Joe Vrydaghs: Principal Sheila Marshall: Assistant ... · Joe Vrydaghs: Principal Sheila Marshall:...

Joe Vrydaghs: Principal Sheila Marshall: Assistant Principal

1859 Northgate Dr Beloit, WI 53511

608-361-3600 Grades 4 - 8

2016 - 2017 Aldrich Intermediate School: Page 1 of 29

Table of Contents .

Section 1 Cover Page and Contents I. Cover page

Section 2 Profile (Narrative) II. School Profile Summary

Section 3 Needs Assessment III. Needs Assessment Narrative and Summary Charts

Section 4 Strategic Plan IV. Strategic Plan

Section 5 School Wide Professional Development Planning V. School Wide Professional Development Plan

Section 6 Discipline Plan VI. Discipline Plan

Section 7 Elementary and Secondary Education Act (ESEA) Compliance-Family and Community Involvement

VII. family Involvement Policy


Section 2: School Profile We envision Aldrich Intermediate School as a warm, welcoming community that is safe, caring, and that honors the diversity of its citizens. We are a learning community supported by families, students, and staff as partners within the context of that learning. We envision each Aldrich Intermediate School classroom as a stimulating, positive, structured environment, managed by explicit routines where the interests and needs of each individual in the community are respected and members are engaged in meaningful learning. We envision each Aldrich Intermediate School student as a confident, self-disciplined, independent learner who is engaged in his or her learning and can work cooperatively and respectfully with both peers and adults. We envision each Aldrich Intermediate School staff member as a highly qualified professional with a shared vision of high expectations for all students who addresses the needs of the whole child and facilitates a passion for learning and success for each individual. We envision the Aldrich Intermediate School curriculum as one focused on high academic achievement for all students which is designed to increase higher level thinking and problem solving skills, differentiated to meet individual needs of students, developed to inspire life long learners with an emphasis on character development as set forth through our BLUE framework: Believing (in Good Citizenship), Leading (by Example), Uniting (through Respect) and Engagement (through Responsibility. Our values for learning . . . In order to prepare our students to become successful learners and leaders of tomorrow, the Aldrich Intermediate School community believes in:

● The Climate of a Professional Learning Community: We strive to function as a professional learning community working toward all stakeholders demonstrating a shared mission, a shared vision for teaching and learning, and excellence in professional performance.

● High Expectations: We believe each student has the ability and the right to learn. We expect that all of our

students will learn and achieve to their highest potential. We believe that all staff must hold high expectations for themselves and for each student’s academic success.

● Aligned Curriculum and Best Practices in Instruction: We believe that powerful, active, and relevant

learning aligned to Common Core State Standards and district benchmarks (ELTs); learning that incorporates critical thinking skills, authentic experiences, discovery through problem solving, and cooperative learning will result in powerful student engagement, the highest academic achievement possible, and will generate positive self esteem among all of our students.

● Multicultural Diversity: We create and embed into learning experiences the critical cultural and linguistic

diversity necessary to unite our staff, students, and families within a culturally sensitive framework.

● Diverse Learning Styles: We believe that students bring diverse learning styles to school. We view learning styles as strengths and utilize a variety of strategies, materials, and educational techniques to maximize students’ learning potential.

● Community Involvement: We expect that our students become actively involved in their community; and

that community agencies, local businesses, families and neighbors become active partners in educating our children.

● Shared Decision-making: We encourage and support families, students, staff, and community to

cooperatively participate in making school decisions around teaching and learning at our school.

● Fiscal Responsibility: We believe that all of our fiscal resources must be aligned and allocated to support the most important place in our school – the classroom. Our resources will be used responsibly and in alignment with the educational plan of our school.


● Assessment: We believe in the assessment of our students through a variety of assessment measures in

alignment with Common Core State Standards and the School District of Beloit’s strategic plan, including the use of rubrics, classroom-based assessment, portfolios, observational checklists and standardized tests. Assessment of learning as well as for learning will help us to understand the strengths, abilities, and skills of our students, which will in turn facilitate strategies for continuous improvement.

● Collaboration: We believe in collaboration with each other to learn, to grow and to strengthen our work as

professionals. We believe that collaboration with families is a highly effective method in generating support for student learning at Aldrich Intermediate School.

● Continuous Improvement: We seek to continuously improve services to families and students. The work of

the building leadership team, as well as embedded professional development, Professional Learning Communities, surveys, and discussions help to develop new ideas that improve outcomes for students.

