NSTRUCTION DIVISION 970 N. GLENN’RD CASPER WY 82601 FAX … · 2019. 5. 31. · CURRICULUMAND’INSTRUCTIONDIVISION’...

CURRICULUM AND INSTRUCTION DIVISION 970 N. GLENN RD. * CASPER, WY 82601 * FAX: (307) 253-‐5352* WWW.NATRONASCHOOLS.ORG

Dr. Mark Mathern Kelly Hornby Sarah Prosinski Associate Superintendent Executive Director Administrative Assistant 253-5253 253-5253 253-5253

TO: Board of Trustees FROM: Dr. Mark Mathern, Associate Superintendent for Curriculum and Instruction DATE: February 11, 2013 SUBJECT: FMS Restructure Plan Memo The Federal government requires that the district develop and submit for approval a restructuring plan because Frontier Middle School has not made Adequately Yearly Progress for the past five years. Adequate Yearly Progress is a level of proficiency established by rules inside No Child Left Behind legislation and monitored by the Wyoming Department of Education. The restructuring plan addresses changes made to the staff assigned to the building, including the replacement of the principal. In addition, the restructuring plan addresses training of Frontier’s new staff. The plan was made available for public comment from January 31st – February 7th, and will also be available on the Frontier Middle School website or at the front office from February 11th – 20th. A parent/community meeting was held on February 6th. The plan will also be available at the main office during parent teacher conferences on February 18th. Board action on this restructuring plan is scheduled for February 25th. Frontier school improvement planners and principal will be at the Board work session to provide more detail on the plans contents and to receive input for the plan from the Board.

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Section 3 – Restructuring Plan Required for those Title I Schools in School Improvement Status Year 4 (Corrective Action – Planning For Restructuring)

Members of Restructuring Planning committee and Titles/Positions

Member Name Position Content Area/Grade Level If applicable

Tammy Ray

FMS Principal

Sharon Engling FMS Teacher 7th Grade Language Arts Trisha Buss FMS Teacher 6th Grade Language Arts and Math

Jefferie Thielbar FMS Teacher 7th and 8th Grade Science

James Herbst FMS Teacher 7th and 8th Grade Social Studies

Scott Reinsbach FMS Teacher 6th, 7th and 8th Grade Band

Kimberly Wilkinson Parent

Shellie Kirk Parent

Mark Mathern Associate Superintendent – Curriculum and Instruction

Angela Hensley Title 1 Director

Michele Haass FMS Teacher 6th Grade Science and Social Studies

Doreen McGlade District Teacher Mentor/NCEA Representative

Jody Hagen FMS Teacher Special Education

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PROPOSED RESTRUCTURING OPTION(S)

OPTION 1 Reopen as Charter School Process

OPTION 2 Replace the school or LEA staff members who are relevant to the failure to make Adequate Yearly Progress

OPTION 3 LEA contracts with private management to govern the school

OPTION 4 Any other major restructuring of the school’s governance

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Description of the School’s Plan for Restructuring (Use additional sheets if necessary and/or attach supporting documentation)

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Natrona County School District #1 has selected Option 2~Replace the staff members who are relevant to the failure to make Adequate Yearly Progress~for the Frontier Middle School Restructuring Plan Proposal. The proposal will continue to support the current staff and interventions that have shown significant and positive growth in the areas of English Language Arts and mathematics as measured by PAWS and NWEA. Since the 2007-08 school year, Frontier Middle School has experienced an overall staff replacement of 66%, with 53% being new hires and 13% as in-building changes. In the areas of English Language Arts and mathematics, there has been a 100% staffing change. In addition to those staffing adjustments, a new principal was appointed for the 2012-13 school year, and will be applying for the now-advertised principal position to continue and honor this restructuring work into the 2013-14 school year. Inside the classroom, Frontier Middle School will continue to utilize, and integrate into systematic use a variety of high-yield academic interventions. Literacy First Framework, Read 180, I Can Learn, System 44 and ALEKS show early indications of successfully supporting our students and staff in the areas of English Language Arts and mathematics. ALL staff is trained in their respective intervention areas, as well as in the process of Systemic Continuous Improvement. Coaches and consultants will continue to support Frontier Middle School in the areas Continuous Classroom Improvement (CCI), and improving learning in English Language Arts and mathematics. Such focus has driven the FMS staff to embrace academy-style instruction and problem-based learning. This intentional shift not only aligns with the work being done at the NCSD secondary level, but maximizes student opportunities for applied, authentic learning experiences. To support learning in the classroom, Frontier Middle School will continue to grow parent involvement through the Go For It! curriculum and raising parent involvement expectations and opportunities, as student achievement is greatly influenced by the parent-school partnership. Additionally, Frontier Middle School has intentionally worked to increase student involvement in extended day learning opportunities by; placing emphasis on career and college readiness. Frontier Middle School has been experiencing an undeniable and exciting growth trend over the course of the past 5 years! We are confident that this growth is the result of current practices/interventions, all of which are supported and maintained by an appropriately trained and highly engaged staff. Our restructuring plan maintains what is working, but adds PI, co-curricular, and academy-based learning.

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Description of how Stakeholder’s were involved in Restructuring Plan (If available, attach documentation to support these efforts)

Preparation for planning began with the NCSD administration collaborating via email and phone with Wyoming Department of Education (WDE) personnel. The NCSD Title I Director also met with Sandy Porter, WDE District Coach in preparation for the planning meetings. Stakeholders were notified of the restructure planning meeting via U.S. mail, Alert Now communication (automated phone message), school website, district website, and the parent and community video news-stream (upon entering the school). An informational and planning meeting was held on January 17, 2013, 5:30-7:30 p.m. The Planning Committee met January 24, 25, and 28 to draft the plan. The plan then went to parent comment. The Alert Now communication system was used to notify stakeholders of the two public comment windows January 31 - 7 and February 11 - 20. Members of the Planning Committee met on February 6, 7, 12, and 20 to revise and finalize the plan based on public comment. A parent/community meeting was held on February 6, 5:00-6:00 p.m. at the school to allow stakeholders to review the plan and give feedback. During parent-teacher conferences on February 18, parents were encouraged to review the plan and submit comment. Paper copies of the plan with comment pages and electronic versions were available to all attending parents. The NCSD Board of Education reviewed the plan on February 11, gave feedback as a part of the process above, and approved the final plan on February 25. (See agendas and sign-in sheets in appendix A)

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Evidence to Support Option Selected What data has been used to support selected option?

(If applicable, attach supporting documentation)

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Since first missing AYP targets in math and language arts 2007-08, Frontier Middle School has experienced an overall staff replacement of 66%, with 53% being new hires and 13% as in-building changes. In the area of language arts, there has been a 100% staffing change since 2011. In the area of math, there has been a 100% staffing change since 2009. In addition to those staffing adjustments, a new principal was hired for the 2012-13 school year as an interim. The principal position will be reopened for hire in the 2013-2014 school year in order to honor this restructure plan. (See Appendix B) Adequate Yearly Progress (AYP)

The trend data for Frontier Middle School (FMS) show drastic improvements in the past few years. In 2008-2010 Frontier Middle School made 10 out of 18 possible AYP targets. In 2010-2011, FMS made 11 out of 18, and in 2011-2012 FMS made 17 out of the 18 AYP targets. [this graph needs to be change to 9 possible AYP areas, not ten]]

PAWS Percent Proficient and Advanced

The percent of students proficient and advanced on PAWS shows an increasing trend in all grades in math and all but one grade in reading.

