker and more targeted assessment of student growth or lack of. This will allow assistance to the student to be delivered in a more timely and relevant manner. The staff intends to use the data collected from attendance, test scores, and performance within the classroom to
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quickly identify patterns that are either detrimental or beneficial to students, and use this knowledge of these patterns to benefit more students. Technology has been and will continue to be an excellent tool by which teachers can communicate with students, parents and other colleagues within or outside the building. Currently, staff members utilize email and voicemail to communicate electronically, but in the future, the community of Dennis Middle School, by which is meant all persons within the walls, will use technology to communicate. Soon, more students and teachers will maintain communication via email, projects and student work will be submitted electronically, parents will electronically check in on their child’s attendance, behavior and schoolwork performance. Parents and teachers now have access to student’s personal information form the data warehouse through Power School parent portal. School personnel have been trained in the use of Power School reporting system and parents have access online to their student’s school information. The use of the school’s long distance learning center will permit valuable, yet comfortable communication with colleagues outside the building walls. The largest impact of technology has been and will continue to be within the daily instructional and learning blueprint of the school. The entire curriculum has shifted within the last several years to embrace technology and harvest its benefits for students. Every subject being taught must use technology in some sense. Even physical education students utilize technology to check facts on sports, physical fitness or to check the weather if it is wise to go outside to play softball. Many examples could be included to demonstrate just how pervasive technology is used in the learning environmental. Students:
• Use computers to compose and edit their writings in many subjects. • Use the school’s network to access and utilize Accelerated Reader, Accelerated Math and
Cornerstone programs. • Use computer programs to create PowerPoint presentations. • Use the Internet to research for projects in all classes. • Use computers to complete nearly all their work in Industrial Technology, Gateway to
Technology- pre-engineering curriculum and Family Life and Consumer Skills Classes. • Students may also use technology and their testing data to track their own performance.
In the future, the use of technology as a major role in instruction and learning will probably increase the most. Using technology, students will take a greater role in their education through being motivated by the enhanced presentation of educational material in this format. Students are also encouraged to express their innovation and creativity through the adaptability of technology. The accessibility of their own data through technology allows students to take an increased responsibility for their own learning and goal setting. Professional Development Teachers and staff members will be provided in-service via the following methods:
• Formal in-service workshops will be held to demonstrate new equipment or programs, which have been added to the school. These could be held during faculty meetings, before or after school, or during teacher prep time. Equipment, such as the newly
41
acquired long-distance learning center, or computer programs would be demonstrated and explained, and staff members and teachers would have the opportunity to both use the equipment and to have questions answered.
• Small groups of staff members and teachers receive in-service if a particular piece of equipment or a computer program would be especially of benefit to their classroom situation, or they were experiencing difficulty in the use of a program.
• Casual or “help and go” in-service has always been available to staff members who are “stuck” on a troublesome technological task. The school has always benefited from the helpfulness of staff members towards other staff members in the area of technology use. The short conversation of “how do you get it do this or that” has been and will continue to be a strength of the staff, and creates the best learning environment.
• Dennis also has in house staff technology consultants who are trained to assist their peers when they have difficulty utilizing technology or want assistance in incorporating technology in new ways in their instructional practice.
Assessment and Evaluations A process of how the need for Internet, telecommunications and other technology in the school will be assessed: This technology plan will continually be assessed and evaluated through the annual revision and monitoring of the School Improvement Plan. The following assessment tools are used to determine technology needs and to document and measure growth in technology skills and integration.
• RCS Parent/Staff survey • Ongoing survey of staff members for needs and desires in technology instruction. • Attendance records and evaluation forms for all building level technology staff
development activities maintained by the building technology consultant • ISTEP + and Acuity Scores • District-wide staff technology use survey to measure growth from year to year
• Safe and Disciplined Learning Environment:
Staff/faculty members monitor student behavior both in and out of the classroom by supervising outside of the building before school, in the hallways during school, and within their own classrooms. Access to the building for visitors is limited to one unlocked door near the main office. A school resource officer is now stationed in the building. In addition, Dennis Middle School participates in the Safe School Helpline. Mrs. Schaar, our assistant principal, has taken the training to become a school safety specialist. Students also regularly practice fire and civil emergency drills so they will be prepared in a real emergency.