Our story . . . Aldrich Intermediate School is currently in its second year as a 4th through 8th grade intermediate building with 532 students primarily from Robinson and Merrill Elementary Schools in the School District of Beloit. Aldrich opened its doors as a Junior High School on September 1, 1961, and was named after Alonzo Aldrich, an important businessman, citizen, and humanitarian who lived the majority of his life in the great city of Beloit, Wisconsin. Approximately 21% of our students are English Language Learners (ELL) while 16% of our population receives special education services. One hundred percent (100%) of our students receive free or reduced lunch in accordance with current district guidelines although 76% of our population pays reduced school fees. To meet the needs of our diverse student body, our school offers a variety of programs: regular education, advanced learners education, English Language Learner programming (ELL), Title I support, and special education services. Our school receives funding from two primary sources – local (School District of Beloit Board of Education funds) and federal Title I funds. Our school also offers before and after-school programming for all students.

Our school is comprised of 532 total students. Fifty percent (50%) of our student population is male and fifty percent

(50%) is female. Our students come from a variety of racial/ethnic backgrounds: 37% Hispanic/Latino, 28% African

American, 26% White, 7% Multiracial, 1% American Indian/Alaskan native, and 1% Asian.


Aldrich Intermediate School has maintained a strong, unified vision for teaching and learning supported by our school’s Site Plan. Our school utilizes specific instructional strategies and resources:

● The College Board’s SpringBoard English Language Arts (6th - 8th Grades) ● Lucy Calkins Readers and Writers Workshop (4th - 5th Grades) ● Comprehensive Responsive to Intervention Program in Literacy and Mathematics ● A comprehensive balanced literacy framework ● Math Investigations ● Guided Math Framework ● Essential Learning Targets ● Big Ideas Mathematics ● College Board SpringBoard Algebra and Geometry ● Inclusion of special needs students ● Historiographical, primary source, and culturally pluralistic based social studies curriculum ● Discipline-based art, music, media, health, and physical education programs ● Science, Technology, Engineering and Mathematics (STEM) Programming ● 21st Century Beloit 1:1 Technology Initiative ● Services for our English Language Learner students and their families ● Co-teaching (professional educators, paraeducators, volunteers, interns, student teachers, etc.) ● Positive Behavior Interventions and Supports ● Restorative Practices training for all professional educators on August 30th, 2016

We offer a comprehensive program of services to students with special education needs as well. Services are offered to students fourth through eighth grade. Students receive education and support in alignment with their individual education plans (IEP) in regular education classrooms, small group specialized settings, and a universally accessible resource room. We offer the services of a speech therapist, occupational/physical therapy, a part-time nurse, a part-time health room assistant, a school psychologist (80%), a full-time social worker, 1.5 school counselors, and highly qualified special educators. We offer our special needs students academic and social skill problem-solving strategies through the Response to Intervention framework. Through the referral process we evaluate and create IEP’s for students within our Aldrich community. Students who have mild to moderate disabilities participate at Aldrich Intermediate School in regular education classrooms in an inclusive setting with necessary special education support. Our special education students receive all of the school-wide instructional strategies available to regular education students through their inclusive participation in those same regular education classrooms, as well as IEP specialized strategies and assistive technology to help meet each student’s particular needs. Examples of the support provided include:

● Functional Behavior Assessments and Behavioral Intervention Plans ● Individually crafted support within the regular education classroom through a variety of co-teaching strategies ● Daily living and social skills instruction with a daily dedicated “advisory” time facilitated by the Special

Education Case Monitor Our school offers enriched learning opportunities to all students through a robust exploratory course offering including instruction in art, music, physical education, technology education, careers, and media. Our before and after school programming provides academic, social and recreational opportunities for our students and their families. Students also have a variety of after school extra and co-curricular opportunities such as Intramural Sports, Student Council, the Minority Excellence Organization, Destination Imagination, Cub Scouts, Girl Scouts, Boy Scouts, GSAFE (Gay-Straight Alliance), musical and performing arts, Just Say No (4th - 5th), and Warrior Yearbook. Our student athletes have the opportunity to participate in competitive athletic activities throughout the school year. Finally, students attending Aldrich Intermediate School have access to community agencies and educational programs such Beloit College’s, “Help Yourself Program”, and the Stateline Boy’s and Girl’s Club. Our reasons for celebration . . . Aldrich Intermediate School has continued to adapt it’s curricular offering and instructional delivery in order to promote academic improvement and high achievement for all students via a well - rounded curricular program that promotes core curriculum excellence as well as high quality enrichment activities.


http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf

We celebrate our many accomplishments and improvements each year.