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District Data Review (DDR) The District Data Review process shows FMS increasing from a focus school in math and reading to an unclassified status with the three possible categories being focus, unclassified, and excelling. Using both PAWS and NWEA MAP data, the district provides a classification of each school in the district. This classification is determined by a panel who review the each school’s data compared to the State (PAWS) and the national comparison group (NWEA). Frontier’s DDR Status

Math Reading 2009 2010 2011 2012 2009 2010 2011 2012 Focus Focus Focus Unclassified Focus Focus Focus Unclassifie

d

NWEA Growth Assessment data also show increasing student achievement as FMS averages are meeting the district averages in most areas with impressive trajectory in many areas.

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The percent of students receiving special education services who scored proficient in reading declined in 2011-12. This is an area of emphasis for the FMS team. Percent of special education students proficient in reading

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Professional Development Activities

PAST ACTIVITIES/ACTION (FALL 2008-SPRING 2012) Frontier Middle School has utilized many high yield professional development opportunities since the school was first notified of not making AYP. In fact, most of the interventions that were implemented in the past continue to be presently used. The Jim Shipley and Associates (JSA) model placed emphasis on both Systemic Continuous Improvement (SCI) and Classroom Continuous Improvement (CCI). Literacy First provided training that focused on classroom Best Practices. Intense workshops, as well as small cohorts, provided instruction addressing the needs of content and intensive area teachers. Math coaching was provided for 2 years with monthly, day-long meetings led by an independent consultant, Pia Hanson-Powell. This training focused on classroom instruction to improve questioning and engagement of students. Tech Tuesdays were implemented to provide weekly support for teachers on needs relating to any area of technology. Part of the focus was to make certain that teachers were proficient in their use of the Promethean Boards and other modes of technology in the classroom. Additionally, Tech Tuesdays provided teachers with awareness of online programs that could supplement instruction and were pertinent to the success of students, such as finding websites or on-line programs that were conducive to successful testing and supported the district curriculum being taught. FMS teachers were also provided the following professional development opportunities: Kagan cooperative learning strategies; Understanding by Design (UBD), which focused on “backwards design” lesson planning; Professional Learning Communities (PLC) led by Tim Brown, and; BEST, a Positive Behavior Support System, led by Jeff Sprague and Annemieke Golly for 4 days initially with additional support throughout the following years. As technology needs were met, Tech Tuesday gradually became Teaching Tuesday where the focus was on the instructional needs of teachers for maximizing positive student outcomes. Examples of the topics discussed included: analyzing assessment data and reviewing comparative data with the support of the NCSD assessment director; calibrating scoring on district reading rubrics and setting up schedules for administering practice sessions for the students so they were prepared for PAWS testing. These work sessions, regularly supported by the FMS Instructional Facilitator, were prescriptive and focused on the unique needs of the Frontier Middle School campus. CURRENT ACTIVITIES/ACTION (FALL 2012-SPRING 2013) FMS continues to use Jim Shipley and Associates (SCI and CCI) and Teaching Tuesday as tools for continuous improvement. We have implemented the character education/goal setting curriculum, GO FOR IT! to help students and parents develop positive personal habits through teaching, modeling and promoting goal setting and personal responsibility. Parent and teacher trainings are being provided throughout the year. The NCSD Instructional Facilitators provide training and guidance for content area teachers on topics such as CCI, curriculum mapping and

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Common Core State Standards. The district has assigned two Instructional Facilitators and a Principal Coach to Frontier to assist with on going coaching. A year-long SPED Teaming cohort enables classroom and special education teachers to team and maximize opportunities for student achievement using inclusion methods and strategies. District tutors and at-risk facilitators are provided training at cohorts to maximize their efficiency and effectiveness. The at-risk process successfully identifies students and offers them additional and appropriate support for academic and behavioral success. WY Figures training is provided to (don’t know what this is) FUTURE ACTIVITIES/ACTION (SUMMER 2013-SPRING 2014) The projection for the future is to continue Literacy First, Teaching Tuesdays, GO FOR IT! and the Jim Shipley and Associates work focused on continuous improvement. Next steps will be implemented with the continuous improvement or approach to make education more effective for the student. Professional development will continue to be prescriptive, data-driven and supported by district and outside personnel. To begin implementing an academy-based approach for engaging students, Frontier Middle School will place emphasis on Science/Technology/Engineering/Math (STEM) student events and opportunities. This will require training and exposure for participating staff. Frontier Middle School will also be introducing the 8th Grade Cornerstone Project. This problem-based learning opportunity will be ongoing throughout the middle level career of students~ culminating in a field experience relating to one of the four NCSD academies. Students will participate in cross-curricular activities where teachers collaborate to provide rich tasks and applied learning experiences. Star Lane teachers are currently providing support in the area of academy-style learning and instruction.

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How is the District Supporting the Restructuring Plan? What Systematic or District-Wide Improvement efforts are being implemented to support restructuring initiatives?

NCSD has supported the replacement of staff at Frontier Middle School through providing a rigorous application and selection process for all teacher and principal positions. The revised teacher and principal evaluations ensures all administrators and faculty meet high standards of accountability within a process based on systemic continuous improvement. In 2012, the Principal of Frontier Middle School was replaced with an Interim Principal. As a part of this restructuring plan and in accordance with past practice, NCSD will re-open this position for the 2013-2014 school year using the Targeted-Selection process in which a team of stakeholders is highly trained and involved in the selection process. Based on this team’s feedback and the specific needs of Frontier Middle School, the Superintendent will select the most qualified candidate. In addition to support with staffing at Frontier Middle School, NCSD will continue to provide quality professional development to the staff at Frontier Middle School. This professional development includes providing a coach for the Principal. This coaching will focus on leadership, specifically in the areas of strategic leadership and instructional leadership. Frontier Middle School faculty are receiving intensive training and coaching in the Literacy First Framework as well as Systemic Continuous Improvement. Systemic Continuous Improvement is a district-wide improvement effort. Through the use of school improvement grant funds (SIG) and District supports, programs such as I Can Learn, Aleks, and Read 180 continue to aid teacher in differentiating instruction for all learners. NCSD currently supports the implementation of Frontier’s school-wide behavior policies, PBIS (Positive Behavioral Interventions and Supports). District-level Instructional Facilitators visit Frontier on a regular (weekly) basis to help with curriculum alignment and curriculum mapping. The District is currently supporting a co-teaching cohort to help special education teachers and content teachers with working together to best meet the needs of all students in an inclusion classroom. This has been a major area of focus in our goal of helping IEP students meet AYP.

