Chippewa Falls Middle School Annual Report

July 1 2013 ­ June 30 2014

Prepared by:

Heidi Eliopoulos, Jerim DesJarlais, Derrick Kunsman

Please direct questions about this report to taylorhe@chipfalls.org.

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Table of Contents Institution Description 3 Staff Profile 3 New Teachers 4 Professional Learning Communities 4 Professional Development 4 Monthly Staff Meetings 6 Monthly Grade Level Meetings 6 Building Leadership Team Structure 7 Student Profile 9 The Universal Curriculum 9 Common Assessments 12 Smarter Balanced Assessment Field Test 12 Start of Year Department Reports 13 Data Warehouse 15 Systematic Data Review 16 Universal Response to Behaviors: Majors and Minors 16 Student Connections Groups 18 Academic Response to Intervention Structure 18 Current Intervention Offerings 19 Intervention Program Analysis 20 Problem­Solving Process 21 SLD Implementation Plan Progress 23 Special Education Updates 23 Student Extracurricular and Leadership Opportunities for Students 24 2013­2014 Highlights 24 Community Connections 26 Building Action Plan Developed in May 2013 26

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Institution Description Opened in the fall of 1977, the Chippewa Falls Middle School was built as an open­concept facility for grades six through nine. Now a facility for sixth through eighth graders, the school is the third largest middle school in the state of Wisconsin, behind Hudson Middle School and Green Bay East Middle School. The Chippewa Falls Middle School is organized as a true middle school, with systematic integration of cross­curricular teams containing approximately 125 students, a daily homeroom, an exploratory approach to vocational offerings, and daily physical education. Staff Profile The Chippewa Falls Middle School staff is comprised of:

77.7 certified teachers 3 school counselors 1 school psychologist .6 Title teacher .33 reading specialist 9 paraprofessionals .33 school nurse 1 health assistant 1 instructional aide 4.5 secretarial support staff 14 custodial staff 12 food service staff 3 administrators

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New Teachers New teachers to the Chippewa Falls Middle School for the 2013­2014 school year were: Erica Paulson, Speech Laura Stone, Special Education Ann Kleinhans, English Eileen VanDenHeuvel, Art Chad Burger, Business Education Tom Schradle, Technology Education Samantha Weatherford, Math Erica Vanderloop, Math Professional Learning Communities Since the fall of 2008, the Chippewa Falls Middle School has operated a Professional Learning Communities construct. Staff members meet during the late start semi­monthly collaboration periods with members of their grade­level content areas. These collaboration teams have organized using Rick DuFour’s professional learning communities structure since their inception. Each school year, a staff meeting is held during the first collaboration time to review the structure and expected outcomes of collaboration teams. Teams submit accountability reports at the conclusion of each session using Google Docs. Each spring, collaboration teams adopt goals and plan action steps for the following school year. Products of collaboration time include: priority standards, common summative assessments, common formative assessments, shared instructional strategies, data reviews with action plans. This year, CFMS Professional Learning Communities adopted new standards in the areas of Language Arts, Mathematics, Literacy in All Subject Areas, Science, Technology Education, and Art. In 2014­2015, these teams will be the developers of coordinated SLOs under the Educator Effectiveness model. Professional Development Staff at the Chippewa Falls Middle School have participated in the following local professional development opportunities during the 2013­2014 school year.

Summer Book Read Fair Isn’t Always Equal: All certified staff Summer Book Group: Meetings averaged 20­30 staff members Google Certified Trainer: 2

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Smart Basics: 3 iPad Creativity: 6 iPad Productivity: 6 Beginner iPad: 6 Google Suite: 10 Google Sites for Teachers and Students: 14 Creating Digital Portfolios: 3 Technology Troubleshooting Tips: 3 Using Google Forms for Formative Assessments: 5 Google for Grading: 2 Apps and Extension for Struggling Students: 4 Making Your Browsers Work for You: 2 Collecting Student Work and Organizing (Google Drive): 3 Uploading Your H: Drive to Google Drive: 7 Google Drive, Docs, and Sharing: 4 Digital Writing Ideas for Students: 4 Maximizing Google Calendar and Gmail: 6 Common Assessment: 56 Kelly Gallagher’s Writing Training: 10 Writing to Learn: 33 Peer Assisted Learning Strategies: 8 Effective Literacy Interventions: 3 CRISS: 9 Doug Buehl’s Effective Strategies: 7 Doug Buehl’s Disciplinary Literacy: 3 Wilson’s “Just Words” 3 Saturday EdCampEC 9 Twitter Personal Learning Network 14 Five Easy Steps to a Balanced Math Program: 8 PBIS Tier 1 New Team Member Training: 3 PBIS Leadership Training: 5 PBIS Coaches Training: 4

Summer Book Group In the summer of 2013, all staff members received a required reading text entitled Fair Isn’t Always Equal by Rick Wormeli. Staff could elect to read the text on their own or through a voluntary summer book group. The text reviews several Grading for Learning concepts, differentiation, using assessments, feedback, and grading.