Throughout the year, Aldrich Intermediate School teachers provide multiple assessments designed to assess student progress. Assessments of learning include the Wisconsin’s Forward Exam for grades 4-8, MAPS for grades 4-8, ACT Explore (8th grade only), QRI, and ACCESS for ELL students. Other assessments for learning include common formative and summative classroom assessments based on CCSS and district-wide Essential Learning Targets. Our teachers use a common language of instruction as it relates to the assessment of our students based on the use of district wide rubrics in all content areas in addition to their own grade-level formative rubrics designed to inform their daily classroom instruction.

Aldrich Intermediate School continues to use data to enhance student learning. Utilizing MAP data, Aldrich staff conducts statistical and strand data analysis in order to create and deliver individualized, differentiated instruction. Aldrich Intermediate School continues to strive for a high levels of family and family involvement throughout the year. You will find our family involvement policy in section VI. 2015-2016 Points of Pride:

1. The students and staff of Aldrich Middle School and Robinson and Merrill Elementary Schools successfully merged to form Aldrich Intermediate School -GO BLUE!!. The students and staff of Aldrich embraced change and worked very hard to make the transition for our youngest to our oldest students and their families as smooth and engaging as possible.

2. The students and staff at Aldrich Intermediate School implemented an iPad Initiative ensuring that every student had access to an iPad and was able to use the instructional device to access and produce 21st Century learning opportunities and products.

3. Fifty Aldrich Intermediate School 4th through 8th graders attended the University of Wisconsin-Madison Engineering Expo where students had an opportunity to tour the engineering portion of the UW campus as well as participate in many fun and interesting engineering activities.

4. Our popular Warrior After School Program provided 200 Warrior students from all grade levels enriching before and after school programming focused on improving reading ,writing, science, and mathematics skills as well as providing families a safe environment for students to receive after school programming.

5. Worked to continue developing course offerings for students based upon their interests and aspirations. New Science Technology Engineering and Mathematics (STEM) courses for the 2016 – 2017 school year include Green Architecture and Energy and the Environment as well as Digital Media Arts 2, Forensic Science 2, Financial Literacy 2 and Web 3.0.

6. Multiple Aldrich Staff provided Literacy Intervention for 341 students with 64% (218) students having accelerated growth (more than one year / semester growth in one year / semester). Of the 218 students showing accelerated growth, 161 (74%) had significantly accelerated growth growing 2 or more years in one year/semester.

Intervention Summary 2015-2016 Grades 6-8 During the 2015-2016 academic year 10 teachers provided Literacy Intervention in 13 individual sections of Tier 3, Targeted Literacy, and Selected Literacy to 136 students. Of these 69 students grew at least a year over the course of the intervention as measured by MAP and/or QRI. Of this group of students, 15 showed 2 or more year’s of growth.


Grades 4-5 During the 2015-2016 academic year 11 teachers provided literacy intervention in 8 individual sections of Tier 3, Targeted Literacy, and Selected Literacy to 70 Grade 4 students and 61 Grade 5 students. Of these students we saw the following growth numbers: In Grade 4, 29 students grew on both MAP and BAS, 27 students grew only on BAS, and 3 students grew only on MAP. In Grade 5, 18 students grew on both MAP and BAS, 18 students grew only on BAS, and 9 students grew only on MAP. We are unable to measure accurately how many years of growth students made since neither of these assessments measure in that way.


Section 3: Needs Assessment Data and Narrative and Summary Chart

READING (first 2 graphs) and MATH (second 2 graphs)