• Review of student products.
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The Student Code of Conduct is mailed to each family prior to school beginning in the fall. All students and parents sign a document stating that they have read and understand these rules. Teachers also post guidelines for behavioral expectations in their classrooms. Positive incentives through the Renaissance Program are offered to encourage students to follow these guidelines. The teachers are also exploring ways to provide positive behavior support for their students and make Dennis the place their students want to be. Such interventions would include clubs, positive field trips and other motivational activities. Teachers implement various intervention strategies with students exhibiting problematic behaviors. The most cited behavior problem is “insubordination/classroom disruption”. As well as developing school-wide student behavior expectations and consequences, the staff will pursue additional strategies for best practices in the classroom. In order to ameliorate discipline problems that impact the learning environment we are in the process of implementing Schoolwide Positive Behavior Support to help our students understand behavioral expectations in all settings. This process helps us identify key areas of behavioral concerns and initiate a comprehensive plan to ameliorate these concerns. Dennis’ participation in School-wide Positive Behavior Support is a three year commitment through a grant from the Indiana Department of Education. The following timeline will be utilized to implement PBS at Dennis: Activity
1. Revisit Bulldog Expectations Matrix and acknowledgement system.
2. Fund acknowledgement
system/TShirts for 2009-10 school Year
3. Targeted Intervention
Students Identified
4. Develop teaching schedule-Re-teach expectations to all staff
5. Supply all staff with
expectations, re-supply posters based on Matrix revisit
6. Develop document of
Teacher acknowledgements
7. Train “assigned”
Teachers Second Step Social Skill curriculum
Person (s) responsible PBS team/Staff/ students in Reading classes PBS team member will Purchase items Admin, PBS team PBS Team/ office staff PBS team Admin. PBS team, District trainer, designated teaching staff
Timeline August 2009 Prior to Aug. 2009 Aug. 2009 and throughout year Aug. 2009.throughout year for new staff Aug. 2009 No later than Oct. 2009 Prior to start of 2009 school year
Cost None Student Act. None None None-poster maker @ DMS None $20 per hour for all teachers trained at 3
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hours each
Activity
8. Utilize Fred Jones videos for staff development throughout school year
9. Develop tier two and tier three strategies
10. Implement Check and
Connect with tier two students
11. Administer SET
evaluation tool -share data with PBS team
Person(s) responsible Admin. PBS team, School Social Worker, District support, Admin. Social Worker, admin. District trainer
Timeline Throughout 2009-10 school year Have tier two and three in place no later than December 2009, refine throughout the year Throughout school year Spring 2010
Cost None None None None
Discipline 08-09
0
100
200
300
400
500
600
Drugs
Other F
A
Lega
l sett
le
Fighti
ng
Intim
idatio
n
Defian
ce
Propert
y Des
truc.
Incident
Num
ber o
f Ref
erra
l
AsianBlackHispanic Multi-RacialWhiteTotal
As shown in the chart discipline at Dennis is dominated by defiant behavior. This is relevant to our student population as described previously and established priorities within our goals. Our population of disadvantaged white male students has the most infractions of this behavior. Positive Behavior Support, bully prevention, and progressive discipline will continue to address
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these issues and allow the focus to continue on student achievement. We recognize a high occurrence of defiant behaviors and use positive reinforcements as well as the progressive discipline ladder to address these concerns. Methods in place to improve the cultural competency of teachers, administrators, staff, parents and students: • As was noted in the data and community sections of our profile, gaps in achievement are
occurring in our black student population, our special education population, and in our population of students who are eligible for free or reduced lunches. We are addressing the needs of students who fall into these key populations.