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How will this plan support current School Improvement efforts within the school?

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Frontier Middle School’s current school improvement efforts are focused in the areas of reading, mathematics and the health/safety of students. All staff is trained in the appropriate intervention areas, allowing for effective tiered academic and behavioral interventions for students below grade level. Frontier Middle School has implemented the following academic and behavioral interventions: Literacy First Framework, Monitored Independent Reading Progress (MIRP), tutoring, language labs (Read 180, Sourcebook, Intensive Phonics, System 44 and Rewards), progress monitoring, I Can Learn, ALEKS, PBIS-BEST, Go For It! and Check and Connect. Additionally, all staff is trained and advancing in the processes of Systemic Continuous Improvement (SCI), specifically in Continuous Classroom Improvement (CCI) and Teacher and Student Partnership (TSP). Frontier Middle School has processes in place specifically designed to support students who are not proficient in the areas of ELA and mathematics. The school utilizes and follows the Natrona County School District At-Risk process, providing identified students with 1:1 tutoring and/or small group tutoring in addition to regular ELA and mathematics classes. All FMS staff is trained and receives ongoing coaching in these systemic and instructional interventions, resulting in optimal levels of efficiency and overall effectiveness. In addition to the differentiated instructional processes and tiered interventions, Frontier Middle School will continue to place emphasis on the value of co-curricular experiences and increasing student engagement, both in and outside of the school day. Extended day opportunities will continue to be supported and encouraged, along with opportunities for increased parent/family involvement through the Go For It! framework and curriculum. For the 2013-14 school year, Frontier Middle School will be introducing an 8th grade Cornerstone Project requirement. With emphasis on academy learning and alignment to the NCSD Center for Advanced and Professional Studies, Frontier Middle School will bring increased engagement through authentic application and problem-based learning. (Please see Frontier Middle School’s 2012-2013 School Improvement Plan – Appendix C)

What data will be used to measure the success and monitor restructuring efforts? (If available, attach documentation to support these efforts)

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Monitoring results in order to adjust plans, strategies and action steps is an important part of the continuous improvement process in place at Frontier Middles Schools. In this process, Adequate Yearly Progress results, PAWS proficient and advanced results, District Data Review results, NWEA results, and PAWS comparison data are monitored carefully by goal teams and a leadership team. The statewide PAWS assessment, which currently measures reading, mathematics, and science is taken annually by students. The NWEA Growth Assessments measure reading, mathematics and language, are taken three times a year (fall, winter and spring), and are used as formative as well as summative data. Teams at the school will continue to monitor these data in order to measure success. The data are also used to guide decisions and school improvement planning through the use of the Plan-Do-Study-Act (PDSA) process and are reported to district-level administration. Frontier Middle School faculty will continue to use progress monitoring to identify growth trends with individual students not yet at grade level in the areas of English Language Arts and mathematics. Often times these students are a part of the special education subgroup and/or receiving Tier II and III tutoring services/interventions. Staff also track attendance, parent involvement and student behaviors that influence student achievement and success. Data are used to provide necessary and timely interventions. Frontier Middle School is actively engaged in Systemic Continuous Improvement (SCI) at the classroom level. Continuous Classroom Improvement (CCI), Teacher Student Partnership (TSP), and Classroom Performance Excellence (CPE) are major components of this entire process. These three focus on creating and maintaining high performing learning systems at the classroom level. All FMS staff members participate in regular, district-provided professional development and coaching to support this continuous improvement model. Frontier Middle School teachers and students use the PDSA process to measure and guide instruction and help students own their learning. District and school administrators will monitor the implementation and advancement of the systems approach at the classroom and school levels used at Frontier Middle School. The data will be reported to the Superintendent and Associate Superintendents in order to monitor the restructuring efforts. NCSD has implemented a district-wide curriculum initiative to implement the Common Core State Standards. This initiative includes training and coaching for all principals and teachers. This implementation of the CCSS will be followed by the district-wide implementation of an instructional model that is based on Academy Learning. As with SCI, district and school administrators will monitor the implementation and advancement of the curriculum and instruction initiatives. The data will be reported to the Superintendent and Associate Superintendents in order to monitor the restructuring efforts.

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What resources will be used to support this plan?

The replacement of staff has and will continue to be a district-supported activity. Frontier Middle School also receives Title I funding as a targeted-assisted school. Title I will continue to support offering supplements to the regular education program and Supplemental Educational Services to all FMS students. FMS has also been fortunate to receive a School Improvement Grant (SIG) each year of being eligible for those funds. SIG funds are used to provide intensive professional development, reduction of teacher-pupil ratio, academic interventions such as Saturday School, extended-day opportunities and additional tutoring. NCSD offers many resources such as a principal coach, district Instructional Facilitators, tutors, mentors, and other support staff (counselors, psychologists, social workers, etc.). Frontier Middle School will also continue to emphasize students’ involvement in extra curricular activities using district co-curricular funds. A partnership the NCSD Center for Advanced and Professional Studies Academy cohort is currently being developed to expand upon FMS staff expertise with secondary level alignment in problem-based learning and instruction.

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What are the major milestones or timelines for plan? Identify some “quick wins” to be accomplished to achieve your goals

Spring 2013~NWEA Data Review Spring 2013~Grow IEP PAWS subgroup in the area of ELA using tiered interventions, progress monitoring, inclusion (access to grade level curriculum and grading alignment) and increased expectations. Summer 2013~Frontier Middle School will identify and invite their most at-risk students to attend the 2013 Summer Jumpstart Program. These students will participate in 80 hours of engaging ELA and mathematic interventions. Students will be assessed using pre/post tests as recommended by the Wyoming Department of Education. Summer 2013~Develop academy-style instructional and learning practices for 2013-14 school year. Fall 2013~PAWS Data Review Spring 2013 - Spring 2014~Mainstain and/or grow 2012 performance results for all PAWS subgroups by using ongoing high yield interventions. Spring - Fall 2013~Celebrate gains in Systemic Continuous Improvement (SCI) as measured by data walks *ongoing Spring 2013~Parent Involvement Initiative Review (parent participation rates) *ongoing Spring 2013~Student Led Conferences (parent participation rates) *ongoing Fall 2013~District Data Review (DDR); maintain “unclassified” status or grow to “excelling” status Spring 2013~Comparative Data at the NCSD Middle Level *ongoing Spring 2014~Classrooom Performance Excellence (CPE)

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Other Supporting Documentation (Please list documents attached to support your plan here. Include attachments in submittal.)

Appendix A includes agendas and sign in sheets for all meetings of the planning process. Appendix B includes staff lists and Principal posting - Appendix C includes Frontier Middle School’s 2012-2013 school improvement plan

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Section 4 – Restructuring Plan Required Signatures Page

These signatures are only required for Title I schools in Year 4 of School Improvement, Corrective Action (Planning for Restructuring). Original Signatures required. Once the LEA has obtained their necessary signatures, this Signature Page

needs to be sent to the WDE Title I Director so WDE and SBE approval can be secured.