MAP Reading Achievement

National Norm

Spring RIT Scores

Aldrich Spring 2016 Average RIT Scores

Aldrich Spring 2016 Average RIT Scores Compared to the National Norm

Our Growth Fall-Spring/

National Growth Fall-Spring

4th Grade 206 202 -4.0 +11 +8

5th Grade 212 203.7 -8.3 +5.7 +6

6th Grade 216 206.4 -9.6 +0.3 +5

7th Grade 218 211.5 -6.5 +1.1 +4


8th Grade 220 214.5 -5.0 +1.9 +3

MAP Math Achievement

National Norm

Spring RIT Scores

Aldrich Spring 2016 Average RIT Scores

Aldrich Spring 2016 Average RIT Scores Compared to the National Norm

Our Growth Fall-Spring/

National Growth Fall-Spring

4th Grade 214 207.4 -6.6 +11.4 +12

5th Grade 221 210.1 -10.9 +7.8 +10

6th Grade 225 213.9 -11.1 +2.7 +8

7th Grade 229 218.4 -10.6 +4.6 +6

8th Grade 231 228.9 -2.1 +7.7 +5

Reading Achievement by Demographic Group AA

Begin AA End

AA Growth

Hispanic Begin

Hispanic End

Hispanic Growth

Disability Begin

Disability End

Disability Growth

4 188 200.3 +12.3 191.8 202.3 +10.5 175.9 19202 +16.3

5 196.9 202.1 +5.2 193.8 202.3 +8.5 179 186.4 +7.4

6 205.5 203.2 -2.3 206.1 208.7 +2.6 192.9 192.7 - .2

7 206.3 205.3 - .1 213.3 213.8 + .5 196.4 199.9 +3.5

8 209.1 214.2 +5.1 214.8 214.9 + .1 199.4 201.1 +1.7

ELL Begin

ELL End

ELL Growth

F & R Begin

F & R End

F & R Growth

Caucasian Begin

Caucasian End

Caucasian Growth

4 189.9 198.2 +8.3 191 201.9 +10.9 194.8 204.3 +9.5

5 190.9 197.1 +6.2 195.4 201.2 +5.8 205.3 212.9 +7.6

6 200.6 203.5 +2.9 204.3 205.7 +1.4 207.7 208.6 + .9


7 202.9 203.1 + .2 209.1 209.2 + .1 211.4 215.8 +7.4

8 210.7 212.1 +1.4 211.2 212.7 +1.5 213 214.2 +1.2

Math Achievement by Demographic Group

AA Begin

AA End

AA Growth

Hispanic Begin

Hispanic End

Hispanic Growth

Disability Begin

Disability End

Disability Growth

4 193.3 205.1 +11.8 197.1 208.1 +11 185.4 196.4 +11

5 199.6 206 +6.4 201.8 208.5 +6.7 187.7 194.8 +7.1

6 208 209.1 +1.1 214.3 219.4 +5.1 196.9 200.6 +3.7

7 209.4 214.3 +4.9 215.7 218.6 +2.9 192.3 202.3 +10

8 217.8 226.2 +8.4 223.4 228.5 +5.1 205.1 208.7 +3.6

ELL Begin

ELL End

ELL Growth

F & R Begin

F & R End

F & R Growth

Caucasian

Begin

Caucasian

End

Caucasian

Growth

4 196.2 204.7 +8.5 195.9 207 +11.1 194.7 208.5 +11.1

5 198.8 204 +5.1 200.6 208.4 +7.8 206.2 217.1 +10.9

6 211.8 215.8 +4 209.6 213.3 +3.7 211.7 212.8 +1.1

7 209.9 208.8 -1 213.1 217 +3.9 216.8 221.5 +4.7

8 220.7 224.5 +3.8 219.9 225.9 +6 221.5 225.4 +3.9

SDB Spring 2016 MAP Data Mean RIT Scores - by Building & Grade Level

English Language Arts Mathematics K 1st 2nd 3rd 4th 5th 6th 7th 8th K 1st 2nd 3rd 4th 5th 6th 7th 8th

NWEA Spring Norm

158.1

177.5

188.7

196.6

205.9

211.8

215.8

218.2

220.1

159.1

180.8

192.1

203.4

213.5

221.4

225.3

228.6

230.9

DISTRICT Spring Norm

159.1

174.3

182.8

192.1

199.6

206.9

210.5

212.9

218.5

162.6

179.2

187.7

197.6

207.6

216.8

217.9 222

228.8

Converse Gaston Hackett Merrill


Robinson 157.

6

Todd 159.

5 177.

7 181.

1 194.

2 163.

6 183.

6 187.

2 200.

9

Aldrich 202 203.

7 206.

4 211.

5 214.

5 207.

4 210.

1 213.

9 218.

4 228.

9 Cunning

ham 192.

1 204.

2 209 210.

7 215 201.

9 217.

8 216.

3 219.

3 228.

1

Fruzen 204.

5 212.

1 215.

7 212.

8 223.

8 212.

3 221.

9 223.

5 223.

1 233.

8

McNeel 200.

1 207.

1 210.

2 216.

4 219.

3 208.

9 216.

8 217.

6 227.

1 227.