• Students in these key populations will have additional instructional opportunities in reading, writing and math through summer school, reading enrichment classes, and beginning in the fall of 2007 we offered organized after-school tutoring. Students who are struggling readers will have additional instruction in corrective reading to increase their fluency and decoding skills, or Read 180 to increase reading comprehension. Students are assigned to these supportive reading classes based on need. Homework help is also available on Tuesday afternoons after school.
• Students who are achieving at or above grade level will have challenging instructional opportunities through the Aspire Program and the Early College Program which begins in the fall of 2009
• Mentors are available to be positive role models for students who request them. • We will also be incorporating pertinent ideas that schools with similar demographics have
found successful. • Our teachers attended a Saturday retreat on September 23, 2005, on Ruby Payne’s
Framework for Understanding Poverty and Bridges Out of Poverty. The workshop was led by Tari Reister, former Richmond Community Schools administrator, and trained Ruby Payne Instructor.
• Ongoing professional development will be provided by our special education teachers to support teachers in their instruction of students with special needs in the general education classroom. These teachers will be give information periodically during the weekly professional development sessions. They are available to model instructional ideas for improving achievement of special education students in the general education classroom and how to implement the RTI process schoolwide.
• District-wide we were in-serviced by Dr. Terrell of Miami University of Oxford on the importance of cultural sensitivity. Subsequent to that a panel of “worriers” was formed. Ms. McDermott, social studies teacher, represented us on this panel, whose charge it was to bring back ways each school could improve their cultural awareness and better meet the needs of all of our students.
• The Dennis staff was also introduced into the differences in the minds of boys and girls and
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how these differences impact their learning based on Michael Gurian’s work. When the staff differentiates instruction based on gender differences they will be able to positively impact our other achievement gaps because gender differences cut across all other disaggregated groups. In the spring of 2009 Mrs. Dennis, our media specialist, went to a workshop on engaging boys in reading. She presented ideas from the workshop to the rest of the staff.
• Our African American males were invited to a summit in 2008 sponsored by leaders in the Richmond African American community and Ivy Tech College to encourage our students to strive for success.
Statutes and Rules to be Waived
Dennis will not be waiving Statutes and Rules in the coming year.
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School Self Assessment
School Strengths School Needs
• Curriculum/Instruction tied to Mission and Goals
• Leadership Team • Instruction is Data Driven • Learning and Behavior Contracts to Meet
Student Needs • District Assessment, such as Acuity, To
Assist in ISTEP Prep • Technology Department • Available Technology • Data Collection • Diversified Curriculum • Willingness of Staff to Access and Make
use of Available Data • Willingness of Staff to Learn More About
Mastery of Standards • Staff Outreach to Students and Parents to
Share Both Assessment results and to Continually Offer Opportunities for Students to Succeed
• Student Guidelines Sent Home to Parents for Course Requirements and Expectations
• Teacher WebPages • Communication to Parents Through
Multiple Avenues • Assistance for Families in Students Goal
Setting, Career Investigation, and High School Planning
• College Information- Twenty-First Century Scholars, Murray and Associates
• Observations/Evaluations • Qualified Staff • In-House Technical Consultants • Mentor Program for Staff and Students • Transition Planning through Special
Education • Communities in Schools Coordinator
• Teacher Collaboration Time • Individual Conferences With Students and Parents • Improved Communication with Disengaged Parents • Technology Staff Development with Follow-up • More Teacher Engagement in Professional
Development Activities so They Become Relevant and Meaningful
• Viable Structured Alternative Education Program • Improved ELL Support • Improved Accessibility for Teachers with Wrap
Around Student Information System- Power School is a new data system that teaches are still familiarizing themselves with
• More In-depth Delving into Data by Teachers in Regards to Student Mastery and Needs
• Regular Schedule of Interactive Homework that Requires Student mastery and Family Interaction
• Family Involvement with Student Reading Aloud at Home
• Event Calendars Sent Home Regularly • Align Assessments • Additional Meetings to Discuss Vertical Articulation
Between Elementary, Middle, and High School • Administrative Instructional Oversight for Checks and
Balances- such as through monitoring of unit plans • Progress Toward Student Achievement Goals
Included in Newsletter • More Stakeholder Involvement
Better Communication of Vision and Beliefs so all Stakeholders Can Work Toward Making the Vision and Beliefs Reality
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Professional Development Plan Dennis Middle School
2009-2012
Goal 1: All students will improve reading comprehension across the curriculum. Annual Benchmark: The average ISTEP English and Language Arts scores will increase 5% per year.