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Monthly Staff Meetings Monthly all­staff meetings are organized as professional development mini­sessions. Staff meetings are designed and run by the building principal. Staff meetings conducted during quarter one focus on the following topics: August: Moving from Focus to Foundation: Solidifying our Base September: Why Differentiate? October: Alternate Compensation November: WKCE Security Training December: Security Refresher and Mental Health Needs of Adolescents January: Literacy in the Content Areas February: Communication Plan Roll Out March: Data Review and Grading for Learning Projection April: Canceled due to Weather May: Forecasting 2014­2015: Technology Expansion, Alternate School Programming Changes, and Grading for Learning Updates Monthly Grade Level / Department Meetings Monthly grade level and department meetings are organized for the purpose of operational communication / training. Grade level meetings are designed and run by the assistant principals. Grade level meetings conducted during quarter one were organized around the following topics. August: Systems and Processes September: Progressive discipline structure, referring minor behaviors October: PBIS Screener November: Smarter Balance Assessment: Third Installment December:Specific Learning Disabilities Criteria January: Canceled due to Weather February: Educator Effectiveness, Smarter Balanced Assessment March: Grading for Learning Deep Dive April: Using Assessments May: Danielson’s Framework

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Building Leadership Team Structure The Building Leadership Team is comprised of leadership that represents a cross section of the staff: department heads, team leaders, and curriculum assistants. The Building Leadership Team is led by the building principal. The Building Leadership Team meets monthly for the purpose of steering the building around educational leadership topics. At the September meeting, the team participated in a facilitated activity during which it identified its vision for the school. The team identified its dreams to have a school that:

Is supported by parents and the community; Has students who are connected to their school and invested in their

education; Results in high levels of achievement for all students.

Our work focused on creating structures in our school that will result in this dream. Meeting Topics:

September: Vision articulation October: Review of outcomes from vision articulation; adoption of priority areas; begin

communications discussion November: Drafting Communications Plan and identifying sponsors for each activity;

Begin Grading for Learning knowledge base development using the Franklin Public School District model

December: Communication Plan Approval and Five­Year Forecast of Grading for Learning

January: Research Review and Development of Belief Statements: Grade Determination February: Research Review and Development of Belief Statements: Link Learning to

Standards March: Research Review and Development of Belief Statements: Zeros, Late Work, and

Re­dos April: Research Review and Development of Belief Statements: Assessment May: Research Review and Development of Belief Statements: Homework and Extra

Credit

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Grading for Learning Belief Statements: The Building Leadership Team used monthly meetings from January to May reading research on Grading for Learning Topics. From this research, the team was able to identify belief statements that will serve as the foundation shared practices. The Team drafted the following statements:

CFMS Grading for Learning Belief Statements

Pinnacle Belief: A grade should clearly represent what a student knows and is able to do.

Representing a student’s grade using the “mean” of performance grades is not the statistically most accurate representation of a student’s level of mastery.

Group grades do not clearly represent what an individual student knows and is able to do.

Using a smaller scale with clear descriptions is more accurate than using a 100 point scale.

Grading should not be on a curve.

Linking standards and assessment tightens up instruction.

Standards­based grading is a meaningful representation of strengths and weaknesses with clear learning goals and standards.

Criterion referenced grading is preferred over norm­referenced grading.

Standards­based grading results in consistency in instruction, assessment, and reporting.

A 100­point system allows a zero to create a major distortion.

Academic grades should not be used to punish non­compliance behaviors.

Re­dos allow students to learn at different rates.

New evidence should replace old evidence.

Students shouldn’t be graded on the path they took towards learning.

Homework is formative. Don’t score the practice.

Planning for assessment begins with a focus on desired results.

Homework and extra credit distorts grades.

Achievement is measured by results and outcomes, not practice.

Extra credit points and working towards mastery are two different systems.