5


Aldrich 2015-2016 Forward Exam Data Percent of Students Scoring Proficient or Advanced - Building Snapshot

English Language Arts Mathematics 4th 5th 6th 7th 8th 4th 5th 6th 7th 8th

STATE 43.2 42.1 42.3 41.4 40.6 44.4 44.2 42.8 40.9 33.5 DISTRICT 22 24.7 22.4 17 23.8 20.7 21.5 23.9 15.5 12.5

Aldrich 17.9 23.6 15.1 11.9 12.2 12.2 6.3 13.2 8.9 8.1

Aldrich 2015-16 Forward Exam

Percent of Students Scoring Proficient or Advanced English Language Arts Mathematics 4th 5th 6th 7th 8th 4th 5th 6th 7th 8th

All Students 17.9 23.6 15.1 11.9 12.2 12.2 6.3 13.2 8.9 8.1

American Indian 100.0 0.0 100.0 100.0 Asian 0.0 0.0 0.0 100.0 0.0 0.0 100.0 100.0 Black 8.1 8.8 11.8 3.6 0.0 5.4 2.9 2.9 3.6 4.5

Hispanic 24.0 10.3 20.0 12.8 10.3 18.0 14.8 22.9 7.7 10.3 White 17.9 25.9 14.8 13.6 25.0 7.1 14.8 14.8 13.6 5.0

Pacific Islander 0.0 0.0 Two or More 16.7 12.5 12.5 18.2 33.3 16.7 0.0 0.0 9.1 33.3

ELL 7.9 0.0 0.0 0.0 6.3 5.3 0.0 17.6 0.0 0.0

English Proficient 22.4 16.3 18.0 14.0 13.7 15.3 7.6 13.4 10.5 10.3

SwD 0.0 0.0 0.0 0.0 0.0 5.6 0.0 5.6 0.0 0.0

SwoD 20.9 17.1 18.1 14.1 16.3 13.3 8.0 14.8 10.6 10.9

Econ Disadvantaged 19.6 11.0 11.6 7.2 7.1 11.8 4.9 12.0 7.2 8.8

Not Econ Disadvantaged 9.5 21.4 25.7 33.3 29.4 14.3 10.7 17.4 11.2 5.9


Aldrich Intermediate School Needs Assessment Narrative - Reading 1. Describe your school’s reading performance over time in terms of proficient and not proficient students.

Aldrich Intermediate School, as compared to Reading MAPS grade level, RIT score norms did not fare well, falling between 4.0 and 9.6 points behind their peers on average. However, from a growth perspective, Aldrich is moving forward in multiple grade levels, within multiple demographic groups, at, near, or above their expected growth levels. Both MAP and Forward data do not yet provide snapshots over time due to the changing nature of the Forward Exam and recent reconfiguration of Aldrich. Aldrich has been formulated as an Intermediate School for only one year and therefore has produced only one year of data as a 4-8 school.

2. How does your school’s performance compare to the MAPS Reading national average?

Our students’ performance on the Reading MAP during the 2015-2016 school year shows a pattern of being consistently below the national average.

3. Where do you see achievement gaps? Are there student groups that have significantly lower performance?

As shown by the MAP assessment data during the 2015-2016 school year, all historically low performing demographic groups performed below, to significantly below their peers on the MAP Mathematics assessment at all grade levels.

4. Identify your reading urgent fact.

The achievement gap for African American students in reading.

5. Identify the strengths and weaknesses you see across grade levels in reading objectives as compared to the state and the district.

Weaknesses include achievement gaps across all traditionally low performing demographic groups as compared to their caucasian peers and low RIT scores across all grades and demographic groups as compared to national MAPS norms of their peers..

Aside from some patterns of growth across all demographic groups, there are no statistically significant strengths across the continuum of learning.


Aldrich Intermediate School Needs Assessment Narrative - Mathematics

1. Describe your school’s overall trend in math over time in terms of proficient and not proficient students.

Aldrich Intermediate School, as compared to Mathematics MAPS grade level, RIT score norms did not fare well, falling between 2.1 and 11.1 points behind their peers on average. However, from a growth perspective, Aldrich is moving forward in multiple grade levels, within multiple demographic groups, at, near, or above their expected growth levels. Both MAP and Forward data do not yet provide snapshots over time due to the changing nature of the Forward Exam and recent reconfiguration of Aldrich. Aldrich has been formulated as an Intermediate School for only one year and therefore has produced only one year of data as a 4-8 school.

2. How does your school’s performance compare to the district and the state?

Our students’ performance on the Mathematics MAP during the 2015-2016 school year shows a pattern of being consistently below the national average.