Standardized Assessments:
ISTEP District Assessment
Richmond Community Schools and Your School Assessments
Local Assessment for reading comprehension and writing administered across the district by language arts instructors- based on ISTEP
Support Data: • CPASS is monitored in
October, March, and May ISTEP Scores District Assessment
Scores Local Assessment Scores Classroom Performance Data from incoming
student information cards Research/Best Practice Sources: Billmeyer, Rachel, Ph.D. and Mary Lee Barton, M.Ed. (2002). Six Assumptions about Learning. Teaching Reading in the Content Areas: If Not Me Then Who? Colorado: McREL Fagan, Barbara, (Volume 11, Number 1, September 2003). Scaffolds to Help ELL Readers. Voices from the Middle. Scaffolds to Help ELL Readers Matrix of Reading Strategies, http://www.sarasota.k12.fl.us/Sarasota/matrix.htmMarzano, Norford, Paynter, Pickering, and Gaddy, (2001). A Handbook for Classroom Instruction that Works. VA: ASCD Marzano, Robert, (2004). Building Background Knowledge for Academic Achievement. VA: ASCD Reading Strategies that Assist Content Area Reading, http://www.sarasota.k12.fl.us/Sarasota/interdiscrdg.htm Wilhelm, Jeffrey. (2001). Improving Comprehension with Think-Aloud Strategies. NY: Scholastic. Zimmerman, Susan and Chryse Hutchins. (2003). 7 Keys to Comprehension. NY: Three Rivers Press.
Interventions: 1. All students will improve reading comprehension through participation in a concentrated reading class
(SSR) three days a week and/or targeted reading instruction such as, Wilson reading or Read 180. 2. All students will improve reading comprehension through mastering vocabulary in their content area
classes contextually. 3. All students will be taught reading comprehension strategies across all content areas such as utilization of
Venn Diagrams in all classes for comparison and contrast. RTI, Read 180, Reading Enrichment, after-school tutoring, and additional special ed support in the classroom will facilitate this.
4. Positive Behavior Support materials will be utilized during reading class to support character education and Dennis behavior expectations as well as reading comprehension.
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Intervention #1: All students will improve reading comprehension through participation in a concentrated
reading class (SSR) three days a week. Person(s )
Responsible Timeline Progress
Monitoring of Success
Staff Development Activities
Resources
YEAR 1
The reading committee will be reconvened to establish a system of rewarding students for demonstration of significant reading improvement based on measureable data
Reading committee
Fall 2009 Documented student improvement, student anecdotal data
Reading committee will inform staff of the incentive plan and how to document reward eligibility
Student activities fund
Reading teachers, students
2009-2010 All students will be given a reading inventory such as the SRI to give the students and their teachers measureable data to inform them of their current reading level and assist in goal setting.
Student reading levels
Reading teachers will be trained to administer the selected inventory and interpret the data.
Reading Inventory
Teachers, Administrat-ors
2009-2010 Teachers will make a concerted effort to make the SSR class a meaningful instructional period for all students through classroom management, teacher modeling, and administrative oversight to ensure time is devoted to reading.
Teacher grade books, lesson plans, student reading logs
Cooperative planning time during professional development time.
Time, teacher planning and forethought, media center, internet, and classroom libraries.
Teachers will use individual student assessment data to assist their students in making reading goals.
Teachers, 2009-2010 Student Goal Sheets
Professional development in analyzing data and goal setting.
Acuity Data, ISTEP Data, Power School
students
Students will keep a reading log containing their journals, weekly writings, reading logs, assessment data, and goal
Students 2009-2010 Teachers will grade reading folders every three weeks
Student folders, Reading log templates, goal sheet templates, and assessment data
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sheets.