LEA SIGNATURES

School Principal (Name) Date

LEA Superintendent (Name) Date

LEA School Board Approval – YES ( ) NO ( ) LEA Board Chairperson (Name) Date

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_________________________________________ _____________ Wyoming Superintendent of Public Instruction Date

_________________________________________ _____________ WSBE Chairperson Date

Wyoming Department of Education Approval – YES ( ) NO ( )

Wyoming State Board of Education Approval – YES ( ) NO ( )

FMS Staff List 08-09

First Name Last Name Job locationMICHELE HAASS 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLGERMAINE WAGNER 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLDANNA ANDERSON CO PRINCIPAL FRONTIER MIDDLE SCHOOLVERBA ECHOLS CO PRINCIPAL FRONTIER MIDDLE SCHOOLCHRISTOPHERASAY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLCHRISTINE DUNBAR FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLC REINSBACH FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLPAUL SEARCEY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLKORA HUFFMAN INDUSTRIAL ARTS/TECH ED TCHRFRONTIER MIDDLE SCHOOLJILL FELBECK-JONESINSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLANNE MARKEN INSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLSTEPHANIE SHAFER INSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLANNE MARKEN LANGUAGE ARTS TEACHERFRONTIER MIDDLE SCHOOLCARL MYERS LANGUAGE ARTS TEACHERFRONTIER MIDDLE SCHOOLTED THEOBALD LANGUAGE ARTS TEACHERFRONTIER MIDDLE SCHOOLVICKIE CAWTHRA LIBRARIAN FRONTIER MIDDLE SCHOOLJOHN MCINTOSH MATH TEACHER FRONTIER MIDDLE SCHOOLWILLIAM OCHS MATH TEACHER FRONTIER MIDDLE SCHOOLJAMES RUSSELL MATH TEACHER FRONTIER MIDDLE SCHOOLJAMIE SHORT MATH TEACHER FRONTIER MIDDLE SCHOOLGAIL KENNAH NURSE FRONTIER MIDDLE SCHOOLDEBRA GIBSON PE TEACHER FRONTIER MIDDLE SCHOOLBRADLEY NEELY PE TEACHER FRONTIER MIDDLE SCHOOLJAMES SANCHEZ PE TEACHER FRONTIER MIDDLE SCHOOLBRANDI JENSEN SCIENCE TEACHER FRONTIER MIDDLE SCHOOLBRANT JUNGCK SCIENCE TEACHER FRONTIER MIDDLE SCHOOLTED THEOBALD SCIENCE TEACHER FRONTIER MIDDLE SCHOOLJAMES HERBST SOCIAL STUDIES TEACHER FRONTIER MIDDLE SCHOOLANNE MARKEN SOCIAL STUDIES TEACHER FRONTIER MIDDLE SCHOOLERIC MORTENSON SOCIAL STUDIES TEACHER FRONTIER MIDDLE SCHOOLJESSICA ANDERSON SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLARDYTH FRITTS SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJODY HAGEN SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLAMBER HINTON SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLAMBER HINTON SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLMARY LOVELACE SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLTIMOTHY STIRRETT SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLCHRISTINA BAKER TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLAMANDA CHRISTENSENTUTOR-SECONDARY FRONTIER MIDDLE SCHOOLMARJORIE GREEN TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLJACQUELINE HILL TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLAMBER HINTON TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLSTEPHEN LOVELACE TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLMARIANN PETTIT TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLRYAN SHAEFFER TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLSHEILA VILLANUEVA TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLCHRISTINA WILLIAMS VOCATIONAL ED TEACHER (NWC)FRONTIER MIDDLE SCHOOL


First Name Last Name Job locationMICHELE HAASS 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLSTEPHANIE SHAFER 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLCHRISTOPHERASAY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLCHRISTINE DUNBAR FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLC REINSBACH FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLPAUL SEARCEY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLDEBRA GIBSON HEALTH TEACHER FRONTIER MIDDLE SCHOOLKORA HUFFMAN INDUSTRIAL ARTS/TECH ED TCHRFRONTIER MIDDLE SCHOOLJILL FELBECK-JONES INSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLTED THEOBALD LANGUAGE ARTS TEACHER FRONTIER MIDDLE SCHOOLVICKIE CAWTHRA LIBRARIAN FRONTIER MIDDLE SCHOOLJOHN MCINTOSH MATH TEACHER FRONTIER MIDDLE SCHOOLWILLIAM OCHS MATH TEACHER FRONTIER MIDDLE SCHOOLHEATHER RYAN MATH TEACHER FRONTIER MIDDLE SCHOOLDANNA ANDERSON MM PRINCIPAL FRONTIER MIDDLE SCHOOLGAIL KENNAH NURSE FRONTIER MIDDLE SCHOOLDEBRA GIBSON PE TEACHER FRONTIER MIDDLE SCHOOLSTACY ROBISON PE TEACHER FRONTIER MIDDLE SCHOOLCHRISTINA BAKER SCIENCE TEACHER FRONTIER MIDDLE SCHOOLBRANT JUNGCK SCIENCE TEACHER FRONTIER MIDDLE SCHOOLJAMES HERBST SOCIAL STUDIES TEACHER FRONTIER MIDDLE SCHOOLCARL MYERS SOCIAL STUDIES TEACHER FRONTIER MIDDLE SCHOOLSHARON DEVER SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLARDYTH FRITTS SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJODY HAGEN SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLMARY LOVELACE SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLROBERT PETERSON SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLTIMOTHY STIRRETT SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJENIFER ALBRANDT TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLJACQUELINE HILL TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLJESSICA JONES TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLSTEPHEN LOVELACE TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLRYAN SHAEFFER TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLSHEILA VILLANUEVA TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLCHRISTINA WILLIAMS VOCATIONAL ED TEACHER (NWC)FRONTIER MIDDLE SCHOOL


First Name Last Name Job locationJENIFER ALBRANDT 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLMICHELE HAASS 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLCHRISTOPHERASAY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLCHRISTINE DUNBAR FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLC REINSBACH FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLPAUL SEARCEY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLKORA HUFFMAN INDUSTRIAL ARTS/TECH ED TCHRFRONTIER MIDDLE SCHOOLJILL FELBECK-JONESINSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLANNE MARKEN INSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLANNE MARKEN INSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLSHELLEY DIEHL LIBRARIAN FRONTIER MIDDLE SCHOOLJOHN MCINTOSH MATH TEACHER FRONTIER MIDDLE SCHOOLHEATHER RYAN MATH TEACHER FRONTIER MIDDLE SCHOOLDANNA ANDERSON MM PRINCIPAL FRONTIER MIDDLE SCHOOLGAIL KENNAH NURSE FRONTIER MIDDLE SCHOOLBRADLEY NEELY PE TEACHER FRONTIER MIDDLE SCHOOLJEFFERIE THIELBAR SCIENCE TEACHER FRONTIER MIDDLE SCHOOLJAMES HERBST SOCIAL STUDIES TEACHERFRONTIER MIDDLE SCHOOLARDYTH FRITTS SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJODY HAGEN SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJANELLE HAWORTH SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLMARY LOVELACE SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLROBERT PETERSON SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJACQUELINE HILL TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLJESSICA JONES TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLJESSICA JONES TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLSTEPHEN LOVELACE TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLCHRISTINA WILLIAMS TUTOR-SECONDARY FRONTIER MIDDLE SCHOOL