3. Where do you see achievement gaps? Are there student groups that have significantly lower performance?

As shown by the MAP and Forward assessment data during the 2015-2016 school year, all historically low performing demographic groups performed below, to significantly below their peers on the MAP Mathematics assessment at all grade levels.

4. Identify your math urgent fact

Groups across every grade level and demographic group scored significantly below national norms on the Mathematics MAPS Assessment.

5. Identify the strengths and weaknesses you see across grade levels in math objectives?

Weaknesses in Mathematics include achievement gaps across all traditionally low performing demographic groups as compared to their caucasian peers and low RIT scores across all grades and demographic groups as compared to national MAPS norms of their peers. Aside from patterns of growth across all demographic groups, there are no statistically significant

strengths across the continuum of learning.


Section 4: STRATEGIC PLAN

Aldrich Building SLO

Reading: 70% of students at Aldrich Intermediate School will meet their individual projected growth goal on MAPS Reading Assessment as measured from the Fall of 2016 to the Spring of 2017.

Math: 70% of students at Aldrich Intermediate School will meet their individual projected growth goal on MAPS Mathematics Assessment as measured from the Fall of 2016 to the Spring of 2017. Equity: Aldrich Intermediate School will reduce number of referrals assigned to African American students by 15% as measured by comparing EOY discipline data from the 2015-2016 school year to EOY discipline data from the 2016-2017 school year.


ACTION 1: ALDRICH READING/MATH/EQUITY SLO GOALS

Strategy 1: READING

Plan 1 70% of students at Aldrich Intermediate School will meet their individual projected growth goal on MAPS Reading Assessment as measured from the Fall of 2016 to the Spring of 2017.

Specific Result:

# ACTION STEP (number each one) Parties Responsible:

Timeline Monitoring/ Evidence/Evaluation of Implementation

Budget Source

1. Teachers and Reading Specialists will place students in flexible interventions according to MAP and QRI data results.

Teachers, Reading Specialist(s),Admin.

January 2016-June 2017

Previous 5 MAP scores, QRI (6-8)

Title 1

2. Reading Specialists will support the implementation of Reading Workshop (4-5) and Springboard (6-8) through coaching in the classroom and attending building Professional Learning Communities (PLC).

Reading Specialists

Thursdays- Sept. 2016-June 2017

Fidelity of Implementation

Title 1

3. The SIT team, classroom, and intervention teachers will review Tier 3 AIMSweb data in order to determine intervention placement.

Student Services, Reading Specialists, Admin, Teachers

Sept. 2016-June 2017

AIMSweb weekly data

Title 1

4. Staff will participate in weekly PLC’s utilizing a variety of sources of data such as MAP, Springboard assessments, and BAS data in order to inform instruction.

Teachers, Reading Specialists, Admin


Grade level PLC notes Title 1

5. Staff will implement System 44, a piloted Tier 3 intervention program.

Four Intervention Teachers (Gr. 6-8), Reading


System 44 student data

Title 1


Specialists

6. Reading specialists will purchase additional independent reading materials to support below-level readers in grades 4 and 5.

Reading specialists

Sept. 2016-Jun 2017

Student independent reading logs.

District funds, Dollar General, and NEA grants

Strategy 2: MATH

Plan 1 70% of students at Aldrich Intermediate School will meet their individual projected growth goal on MAPS Mathematics Assessment as measured from the Fall of 2016 to the Spring of 2017.

Specific Result:



Budget Source

1. Teachers will implement Guided Math (including Number Talks) with fidelity in all grade levels.

Teachers, Admin



Title 1

2. All math staff will participate in Vertical Math PLCs once each month.

Intermediate Math Coach, Admin


Attendance Title 1

3. Intervention time for Math will be achieved through a Guided Math model of instruction in Grades 4/5. For 6 - 8 students attend an intervention block.

Teachers, Admin



Title 1

Site

4. Students in grades 4 - 8 will work in DreamBox designed to meet their individual needs.

Teachers, Admin


PLC Notes from Grade Levels

District

Title 1

5. Aldrich Math Interventionist will support all grade levels with Tier 3 Math Intervention

Math Interventionist


Math MAP Data

Formative Assessments

Title 1


6. All Aldrich Intermediate math staff will be trained in Cognitively Guided Instruction (CGI) once per month.

District Math Coach

November 2016-May 2017

Formal Training Title 1

7. 4th and 5th grade teachers will pilot new math curriculum.