Teachers will utilize discussion circles, debates, and other interactive activities/games to encourage student engagement
Teachers, Students
2009-2010 Classroom grades
Student reading materials such as classroom magazines, weekly ideas in school bulleting from reading specialist
Train reading District trainer, designated teaching staff
Discipline referrals
PD on Second Steps curriculum- available on a voluntary basis in summer follow-up in school year, Fred Jones videos
Teachers in Second Step Social Skill curriculum to utilize in reading class to support character education
Second Steps curriculum, Dennis social worker, Fred Jones videos
2009 school year
Person(s) Responsible
Timeline Progress Monitoring of Success
Staff Development Activities
Resources
YEAR 2
Teachers and students will chart their reading progress from the previous year. District assessment data will be used to set new goals for the 2010-2011 school year
Teachers, 2010-2011 Student Goal Sheets
Acuity Data, ISTEP Data, Power School
students
Reading Inventory Data
Teachers will explore new ways to improve reading comprehension in a SSR classroom
Teachers, Literacy coach, Reading specialist
2010-2011 Reading workshops, reading research articles, Internet
Assessment data, grade books, student reading logs
Cooperative planning time set aside.
Teachers will develop activities to improve reading comprehension to use as warm- ups and closure activities in SSR
Teachers, reading committee
2010-2011 Internet research, books
Assessment data, grade books, student reading logs
Cooperative planning time set aside.
Progress Monitoring of Success
Staff Development Activities
Person(s ) Responsible
Timeline Resources
YEAR 3 Teachers and students will chart their reading progress from the previous year.
Teachers, students
2011-2012 Assessment data
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District assessment data will be used to set new goals for the 2010-2011 school year. Teachers will identify key benchmarks students are deficient on to formulate reading comprehension strategies to improve those targeted skills.
Teachers Fall 2011 Assessment Data Graphic organizer for interpreting data
PD time for data analysis
Lesson plan books, grade books, assessment data
Teachers 2011-2012 Reading committee, Action Strategies for Deepening comprehension by Wilhelm, Teaching Reading in the Middle Grades by Rycik, and Internet resources
Teachers will continue to implement additional research-based reading comprehension activities to further improve students reading comprehension
Students will plan and create one reading project to share with their reading class
Students 2011-2012 Internet, PowerPoint, Art supplies
Completed projects, rubric for grading projects
Intervention #2: All students will improve reading comprehension through mastering vocabulary in their content area classes contextually.
Person(s) Responsible:
Timeline Progress monitoring of success
Staff Development Activities
Resources
YEAR 1
Students will master essential vocabulary terms in each content area
Classroom Teachers and Students
2009-2010 Classroom Materials, Vocabulary Key Terms and Phrases, Foldables, and Non-linguistic representation, Reading Reminders-Burke, Strategies to Achieve Reading Success, Building Background Knowledge for Academic
Grade books, lesson plans
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Achievement The Vocabulary Teacher’s Book of Lists, Red Hot Root Words Vol. 1 &2
Daily/weekly vocabulary roots will be published on announcements and utilized in classrooms
Teachers, students
2009-2010 Assessment data
Teachers will post and regularly update word walls in each classroom
Teachers 2009-2010 Poster machine, Teacher resources in content area
Grade books. Formative assessments
Students, Teachers
2009-2010 Classroom vocabulary lists, textbooks, graphic organizers,
Classroom grades, assessment data
Teachers will have professional development from members of the leadership team and time for sharing of vocabulary activities to incorporate in their instruction
Bellwork, writing assignments, games, tests/ quizzes, vocabulary assignments, student presentations, and manipulatives such as foldables will be use to increase student engagement and accountability for vocabulary content.
Progress Monitoring of Success
Staff Development Activities
Person(s ) Timeline Resources Responsible
Year 2 Students will learn how to acquire new vocabulary in their content area classes through the use of techniques such as structured notes, word walls, maps, and other research based interventions.