First Name Last Name Job locationJENIFER ALBRANDT 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLMICHELE HAASS 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLCHRISTOPHERASAY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLCHRISTINE DUNBAR FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLC REINSBACH FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLPAUL SEARCEY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLKORA HUFFMAN INDUSTRIAL ARTS/TECH ED TCHRFRONTIER MIDDLE SCHOOLJILL FELBECK-JONESINSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLANNE MARKEN INSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLANNE MARKEN INSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLSHELLEY DIEHL LIBRARIAN FRONTIER MIDDLE SCHOOLJOHN MCINTOSH MATH TEACHER FRONTIER MIDDLE SCHOOLHEATHER RYAN MATH TEACHER FRONTIER MIDDLE SCHOOLDANNA ANDERSON MM PRINCIPAL FRONTIER MIDDLE SCHOOLGAIL KENNAH NURSE FRONTIER MIDDLE SCHOOLBRADLEY NEELY PE TEACHER FRONTIER MIDDLE SCHOOLJEFFERIE THIELBAR SCIENCE TEACHER FRONTIER MIDDLE SCHOOLJAMES HERBST SOCIAL STUDIES TEACHERFRONTIER MIDDLE SCHOOLARDYTH FRITTS SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJODY HAGEN SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJANELLE HAWORTH SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLMARY LOVELACE SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLROBERT PETERSON SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJACQUELINE HILL TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLJESSICA JONES TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLJESSICA JONES TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLSTEPHEN LOVELACE TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLCHRISTINA WILLIAMS TUTOR-SECONDARY FRONTIER MIDDLE SCHOOL


First Name Last Name Job locationTRISHA BUSS 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLMICHELE HAASS 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLCHRISTOPHERASAY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLCHRISTINE DUNBAR FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLC REINSBACH FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLPAUL SEARCEY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLZACHARY TOLMAN FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLKORA HUFFMAN INDUSTRIAL ARTS/TECH ED TCHRFRONTIER MIDDLE SCHOOLJILL FELBECK-JONESINSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLANNE MARKEN INSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLANNE MARKEN INSTRUCTIONAL FACILITATORS SECFRONTIER MIDDLE SCHOOLRYAN LAVINE LANGUAGE ARTS TEACHERFRONTIER MIDDLE SCHOOLSHELLEY DIEHL LIBRARIAN FRONTIER MIDDLE SCHOOLMARCIE MCNARE MATH TEACHER FRONTIER MIDDLE SCHOOLHEATHER RYAN MATH TEACHER FRONTIER MIDDLE SCHOOLDANNA ANDERSON MM PRINCIPAL FRONTIER MIDDLE SCHOOLKATIE SHEPHERD NURSE FRONTIER MIDDLE SCHOOLBRADLEY NEELY PE TEACHER FRONTIER MIDDLE SCHOOLJEFFERIE THIELBAR SCIENCE TEACHER FRONTIER MIDDLE SCHOOLJAMES HERBST SOCIAL STUDIES TEACHER FRONTIER MIDDLE SCHOOLARDYTH FRITTS SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJODY HAGEN SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLMARY LOVELACE SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLMONICA STEVENS-KOPPSPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLSHARON ENGLING TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLSHARON ENGLING TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLSTEPHEN LOVELACE TUTOR-SECONDARY FRONTIER MIDDLE SCHOOL


First Name Last Name Job locationTRISHA BUSS 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLMICHELE HAASS 6TH GRADE TEACHER FRONTIER MIDDLE SCHOOLCHRISTOPHERASAY FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLCHRISTINE DUNBAR FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLC REINSBACH FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLBRENT ROSE FINE ARTS TEACHER FRONTIER MIDDLE SCHOOLKORA HUFFMAN INDUSTRIAL ARTS/TECH ED TCHRFRONTIER MIDDLE SCHOOLSHARON ENGLING LANGUAGE ARTS TEACHERFRONTIER MIDDLE SCHOOLJILL FELBECK-JONESLANGUAGE ARTS TEACHERFRONTIER MIDDLE SCHOOLSHELLEY DIEHL LIBRARIAN FRONTIER MIDDLE SCHOOLMARCIE MCNARE MATH TEACHER FRONTIER MIDDLE SCHOOLHEATHER RYAN MATH TEACHER FRONTIER MIDDLE SCHOOLTAMARA RAY MM PRINCIPAL FRONTIER MIDDLE SCHOOLKATIE SHEPHERD NURSE FRONTIER MIDDLE SCHOOLBRADLEY NEELY PE TEACHER FRONTIER MIDDLE SCHOOLJEFFERIE THIELBAR SCIENCE TEACHER FRONTIER MIDDLE SCHOOLJAMES HERBST SOCIAL STUDIES TEACHERFRONTIER MIDDLE SCHOOLKIMBERLY AMADOR SOCIAL WORKER FRONTIER MIDDLE SCHOOLARDYTH FRITTS SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLJODY HAGEN SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLMARY LOVELACE SPECIAL ED-SECONDARY TEACHERFRONTIER MIDDLE SCHOOLSHARON ENGLING TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLJILL FELBECK-JONESTUTOR-SECONDARY FRONTIER MIDDLE SCHOOLSTEPHEN LOVELACE TUTOR-SECONDARY FRONTIER MIDDLE SCHOOLMARCIE MCNARE TUTOR-SECONDARY FRONTIER MIDDLE SCHOOL

2012-13 School Improvement Plan

Frontier Middle School

Natrona County School District #1

Ms. Tammy L Ray, Principal

900 S Beverly St Casper, WY 82609-2862

Document Generated On November 1, 2012

TABLE OF CONTENTS

Overview 1 Goals Summary 2

Goal 1: READING GOAL: By 2013, all FMS students will read at or above grade level measured by District (NWEA)and State (PAWS) Assessments. 3Goal 2: MATH GOAL: By 2013, all FMS students will perform at or above grade level in math measured by District(NWEA) and State (PAWS) Assessments. 6Goal 3: HEALTH AND SAFETY GOAL: FMS will provide a safe and healthy learning environment for youngadolescents measured by student engagement survey. 7

Activity Summary by Funding Source 10

Overview Plan Name 2012-13 School Improvement Plan Plan Description 2012-13 School Improvement PlanFrontier Middle School

2012-13 School Improvement PlanFrontier Middle School

Frontier Middle School Page 1© 2012 AdvancED www.advanc-ed.org

Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Measurable Objective Total Funding1 READING GOAL: By 2013, all FMS

students will read at or above grade levelmeasured by District (NWEA) and State(PAWS) Assessments.