Curriculum Director, District Math Coach, Math Liaisons

November 2016- March 2017

Data Grids, Teacher Feedback, Textbook Company Support

District

8. Enrichment activities, such as Math 24, will be provided for the Gifted and Talented students.

District GT Staff


Math MAP Data

Formative Assessments

District

Strategy 3: EQUITY

Plan 1 Aldrich Intermediate School will reduce number of referrals assigned to African American students by 15% as measured by comparing End Of Year discipline data from the 2015-2016 school year to End Of Year discipline data from the 2016-2017 school year.

Specific Result:



Budget Source

1. Staff will implement Positive Behavior Interventions and Support (PBIS) with consistency and review annually.

PBIS Team Sept. 2016-June 2017

Advisory Calendar fidelity, Recognition Breakfasts, Quarterly Celebrations/Assemblies, PBIS Team Summer Retreats

Site

2. Staff will implement Restorative Practices following and during Restorative Practice Training.

All Staff Sept. 2016-June 2017

Training Aug. 2016-Jan.

Attendance at Restorative Practice Professional Development

Site


2017

3. Analyze Office Discipline Referral data on a monthly basis and share findings with staff.


Skyward Discipline Data

Site

4. Academic advisory daily for 30 minutes at each grade in order to implement PBIS lessons and Academic Career Planning pilot lessons.

PBIS Team, Counselors



Site

5. District Monthly Professional Development & Equity & Engagement practices will be applied to content.

District Admin Sept. 2016-June 2017

Attendance District

6. Staff will implement culturally relevant teaching practices.

Teachers, Admin, District Admin


Attendance at District / Staff Trainings / Professional Development

District

Site


Section 5: School-wide Professional Development Plan Summary

Professional Development Needs

1. Restorative Practices delivered through collaborative learning and direct instruction in order to reach our Equity goal... 2. Equity Training through direct instruction in order to reach our Equity goal.

3. Technology through the use of manipulatives, collaborative learning, and direct instruction in order to reach our math and ELA goals. 4. Cognitively Guided Instruction through direct instruction and collaborative learning in order to reach our Math goal. 5. Trauma Informed Training through collaborative learning, and direct instruction in order to reach our Equity goal. 6. District PD through the use of manipulatives, collaborative learning, and direct instruction in order to reach our equity, ELA, and math goals. 7. Culturally Relevant Teaching Practices through collaborative learning and direct instruction in order to reach our Equity, ELA, and math goals. 8. Gay Straight Alliance through collaborative learning and direct instruction in order to reach our equity, ELA, and math goals. 9. The Leadership Team at Aldrich Intermediate School will analyze and use data in order to identify areas needing increased professional development and programmatic improvement.


Aldrich Intermediate School’s 2016 - 2017 Professional Development Plan includes focusing on weekly and monthly Professional Learning Community collaborative time with a focus on practical and instructionally informed data usage as well as Professional Development focused on equity, provided by district and outside staff throughout the school year.


Section 6: DISCIPLINE DATA / PLAN




Aldrich EOY Discipline Date 2015-2016 Strategy 4: DISCIPLINE

Plan 1 Aldrich Intermediate School will reduce number of all discipline referrals by 10% as measured by comparing End Of Year discipline data from the 2015-2016 school year to End Of Year discipline data from the 2016-2017 school year.

Specific Result:

# ACTION STEP (number each one) Assigned to: Timeline Monitoring/ Evidence/Evaluation of Implementation

Budget Source

1. Staff will implement Positive Behavior Interventions and Support (PBIS) with consistency and review annually.


Advisory Calendar fidelity, Recognition Breakfasts, Quarterly Celebrations/Assemblies, PBIS Team Summer Retreats

Site

2. Staff will implement Restorative Practices following and during Restorative Practice Training.

All Staff Sept. 2016-June 2017

Attendance at Restorative Practice Professional

Site


https://drive.google.com/drive/folders/0B8DBt1orjhsjZHZQTklqWml2Tlk

Training Aug. 2016-Jan. 2017

Development

3. Analyze Office Discipline Referral data on a monthly basis and share findings with staff.


Skyward Discipline Data

Site

4. Academic advisory daily for 30 minutes at each grade in order to implement PBIS lessons and Academic Career Planning pilot lessons.

