Jackson P. Burley Middle School, SIP Years 2013-2015 Page 1 of 16 Jackson P. Burley Middle School School Improvement Plan Period Covered Mo/Yr – Mo/Yr Original Submission August 2104 Updated School Improvement Team Principal Jim Asher Assistant Principal Representative Tracey Saxon Instructional Representatives Keith Ellen Leslie Fendley Peter Fiddner Andrew LaPrade Doug Mullinex Jason Poole Gabrielle Schoppa Sarah Severs Chris Shedd Jill Sochor Leigh Ann Steigman Elise Zawacki Tony Zentgraf Diane Harding Sherica Jones-Lewis Instructional Support Representative Sasha Noble Teacher Assistant Representative TBD Parent Representative Community Representative Student Representative TBD Jackson P. Burley Middle School, with families and the community, seeks to instill high educational and personal standards so that students gain a sense of purpose in order to lead a meaningful life.
Transcript
Jackson P. Burley Middle School, SIP Years 2013-2015
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Jackson P. Burley Middle School School Improvement Plan
Period Covered Mo/Yr – Mo/Yr Original Submission August 2104 Updated
School Improvement Team Principal Jim Asher Assistant Principal Representative Tracey Saxon Instructional Representatives Keith Ellen
Leslie Fendley Peter Fiddner Andrew LaPrade Doug Mullinex Jason Poole Gabrielle Schoppa
Sarah Severs Chris Shedd Jill Sochor Leigh Ann Steigman Elise Zawacki Tony Zentgraf Diane Harding Sherica Jones-Lewis
Community Representative Student Representative TBD
Jackson P. Burley Middle School, with families and the community, seeks to instill high educational and personal standards so that students gain a sense of purpose in order to lead a meaningful life.
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GOAL 1: STUDENT ACHIEVEMENT FOCUS
1.1 PLAN – Identify Focus Areas SMART Goal: We will improve student writing skills and implement writing across the curriculum strategies so that writing scores improve on both the 8th grade writing SOL test and in student writing samples as assessed with a school rubric. GAP Evidence: SOL Writing Scores:
Focus on Lifelong Learner Competency #7: Acquire and use precise language to communicate clearly ideas, knowledge, and processes.
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1.2 DO – Implement the Plan Strategy: Review grade 3, 4, 5 and middle school writing rubrics and student writing samples w/faculty to develop a rubric for writing across the curriculum at BMS.
Admin
1. Review rubrics with all teams. 2. Analyze student writing samples to determine qualities of effective communication and areas for improvement. 3. Develop BMS rubric for writing across the curriculum. Strategy: Develop content-area matrix re: writing across the curriculum (i.e., expectations for writing in each area). Lead Teacher
1. Lead Teachers to work with teams to develop matrix.
2. Publish matrix; review progress (of both the development and implementation of the matrix) at Lead Teacher meetings. Strategy: Students will create an e-portfolio to include samples of their writing to show growth. Students
1. Students will complete a self-assessment of their writing once very nine-weeks 2. Students will have choice in selecting which items to include in their portfolio
1.3 STUDY – Understand Results Performance Indicator Source Frequency Desired Result Student writing scores in LA classes. LA PLC Quarterly Improvement in student
achievement. Student writing opportunities and scores in other classes (as outlined in the BMS writing matrix)
Lead Teachers Monthly Lead Teacher meetings
Increase in opportunities for student practice w/writing (including digital writing).
8th Grade writing SOL SOL scores Spring 2015 Increase of at least 10% Student writing portfolio created Student Addition each nine
weeks Student ability to self- assess work and improve on the BMS rubric
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Results of performance indicators over time: 1st quarter PD on teaching writing:
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DRAFT of basic whole-school writing rubric:
Strand Strong Average Needs Improvement
Central idea & Support
Has a clear and accurate central idea supported by specific examples and/or details.
Has an accurate central idea but doesn’t stick to that idea. Has some examples or details that support the central idea but they may not all be very clear or complete or accurate.
Has no clear central idea with little or no support. Presents incorrect information.
Word choice/ vocab
Most or all words used are precise, accurate, and appropriate for the subject.
Some word choices are appropriate and accurate.
(most of) The words are not correct for the subject or words are misused or unclear.
Mechanics and usage
Very few, if any, mistakes.
Some mistakes but they don’t get in the way of the communication.
Mistakes make it hard to understand what the writer is saying
Ideas:
• Add specifics/examples to the mechanics and usage section (in an expanded form of the rubric) • Vocab (appropriate vs content-specific, relevant, right for this subject????) • More quantitative language (some most all) • “Some word choices are appropriate and accurate.” Does this mean the word choices fit or they
are grade-level appropriate? In other words, ‘bad’ is a fine word to describe something that is appro, ‘
• Add a “Not attempted” column? • Use “Digression” instead of “doesn’t stick to that idea.”
All students are writing a paragraph on 11/6/14:
Student paragraphs will be scored at the Faculty Meeting on Thursday, 11/13.14.