Objectives: 1Strategies: 4Activities: 10

Academic 100% of Sixth, Seventh andEighth grade students willdemonstrate a proficiencyWyoming State ReadingStandards in EnglishLanguage Arts by05/24/2013 as measured bySpring 2012 NWEA andSpring 2012 PAWS.

$3443982

2 MATH GOAL: By 2013, all FMS studentswill perform at or above grade level inmath measured by District (NWEA) andState (PAWS) Assessments.


Academic 100% of Sixth, Seventh andEighth grade students willdemonstrate a proficiencyWyoming State MathStandards in Mathematicsby 05/24/2013 as measuredby Spring 2013 NWEA andSpring 2013 PAWS.

$186566

3 HEALTH AND SAFETY GOAL: FMS willprovide a safe and healthy learningenvironment for young adolescentsmeasured by student engagement survey.


Organizational Demonstrate a behavior100% of Frontier MiddleSchool students will showimprovement in the areas ofhope, engagement and well-being by 11/09/2012 asmeasured by Gallup StudentEngagement Survey.

$23000



Goal 1: READING GOAL: By 2013, all FMS students will read at or above grade level measured byDistrict (NWEA) and State (PAWS) Assessments.

Strategy 1: Continueto implement the Literacy First Framework with fidelity to develop and support high-performing classrooms. - Literacy First will continue to be implemented toimprove intensive reading instruction and accelerate reading achievement of all students. The Literacy First Framework will be implemented by all content areateachers to significantly increase the achievement of ALL students in every content area class. Expert 21, a scholastic program, will be implemented to guide instructionand differentiation in the core Language Arts classrooms.

Measurable Objective 1:100% of Sixth, Seventh and Eighth grade students will demonstrate a proficiency Wyoming State Reading Standards in English Language Arts by 05/24/2013 asmeasured by Spring 2012 NWEA and Spring 2012 PAWS.

Activity - Literacy First Visitations and Coaching Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Ongoing Literacy First Visitations and Coaching

Initial Training for any New Teachers August 2012Focus: Plus/Delta of Year 2 Literacy First

October Literacy First VisitationFocus: Walls that Teach and Classroom Environment

December Literacy First Visitation and CoachingFocus: Assessment and Differentiation and Strategies

January Literacy First Visitation and CoachingFocus: Vocabulary and Comprehension

ProfessionalLearning

08/13/2012 01/08/2013 $73600 Title I Part A,Title I Part A

DonnaNicholson,Tammy Ray,Marci Flicek

Activity - Continuous Classroom Improvement Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will have current Plan-Do-Study-Act cycles displayed.Ongoing monitoring with feedback will occur by principal at a minimum ofonce each quarter.

Policy andProcess

10/04/2012 05/24/2013 $0 No FundingRequired

Tammy Ray



Strategy 2: Foster a culture of literacy with students, parents, and community. - Frontier Middle School will foster a culture of literacy by encouraging students to read for enjoymentat home and at school to establish the habit of reading.

Activity - Daily Monitored Independent Reading Progress (MIRP) Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

During Home Den/Advisory, students read 20 minutes each day in their"just right" book. Teachers conference with all students on a weekly basis.Reading logs are kept by students and monitored by the HomeDen/Advisory teacher.

AcademicSupportProgram


Tammy Ray,Marci Flicek,Shelley Diehl

Activity - Ongoing monitoring of Literacy First Implementation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Principal and Instructional Facilitator strengthen their instructionalleadership skills and learn how to monitor and support the criticalinstructional elements necessary to accelerate student achievement. Dailywalkthroughs with Literacy First "look fors" are conducted and weekly datais displayed.

Policy andProcess


Tammy Ray,Marci Flicek,Traci Blom

Activity - Library PDSA Board Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The media center will display a comprehensive board of books read bystudents. Students will place a dot on the chart every time they finish abook. The number of books read will be reported out each quarter.



Shelley Diehl

Activity - Family Literacy Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Two Family Literacy Nights will be held at Frontier. The first night will be inDecember along with the Scholastic Book Fair. The second night will be anevening of literacy activities in May for students, families and staff to enjoy.

ParentInvolvement

12/10/2012 05/24/2013 $350 Title I Part A Shelley Diehl

Activity - One Book - One School Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All FMS students and teachers will read The Prisoner of Cell 25 by MichaelVey during Advisory in September.All FMS students and teachers will read IQ by Roland Smith during HomeDen/Advisory in the Spring.


08/27/2012 04/19/2013 $6300 Title I SchoolImprovement(ISI), Title ISchoolImprovement(ISI), Title ISchoolImprovement(ISI)

HomeDen/AdvisoryTeachers,Tammy Ray,Shelley Diehl



Strategy 3: Focus on learner needs and address individual students through tiered interventions. - Students reading below grade level (below the 40th percentile on NWEA) areidentified and receive one or more of the following reading interventions during a 60-minute reading class: Read 180, System 44, WyR, Intensive Phonics, Sourcebookand Rewards. Progress monitoring occurs every one to two weeks in each intervention class. If adjustments are needed, they are made to student placement inintervention classes every 8 weeks based on student achievement data. Students reading significantly below grade level (below the 14th percentile on NWEA)immediately receive 1:1 or small group tutoring. Additional support is provided in language arts classrooms by educational support personnel and special educationteachers for identified students.

Strategy 4: Design a predictive assessment system using NCSD Reading Rubrics to support the continuous improvement cycle. - The Language Arts PLC will design ReadingAssessments that fit the Essential Curriculum and District Reading Rubrics. Teachers will design lessons aligned to Essential Curriculum that provide students withstrategies to meet proficiency determined by accuracy, relevancy and proficiency. Language Arts teachers will record results of student performance on ReadingRubrics. Reading goal team members will report results of student performance on Reading Rubrics at monthly goal team meetings.

Activity - Tutoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students reading far below grade level (below 14th percentile on NWEA)are identified and receive 1:1 or small group tutoring and/or support inlanguage arts classrooms.


08/21/2012 05/24/2013 $3223232 Title I Part A,Title I Part A,Title I Part A

SharonEngling, JillFelbeck-Jones, MarcieMcNare

Activity - Daily 30-60 minute Lanagual Labs at each grade level. Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students reading below grade level (below 40th percentile on NWEA) areidentified and receive one or more of the following reading interventions:Read 180, Sourcebook, Intensive Phonics and Rewards. For studentsreading 1-2 years below grade level progress monitoring occurs every twoweeks. System 44 is used for students reading 2-4 years below grade leveland are progress monitored every week.Adjustments are made to student placement in intervention classes every 8weeks based on student achievement data.


08/21/2012 05/24/2013 $140500 Title I SchoolImprovement(ISI), Title ISchoolImprovement(ISI)

SharonEngling, JillFelbeck-Jones, JodyHagen, MaryLovelace,MarcieMcNare

Activity - Reading Rubric Collaborative Scoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Frontier Language Arts PLC will collaboratively align, design and scorestudent reading prompt papers. The FMS Instructional Facilitator willsupport the Language Arts PLC and continuous improvement at theclassroom level.