Students, teachers
2010-2011 Vocabulary logs, word walls, foldables
Formative assessments, grade books, assessment data
PD in vocabulary activities Teachers will be provided collaborative professional development time with their content area colleagues to effectively identify critical key terms and phrases.
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Persons Responsible
Timeline Progress Monitoring of Success
Staff Development Activities
Resources
YEAR 3 Classroom, District, and State Assessments
Teachers will have professional development on vocabulary instructional methods and be provided time to work together to create materials and lessons to use in the classroom; foldables, non-linguistic representation and graphic organizers.
Graphic Organizers, Vocabulary Lists, Word Cards, Non-Linguistic Representation, Classroom Materials
2011-2012 Students will demonstrate acquisitions of content area vocabulary by utilizing them effectively in classroom, district, and state assessments.
Classroom Teachers and Students
Intervention #3: All students will be taught reading comprehension strategies across all content areas.
Person(s) Responsible
Timeline Progress monitoring of success
Staff Development Activities
Resources:
YEAR 1 Teachers will assess students’ reading comprehension based on ISTEP, District Assessment, and previous Classroom Data
Teachers 2009-2010 Assessment data Professional development in data analysis
Assessment data
Students have demonstrated a weakness in
Teachers, leadership team, Reading
2009-2010 Formative assessments
Professional development in integrating
ISTEP Samplers, professional development
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Literary analysis. To strengthen this area, teachers will receive professional development in how to incorporate literary analysis across the content areas.
Specialist, Literacy Coach
literary analysis in the content areas utilizing LC materials and TopHat
activities
Students will demonstrate current reading skills through their use in classroom activities to demonstrate comprehension.
Teachers, Students
2009-2010 Strategies Formative assessments, standardized assessment data
Teachers will participate in professional development activities in order to learn research-based reading comprehension instructional strategies; note-taking, Venn diagrams, and summarizing
Collaborative Activities, Note-
Taking, Venn Diagrams, and Summarizing
Teacher will attend workshops on improvement of reading comprehension with research-based strategies.
Classroom Teachers and Students
2009-2010 Classroom materials, ISTEP practice worksheet, Indiana Standards, Trade books
Administrative walkthroughs
Teachers will have collaborative professional development time to assess and revise instructional strategies for individual content areas
Progress monitoring of success
Staff Development Activities
Person(s) Responsible
Timeline Resources:
YEAR 2 Teachers will assess students’ Reading Comprehension Skills based on ISTEP, District Assessment Data, and previous Classroom Data.
Teachers 2010-2011 Assesment data, graphic organizers for assessing data
Assessment data PD time to analyze data with content area teachers
Teachers will identify key benchmarks that students are deficient on to
Teachers 2010-2011 Research in reading comprehension skills for middle schools
PD time to organize instructional activities to target identified
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formulate reading comprehension strategies to improve those targeted skills.
skills school wide
Progress monitoring of success
Staff Development Activities
Person(s) Responsible
Timeline Resources:
YEAR 3
Based on student data teachers will review student achievement and effectiveness of their instructional strategies
Teachers 2011-2012 Formative assessment data,
Student grades Teachers will have collaborative professional development time to assess and revise instructional strategies for individual students and content areas.
Student exemplars
Teachers will implement graphic organizers and identified research based instructional strategies such as structured notes and think alouds
Teachers, literacy coach
2011-2012 Professional development resources
Formative assessments
PD on structured notes, and other graphic organizers.
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Professional Development Plan Dennis Middle School
2009-2012
Goal 2: All Students will improve writing skills across the curriculum. Annual Benchmark: All students will improve their ISTEP English and Language Arts 6 point writing application rubric scores by 1 point per year until they achieve a score of 6 as monitored through student data spreadsheet.
Standardized Assessments:
ISTEP District Assessments
Richmond Community Schools and Your School Assessments
Local Assessments
Support Data: ISTEP Scores District Assessment Scores Local Assessment Scores Classroom Performance Administrative Walk- Through CPASS is monitored in October,
March, and May Research/Best Practice Sources: Davidson, Kay (2004). The Simple 6: A Writing Rubric for Kids Getting into the Passing Zone . Pieces of Learning: USA.