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1st Quarter LA common assessments: 6th grade did a PRE-assessment on main ideas, understanding details, drawing conclusions and making inferences. Due to the fact that it's a pre-assessment, the average score is low. Many skills have not been taught at this point. 7th grade assessed plot elements, context clues and conflict types 8th grade assessed plot elements 6th: 69% 7th: 82% 8th: 81%
1.4 ACT – Make Adjustments
Q1 Possible adjustments to be discussed at Lead Teacher Meeting on 11/19/14.
Q2
Q3
Q4
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GOAL 2: SCHOOL CLIMATE FOCUS
2.1 PLAN – Identify Focus Areas SMART Goal: Expand our school vision of promoting, enhancing and sustaining a positive school climate by improving the development of social and emotional engagement, and by addressing barriers to learning and teaching to reengage students who have become disengaged. GAP Evidence: School climate survey results re: numbers and percentage of students reporting…
• Faculty/staff support of students; • Student engagement in school; • Willingness to seek help; • Disciplinary structure of the school; • Reports of bullying and/or other aggressive behaviors.
See the Spring 2014 School Climate Report for complete results.
2.2 DO – Implement the Plan Strategy Maintain an environment where all students are welcomed, supported, and feel safe socially, emotionally, intellectually and physically. Admin & Counseling
1. Develop/implement new schedule to allow for class meetings and mentor lessons. 2. Organize/plan weekly activities/lessons for class meetings, mentor lessons. 3. Strategy Identify/analyze barriers to learning, and examine operational practices, processes and standards.
Admin, Counseling, Teachers
1. Analyze 2013/14 SSHS School climate results. 2. Gather/analyze baseline school climate data, generate recommendations for reducing Focus, LBD, ASD, ISS and OSS rates. 3. Conduct various student surveys to see if they feel safe, connected to adults at school, and that discipline is fair. Strategy Develop meaningful and engaging practices, activities and norms that promote social and civic responsibilities and a commitment to student achievement, mutual respect, and a sense of community.
Leadership Team
1. Adopt specific actions and approaches like restorative practices, school-wide positive behavior interventions and supports to increase sense of community.
Focus on Lifelong Learner competencies #9 & #10: Demonstrate ethical behavior and respect for diversity through daily actions and decision making; participate fully in civic life, and act on democratic ideals within the context of community and global interdependence.
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2. Identify and implement positive behavior interventions and supports, restorative justice, programs teaching prosocial behavior or anger management, peer mediation, and/or where possible, other alternatives to suspension.
2.3 STUDY – Understand Results Performance Indicator Source Frequency Desired Result Trust Survey Counseling Fall 100% Students identify an
adult connection Climate Survey Counseling Spring Increase in positive
indicators; decrease in negative indicators.
Focus, LBD, ISS and OSS Referrals Admin/Teams Quarterly Decrease in in totals
Results of performance indicators over time: Through 1st 9-weeks:
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Trust Survey & School Climate Survey administered:
Once all surveys are given, results will be reported.
Review of the BMS Discipline Plan:
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2.4 ACT – Make Adjustments
Q1 Possible adjustments to be discussed at Lead Teacher Meeting on 11/19/14.
Q2
Q3
Q4
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GOAL 3: STAFF DEVELOPMENT FOCUS
3.1 PLAN – Identify Focus Areas SMART Goal: We will provide ongoing professional development focused on one-to-one technology where teachers become facilitators of learning experiences and technology is linked to curriculum and instruction in meaningful ways, creating opportunities for authentic personalization of learning for each student. GAP Evidence: This is our first year of school-wide “one-to-one” technology implementation.
3.2 DO – Implement the Plan Strategy: Develop PD schedule for the year to focus on one-to-one technology. Admin; Tech Support
1. Survey teachers for assessment of technology readiness. 2. Develop year-long calendar for technology PD (including bi-weekly team meetings). 3. Include Technology Integration options in the BMS PD Matrix used to assess teachers’ progress on the TPA.
Strategy: Integrate technology in student learning. Principal
1. Have teacher’s set professional goals related to integrating technology in their classrooms. 2. Have teachers reflect on and share the effectiveness of technology in increasing student learning and engagement in journals, team meetings, and their professional portfolios. 3. Provide opportunities for teachers to learn from each other as they experiment with technology tools and processes.
1.3 STUDY – Understand Results Performance Indicator Source Frequency Desired Result Development of PD calendar; number of PD offerings (schedule; attendance).
Admin; Tech Support Annual calendar; bi-weekly meetings
Increase in engagement indicators; increase in PBL; increase in connectivity
Implementation of technology implementation strategies.
Teachers On-going Increase in engagement indicators on learning walk data
Focus on Lifelong Learner Competency #6: Apply and adapt a variety of appropriate strategies to solve new and increasingly complex problems.
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Development of systems and strategies for smooth and effective technology implementation
Teachers Bi-weekly meetings
Catalog of effective procedures
1st PD Meeting assignment:
September 24:
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October 8:
October 22:
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November 5:
3.4 ACT – Make Adjustments
Q1 Possible adjustments to be discussed at Lead Teacher Meeting on 11/19/14.