InstructionalFacilitator,Literacy PLC,ContentTeachers



Goal 2: MATH GOAL: By 2013, all FMS students will perform at or above grade level in mathmeasured by District (NWEA) and State (PAWS) Assessments.

Strategy 1: Develop and support high-performing classrooms. - Frontier Middle School will develop and support high performing classrooms through the JSA continuous schoolimprovement model. The Math PLC will examine data from NWEA and PAWS by the various subgroups to identify strengths and opportunities for improvement in ourlearning community. The Math PLC will also use PAWS assessment descriptors and the EC to guide instructions and the PDSA process. Teachers will use commonPAWS and EC aligned extended response and multiple-choice assessments to study and adjust within the continuous learning process.

Strategy 2: Focus on learner needs and address individual students through tiered interventions. - Students not performing at grade level (below 40th percentile on NWEA) in mathare identified and receive tutoring (1:1 or small group) in addition to their regular math class. Students will also use the I Can Learn computer software program andFastt Math in math class.

Measurable Objective 1:100% of Sixth, Seventh and Eighth grade students will demonstrate a proficiency Wyoming State Math Standards in Mathematics by 05/24/2013 as measured bySpring 2013 NWEA and Spring 2013 PAWS.

Activity - Common Assessments Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will participate in weekly FMS Math PLC work. Teachers willjointly look at common assessment PDSA data to analyze studentunderstanding of PAWS and the EC.

Policy andProcess

10/15/2012 05/24/2013 $56092 Title I SchoolImprovement(ISI), Title IPart A, Title IPart A, NoFundingRequired

Goal Team#2, TammyRay

Activity - Continuous Classroom Improvement Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All math teachers will have current Plan-Do-Study-Act cycles displayed andutilized by class participants. Ongoing monitoring with feedback will occurby the Principal at a minimum of once each quarter.

Policy andProcess


Tammy Ray,HeatherRyan, TrishaBuss, MarcieMcNare,SteveLovelace



Goal 3: HEALTH AND SAFETY GOAL: FMS will provide a safe and healthy learning environmentfor young adolescents measured by student engagement survey.

Strategy 1: Implement schoolwide Positive Behavior Supports Program with Fidelity - Frontier Middle School will maintain school-wide positive behavior supports through systemicinterventions that result in 80% or more of students remaining in Tier I. In addition, FMS will provide Tier II and Tier III interventions for at-risk (behavior) students.

Activity - Computer Software Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will utilize I Can Learn math software, or the online programAleks, to supplement math curriculum and meet individual math needs ofstudents through differentiation.


08/21/2012 05/24/2013 $69000 Title I SchoolImprovement(ISI), Title ISchoolImprovement(ISI), Title ISchoolImprovement(ISI)

HeatherRyan, TrishaBuss, SteveLovelace,MarcieMcNare, MaryLovelace,KathySedmak

Activity - Tutoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students not performing at grade level (below 40th percentile on NWEA)are identified and receive 1:1 or small group tutoring in addition to theirregular math class. Tutors and special education teachers also providesupport within the regular math class. Tutors goal set with students,progress monitor and follow a continuous improvement cycle (PDSA).


08/21/2012 05/24/2013 $61474 Title I Part A,Title I Part A,Other

SteveLovelace,MaryLovelace

Activity - NWEA Charts Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

NWEA charts and stretch goals for students and monitored by students inall math classes.



HeatherRyan, SteveLovelace,Trisha Ryan,MaryLovelace,MarcieMcNare

Measurable Objective 1:Demonstrate a behavior 100% of Frontier Middle School students will show improvement in the areas of hope, engagement and well-being by 11/09/2012 asmeasured by Gallup Student Engagement Survey.



Strategy 2: Advisory - At Frontier, each student's learning day begins and ends with a Home Den Advisory which allows a small group of students and an adult to buildrelationships and encourage academic and personal responsibility.

Activity - PBIS Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All FMS staff will receive refresher an follow-up training in SchoolwidePositive Supports Program.



Tammy Ray,Goal Team#3, LesaBennett (Dist.BehaviorInterventionist)

Activity - BEST-Schoolwide Positive Behavior Supports Program Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

FMS Behavior Matrix will be posted in the school and classrooms. Allstudents will be taught and retaught the expectation matrix throughout theyear. All students are educated on the Bullying Policy by 10/1/12, or uponregistration. Students are assigned to our Refocus Room (regroup andreturn to class) and/or Learning Lab (extended time to practice socialskills), when necessary. TimberTokens and WolfPack Cards are distributedregularly. Students and staff participate in quarterly incentives andassemblies.

BehavioralSupportProgram

08/21/2012 05/24/2013 $3000 General Fund Goal Team #3

Activity - Tier II and Tier III Interventions Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Students designated behaviorally at-risk receive Tier II and Tier IIIinterventions. Tier II students are put on behavior contracts and progressmonitored. In addition to Tier II interventions, Tier III students are assigneda social skills class and more intensive interventions.



SharonEngling, LesaBennett, At-Risk Team

Activity - Home Den/Advisory Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Advisory/Home Den is daily from 7:50am-8:10am and 2:45pm-2:50pm.AM: Student/teachers are engaged in MIRP and Check and ConnectPM: Teachers concentrate on academic and personal responsibilityThe Home Den/Advisory teacher is a liaison for parent communications,school events/activities, celebrations, meetings and conferences.



Tammy Ray,AdvisoryTeachers

Activity - Go For It!-Goal Setting Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Go For It! 7 Keys to Success is the driver behind the "Casper Project."Nine of the 13 Title I schools are participating in this project based on goal-setting for students, staff and parents/families. Shared rigorousexpectations drive student achievement. FMS Home Den/Advisory teacherfacilitate GFI instruction weekly and students are recognized as theyachieve the "keys."


08/17/2012 05/24/2013 $20000 Title I SIG Tammy Ray,Goal Team #3



Activity Summary by Funding Source Below is a breakdown of your activities by funding source Title I SIG

Other

General Fund

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Go For It!-Goal Setting Go For It! 7 Keys to Success is the driver behind the"Casper Project." Nine of the 13 Title I schools areparticipating in this project based on goal-setting forstudents, staff and parents/families. Shared rigorousexpectations drive student achievement. FMS HomeDen/Advisory teacher facilitate GFI instruction weekly andstudents are recognized as they achieve the "keys."


08/17/2012 05/24/2013 $20000 Tammy Ray,Goal Team #3

Total $20000


StaffResponsible

Tutoring Students not performing at grade level (below 40thpercentile on NWEA) are identified and receive 1:1 or smallgroup tutoring in addition to their regular math class. Tutorsand special education teachers also provide support withinthe regular math class. Tutors goal set with students,progress monitor and follow a continuous improvementcycle (PDSA).


08/21/2012 05/24/2013 $0 SteveLovelace,MaryLovelace

Total $0


StaffResponsible

BEST-Schoolwide PositiveBehavior Supports Program

FMS Behavior Matrix will be posted in the school andclassrooms. All students will be taught and retaught theexpectation matrix throughout the year. All students areeducated on the Bullying Policy by 10/1/12, or uponregistration. Students are assigned to our Refocus Room(regroup and return to class) and/or Learning Lab (extendedtime to practice social skills), when necessary.TimberTokens and WolfPack Cards are distributedregularly. Students and staff participate in quarterlyincentives and assemblies.