Marzono, Norford, Paynter, Pickering , and Gaddy, (2001). Handbook for Classroom Instruction that Works. VA: ASCD
Marzono, Robert, (2004). Building Background Knowledge for Academic Achievement. VA: ASCD
Notemaking: Notetaking Skills (2008) http://www.englishcompanion.com/Tools/notemaking.html Hawkins, Joanna. (2008). Think Before You Write. Educational Leadership, 64 (2), 63-66.
Adopted Textbook Resources
Interventions: Students will use the six point writing process and writing conventions rubrics to revise and edit all writing
assignments across the curriculum. Students will produce formal writing projects across the curriculum Students will publish their own writing through bulletin boards, classroom displays, and hallway display cases.
They will have opportunity to write for authentic audiences, such as letters to the editor, publishing their own books to be shared with appropriate audiences.
School-wide writing assignments centered on Positive Behavior Support materials and ideals will be utilized for character development as well as to increase writing skills.
A writing lab will be introduced in 2009 to supplement the writing content Read 180 does not support. This intervention will also support the RTI process for our struggling writers.
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Intervention #1: Students will use the Simple Six Writing Rubric to revise and edit all writing assignments across the curriculum
Year 1 Person’s
Responsible Timeline Resources Progress
Monitoring of Success
Staff Development
Activities
Teachers will attend year 3 of Kay Davidson workshop
Kay Davidson, teachers
Fall 2009 Workshop, handouts
Attendance from workshop
Curricular area discussions on better implementation of Simple Six Rubric in their curriculum
Teachers will have a refresher PD session on using the Simple Six Rubric
Language Arts Teachers
Fall 2009 Simple Six handouts, student samples
Teacher submitting classroom examples
Teachers will utilize PD time to become familiar the Simple Six Rubric
Students will learn to use the Simple Six Rubric through direct instruction and review in all classes
Classroom teachers, students
Fall 2009 Simple Six Posters in every classroom, samples of students’ own writing
Students will use the editing guidelines independently
Teachers will turn in summaries of student rubric scores to be collated and examined for trends across the curriculum
Classroom teachers, data committee
2009-2010 Student rubric scores, collated spreadsheet
Collated Spreadsheet
Staff will gather to discuss areas of strength and weakness based on spreadsheet and plan for further PD on weak areas
Teachers will examine ISTEP writing scores of students in their reading classes to monitor application of
Spring 2010 Teachers ISTEP Applied Skills results
ISTEP Scores PD time to analyze results and plan for next steps
Year 2 Students will continue to use Simple Six Writing Rubric to revise and edit own writing
Students 2010-2011 Student Writing Prompts
Classroom grades, standardized test results
English Teachers will refresh the rest of the staff on prompt attack
After school writing workshops
Tutoring teachers, students
2010-2011 Writing prompts and activities
Classroom grades, standardized test data
Teachers will again collate rubric data to examine progress and
Teachers 2010-2011 Rubric scores, collated spreadsheet
Classroom grades, standardized test data
Teachers will utilize PD time to discuss data and plan next steps
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areas of need Year 3 Teachers will focus on one aspect of the Simple Six each week of the six weeks in their journal writings during SSR
Teachers, students
2010-2011 Student journals, mini lessons on each aspect of simple six
Journal grades, standardized data
Teachers will have PD on focusing on separate aspects of simple six rubric
Students 2011-2012 Simple Six Rubric, student writing samples
Common vocabulary among students utilizing rubric conventions
Students will further develop their writing expertise and utilization of the Simple Six Rubric through peer editing and comparison with their own writing
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Intervention # 2 Students will produce writing projects across the curriculum Year 1 Person’s
Responsible Timeline Resources Progress
Monitoring of Success
Staff Development
Activities Teachers will review prompt attack skills and how to write good writing prompts
Literacy coach Fall 2009 Kay Davidison Simple Six materials
Student exemplars of classroom assignments
PD time on prompt attack and cooperative planning time for teachers during pd time
Content area teachers will intentionally incorporate writing opportunities into their instruction