PBIS Team, Counselors



Site

5. District Monthly Professional Development & Equity & Engagement practices will be applied to content.

District Admin Sept. 2016-June 2017

Attendance District

6. Staff will implement culturally relevant teaching practices.

Teachers, Admin, District Admin


Attendance at District / Staff Trainings / Professional Development

District

Site


Section 7: Family Involvement Policy

Family Involvement Policy Aldrich Intermediate School

Acknowledging the tremendous amount of reliable research demonstrating that family involvement raises student academic achievement, Aldrich Intermediate School encourages involvement of families through an active family Volunteer Program and Parent Teacher Organization. Families of our students are encouraged to visit their child’s classroom in order to better understand our systems and organization, experience our culture and climate, and observe the unique teaching and learning dynamic we’ve created here at Aldrich Intermediate School . We communicate to families our philosophy that the education of their child is based upon a school to family partnership and that their input and expertise are vital to the success of that partnership. Our philosophy, simply stated is: Aldrich is a great place to be!” and that this confidence extends beyond our students and reaches out to their families as well. In order to build and maintain an effective home-school partnership, Aldrich Intermediate School will provide the following:

1. A powerful and efficacious commitment to creating and sustaining a warm and welcoming environment for all parents/guardians and community members each time they enter our school.

2. An annual orientation, Back to School Night, provides families the opportunity to meet their child’s teacher and be reassured of their right and responsibility to be involved in their child’s education.

3. A flexible number of meetings and activities throughout the year to assist families in understanding the federal and state academic content and student achievement standards, as well as our School Improvement Plan (SIP), and local academic assessments. Meetings will also focus on how families and teachers can work together to monitor the child’s progress in order to improve student achievement.

4. A varied schedule for meetings and conferences are available in order to accommodate the needs of families. Teachers are flexible, using various methods in their effort to continuously communicate with families.

5. Families are invited to a minimum of two scheduled family conferences per year, where the progress of their student will be discussed. Families are also informed of grade level expectations as well as curriculum, test information and any other resources.

6. Continuous communication to assist families in understanding the school curriculum and student achievement through weekly bilingual Aldrich Intermediate School Messenger Callouts, quarterly report cards, School District of Beloit family-Student Handbook, handouts and mailings, and student achievement reports.

7. A weekly calendar is created and emailed to families. All invitations for school events will be sent in a timely manner.

8. Every year, a survey for all families shall be conducted by the Aldrich staff in order to collect opinions and concerns of families about the current program and to collect suggestions for improvement and topics for meetings that meet the needs of families.

9. Aldrich Intermediate School will involve families through active recruiting for our Parent Teacher Organization. In addition, families will be encouraged to participate in other district offerings as they become available.

10. We encourage families to participate in various classrooms, working with students and assisting staff in providing a quality education for every child.

a. Individuals who wish to volunteer in the classroom, as a chaperone on a field trip, or in other areas where they work with students need to fill out the District Volunteer form, and also complete a Background Check. These will take some time, so please plan to complete them well before the event with which you wish to help.

11. Aldrich Intermediate School will work to incorporate additional familial education opportunities such as English language instruction for our families, family nights and guest speaker activities.

Other opportunities for involvement by our Aldrich families include:

● Encouraging your child to place a high priority on education and working with your child on a daily basis in order to maximize the educational opportunities provided at Aldrich Intermediate School.

● Encouraging and motivating your child come to Aldrich each day prepared, rested, and ready to learn. ● Discussing with the counselor or principal your questions concerning the choices and opportunities available

to your child. ● Monitoring your child’s academic progress by using available district resources such as the Skyward Family

Access system.


● Attending Board of Education meetings to learn more about District operations. (Regular meetings are held the second and fourth Tuesdays of each month.)

● Quarterly recognition breakfast for families to attend, recognizing students who demonstrate specific aspects of our Aldrich “GO BLUE” PBIS Behavioral Expectations Matrix.

○ B = We Believe in being Good Citizens (Term 1) ○ L = We Lead by Example (Term 2) ○ U = We Unite by being Respectful (Term 3) ○ E = We Excel by being Responsible (Term 4)

Every effort will be made to communicate with families in a format and language that is free of educational jargon and easily understandable by all. This includes creating a weekly calendar of events and upcoming events communicated to families every Sunday evening at 7 p.m. using our School Messenger Callout System in both English and Spanish. This callout also provides families with an electronic version of each of the callout (English and Spanish) messages as well as the calendar. Frequent, home language communication is the foundation of our connection to our families.

Aldrich Intermediate School will ensure that families and community members are always welcome at Aldrich Intermediate School, the Home of the Warriors.


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