08/21/2012 05/24/2013 $3000 Goal Team #3



Title I Part A

Total $3000


StaffResponsible

Common Assessments Teachers will participate in weekly FMS Math PLC work.Teachers will jointly look at common assessment PDSAdata to analyze student understanding of PAWS and theEC.

Policy andProcess

10/15/2012 05/24/2013 $15655 Goal Team#2, TammyRay

Tutoring Students reading far below grade level (below 14thpercentile on NWEA) are identified and receive 1:1 or smallgroup tutoring and/or support in language arts classrooms.


08/21/2012 05/24/2013 $3131048 SharonEngling, JillFelbeck-Jones, MarcieMcNare












Literacy First Visitations andCoaching







08/13/2012 01/08/2013 $33150 DonnaNicholson,Tammy Ray,Marci Flicek

Family Literacy Two Family Literacy Nights will be held at Frontier. The firstnight will be in December along with the Scholastic BookFair. The second night will be an evening of literacyactivities in May for students, families and staff to enjoy.

ParentInvolvement

12/10/2012 05/24/2013 $350 Shelley Diehl


Policy andProcess







Title I School Improvement (ISI)

Literacy First Visitations andCoaching







08/13/2012 01/08/2013 $40450 DonnaNicholson,Tammy Ray,Marci Flicek

Total $3404748


StaffResponsible

One Book - One School All FMS students and teachers will read The Prisoner ofCell 25 by Michael Vey during Advisory in September.All FMS students and teachers will read IQ by Roland Smithduring Home Den/Advisory in the Spring.


08/27/2012 04/19/2013 $3200 HomeDen/AdvisoryTeachers,Tammy Ray,Shelley Diehl

Daily 30-60 minute LanagualLabs at each grade level.

Students reading below grade level (below 40th percentileon NWEA) are identified and receive one or more of thefollowing reading interventions: Read 180, Sourcebook,Intensive Phonics and Rewards. For students reading 1-2years below grade level progress monitoring occurs everytwo weeks. System 44 is used for students reading 2-4years below grade level and are progress monitored everyweek.Adjustments are made to student placement in interventionclasses every 8 weeks based on student achievement data.


08/21/2012 05/24/2013 $82000 SharonEngling, JillFelbeck-Jones, JodyHagen, MaryLovelace,MarcieMcNare






Computer Software Teachers will utilize I Can Learn math software, or theonline program Aleks, to supplement math curriculum andmeet individual math needs of students throughdifferentiation.


08/21/2012 05/24/2013 $15000 HeatherRyan, TrishaBuss, SteveLovelace,MarcieMcNare, MaryLovelace,KathySedmak

Daily 30-60 minute LanagualLabs at each grade level.

Students reading below grade level (below 40th percentileon NWEA) are identified and receive one or more of thefollowing reading interventions: Read 180, Sourcebook,Intensive Phonics and Rewards. For students reading 1-2years below grade level progress monitoring occurs everytwo weeks. System 44 is used for students reading 2-4years below grade level and are progress monitored everyweek.Adjustments are made to student placement in interventionclasses every 8 weeks based on student achievement data.


08/21/2012 05/24/2013 $58500 SharonEngling, JillFelbeck-Jones, JodyHagen, MaryLovelace,MarcieMcNare





Policy andProcess








Total $225800



No Funding Required


StaffResponsible

Continuous ClassroomImprovement

All math teachers will have current Plan-Do-Study-Actcycles displayed and utilized by class participants. Ongoingmonitoring with feedback will occur by the Principal at aminimum of once each quarter.

Policy andProcess

09/04/2012 05/24/2013 $0 Tammy Ray,HeatherRyan, TrishaBuss, MarcieMcNare,SteveLovelace

Home Den/Advisory Advisory/Home Den is daily from 7:50am-8:10am and2:45pm-2:50pm.AM: Student/teachers are engaged in MIRP and Check andConnectPM: Teachers concentrate on academic and personalresponsibilityThe Home Den/Advisory teacher is a liaison for parentcommunications, school events/activities, celebrations,meetings and conferences.


08/21/2012 05/24/2013 $0 Tammy Ray,AdvisoryTeachers

Library PDSA Board The media center will display a comprehensive board ofbooks read by students. Students will place a dot on thechart every time they finish a book. The number of booksread will be reported out each quarter.


08/21/2012 05/24/2013 $0 Shelley Diehl

NWEA Charts NWEA charts and stretch goals for students and monitoredby students in all math classes.


10/03/2012 05/24/2013 $0 HeatherRyan, SteveLovelace,Trisha Ryan,MaryLovelace,MarcieMcNare

Daily Monitored IndependentReading Progress (MIRP)

During Home Den/Advisory, students read 20 minutes eachday in their "just right" book. Teachers conference with allstudents on a weekly basis. Reading logs are kept bystudents and monitored by the Home Den/Advisory teacher.


08/27/2012 05/24/2013 $0 Tammy Ray,Marci Flicek,Shelley Diehl


Policy andProcess


Reading Rubric CollaborativeScoring

Frontier Language Arts PLC will collaboratively align,design and score student reading prompt papers. The FMSInstructional Facilitator will support the Language Arts PLCand continuous improvement at the classroom level.


10/17/2012 05/24/2013 $0 InstructionalFacilitator,Literacy PLC,ContentTeachers

Continuous ClassroomImprovement

All teachers will have current Plan-Do-Study-Act cyclesdisplayed. Ongoing monitoring with feedback will occur byprincipal at a minimum of once each quarter.

Policy andProcess

10/04/2012 05/24/2013 $0 Tammy Ray



Tier II and Tier IIIInterventions

Students designated behaviorally at-risk receive Tier II andTier III interventions. Tier II students are put on behaviorcontracts and progress monitored. In addition to Tier IIinterventions, Tier III students are assigned a social skillsclass and more intensive interventions.


08/21/2012 05/24/2013 $0 SharonEngling, LesaBennett, At-Risk Team

Ongoing monitoring ofLiteracy First Implementation

Principal and Instructional Facilitator strengthen theirinstructional leadership skills and learn how to monitor andsupport the critical instructional elements necessary toaccelerate student achievement. Daily walkthroughs withLiteracy First "look fors" are conducted and weekly data isdisplayed.

Policy andProcess

10/02/2012 05/24/2013 $0 Tammy Ray,Marci Flicek,Traci Blom

PBIS Training All FMS staff will receive refresher an follow-up training inSchoolwide Positive Supports Program.


08/14/2012 05/24/2013 $0 Tammy Ray,Goal Team#3, LesaBennett (Dist.BehaviorInterventionist)

Total $0



NSTRUCTION DIVISION 970 N. GLENN’RD CASPER WY 82601 FAX … · 2019. 5. 31. · CURRICULUMAND’INSTRUCTIONDIVISION’...

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