Teachers Fall 2009 Standards, writing prompts
Classroom grades
Subject area cooperative planning time to develop ideas for incorporating more writing
Schoolwide PBS writing prompts each trimester
Reading teachers
2009-2010 Writing prompts, simple six rubric
Collated rubric spreadsheet of student scores
PD time to analyze data and plan next improvement focus
Individual classroom formal writing assignments each trimester
Classroom teachers
2009-2010 Writing prompts, rubric sheets
Copies of student exemplars with rubric attached
Year 2 teachers 2010-2011 Writing prompts Lesson plans Cooperative
planning and discussion time during PD time
Teachers will review the prompts they used the previous year and discuss ways to improve their effectiveness and devise ways to incorporate more writing into daily activities Schoolwide PBS writing prompts each trimester
Reading teachers
2010-2011 Writing prompts, simple six rubric
Collated rubric spreadsheet of student scores
PD time to analyze data and plan next improvement focus
Individual classroom formal writing assignments each six weeks
Classroom teachers
2010-2011 Writing prompts, rubric sheets
Copies of student exemplars with rubric attached
Year 3 Teachers will gather in the spring of 2011
Teachers, literacy coach
2011-2012 Lesson plans, student exemplars
Standardized data
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to review effectiveness of school-wide writing initiatives and devise ways to further support student writing across the curriculum Schoolwide PBS writing prompts each trimester
Reading teachers
2011-2012 Writing prompts, simple six rubric
Collated rubric spreadsheet of student scores
PD time to analyze data and plan next improvement focus
Individual classroom formal writing assignments each six weeks
Classroom teachers
2011-2012 Writing prompts, rubric sheets
Copies of student exemplars with rubric attached
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Intervention 3: Students will publish their own writing through bulleting boards, classroom displays, hallway displays, or print media Year 1 Person’s
Responsible Timeline Resources Progress
Monitoring of Success
Staff Development
Activities Classroom teachers, students
Fall 2009 Classroom assignments, student writings
Administrative walk throughs
Teachers will cooperatively discuss in curricular groups ways to feature student writing in a public manner. (Teachers will adhere to FERPA)
Students and teachers will explore ways to publish their writing for a wider audience; such as in a student writing corner on our web page or a student page added to our newsletter Teachers will model exemplary writing for students to scaffold their own writing
Teachers Fall 2009 Writing exemplars
Student grades
Teachers will make a concerted effort to comment on and display exemplary student writing samples
Teachers Fall 2009 Writing exemplars
Student displays, administrative walk-throughs
YEAR 2 Teachers will help students improve their critical thinking skills through writing as they continue to incorporate writing opportunities into their instruction
Teachers, students
Fall 2010 Content curriculum
Standardized data PD time on problem solving and incorporating writing in the process
Teachers will send parents trimester newsletters that feature student writings and curricular updates
Teachers, students
Fall 2010 Desktop publishing, student writings
Newsletters
Students will have a contest to add their exemplary
Teachers, students, yearbook sponsor
2010-2011 Yearbook, student writings
Yearbook
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writing to school yearbook Teachers and students will continue to explore and implement ways to feature student writing in a positive manner
Teachers, students
2010-2011 Student writing samples
Writing Exemplars
Year 3 Teachers, students
Fall 2011 Content curriculum
Standardized data Additional PD time on problem solving and incorporating writing in the process
Teachers will continue helping students improve their critical thinking skills through writing as they continue to incorporate writing opportunities into their instruction
Students 2011-2012 Student writing samples
Formative assessments
Students will learn how to evaluate and analyze ideas then defend their assertions through writing as they complete formal writing opportunities and then display them in each of their content areas
Students 2011-2012 Student writing assignments
Formative assessments
Students will reflect on each other’s writing in their content classrooms in a workshop format to see if they are following the simple six rubric and if their arguments are valid in their assertions
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