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Student Profile The Chippewa Falls Middle School ended the school year with 1095 students: 367 sixth graders, 373 seventh graders, and 355 eighth graders. 127 students (12%) have Individual Educational Plans. 11 students (1%) receive ELL services. 381 students (35%) have free lunch status; and, 78 (7%) have reduced. The Universal Curriculum The follow constructs of the Universal Curriculum are in place or are in the process of being put into place at the Chippewa Falls Middle School:

Curriculum pacing guides Common summative assessments Implementation of Wisconsin Model Academic Standards in all areas

Identification of Power Standards Implementation of the Common Core Standards for Math and Language Arts Implementation of Literacy in the Content Areas

Music: Use of informational texts, paragraph writing Social Studies: Use of informational texts, Cornell notes, paragraph writing Science: Use of informational texts, Cornell notes, paragraph writing Unified Arts: Use of informational texts, paragraph writing Physical Education: Use of informational texts, paragraph writing Math: Use of constructed response items

Implementation of formative assessments: In transition in all areas In place in music: Standards­based grading of lessons In place in phy ed: Criterion­ referenced skill checks In place in various environments: Student response systems, exit slips

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Scholastic Reading Inventory (SRI) Reading comprehension is an important skill, not just in reading classes, but also for helping students read and understand materials in all content areas. As such, the Chippewa Falls Middle School works on reading comprehension skills in all content areas. Students are measured three times per year using a standard reading comprehension tool. This tool is called the Scholastic Reading Inventory. The below table shows the reading comprehension growth of Chippewa Falls Middle School students.

Grade Percentage of Student Proficient or Advanced

September 2013

Percentage of Student Proficient or Advanced

May 2014 Change

6 72% 80% +8%

7 71% 82% +11%

8 74% 77% +3%

Whole School 72% 80% +8%

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Student Reading and Math Proficiency Levels The Response to Intervention Structure explain above is used to get our students proficient in reading and math so that they have the skills they need to, not only be successful in high school, but also have college and career options available to them when they graduate. A fully functioning Response to Intervention Structure is one that has 80% of its students proficient in reading and math. The Chippewa Falls Middle School annually reviews proficiency levels at the start of the year. The Response to Intervention System is used to move as many students as possible from non­proficient to proficient. Reading

GRADE Population September (proficiency rates)

May (proficiency rates)

Change in proficiency rates

6 367 285; 77.7% 333; 90.7% +13%

7 373 292; 78.3% 335; 89.8% +11.5%

8 355 289; 81.4% 313; 88.2% +6.8%

School­Wide 1095 866, 79.1% 981; 89.6% +10.5% Math

GRADE Population September (proficiency rates)

May (proficiency rates)

Change in proficiency rates

6 367 248; 67.6% 266; 72.5% +4.9%

7 373 296; 79.4% 320; 85.8% +6.4%

8 355 254; 71.5% 297; 83.7% +12.2%

School­Wide 1095 798; 72.9% 883; 80.6% +7.7% In other words, during the 2013­2014 school year, the Chippewa Falls Middle School moved 115 students from non­proficient to proficient in the area of reading. This is 10.5% of the student population. By the end of the year, nearly 90% of students were proficient in the area of reading. In the area of math, the Chippewa Falls Middle School moved 85 students from non­proficient to proficient in the area of math. This is 7.7% of the student population. By the end of the year, 80% of students were proficient in the area of math.

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School Accountability Report The Chippewa Falls Middle School increased its school accountability report by six points between the 2012 publishing and the 2013 publishing. Gains were made in the areas of Student Growth and Closing Gaps. Common Assessments Collaboration teams at the Chippewa Falls Middle School have been developing, implementing, and revising common summative assessments for seven years. Grade level content areas currently are using common curriculum, common assessments, and common pacing guides. The adoption of the Common Core State Standards has resulted in the revision of priority standards and common assessments. Collaboration teams worked this year on drafting common summative assessments reflective of their priority standards. Teacher teams are now working on formative assessments. Formative assessments are not part of the course grade and are used to drive instruction. Smarter Balanced Assessment Field Test The Smarter Balanced Assessment will be replacing the Wisconsin Knowledge and Concepts Exam for testing student reading / language arts and mathematics skills beginning in the 2014­2015 school year. In April, students at the Chippewa Falls Middle School participated in the Smarter Balanced Assessment field test. Students in sixth and seventh grades field tested the mathematics portion of the test. Students in eighth grade field tested the English language arts portion of the test. The purpose of the field test was to test individual questions. The school will not receive individual or aggregate test results. While the test created a disruption in the normal school schedule, the middle school had the benefit of having both staff and students experience the new computer­based test before it was officially implemented.

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Start of Year Department Reports Annually, departments reflect on their progress so far and develop goals for development for the school year. Below are the September reports from each academic department at the middle school. SOCIAL STUDIES (August 28, 2013)

All summative assessments are common. Department Head and Curriculum Assistant are leading collaborative work with Science

and Unified Arts on the implementation of the Literacy in the Content Areas standards. Department is focusing on the following priority areas

Instruction of and use of Cornell notes format Reading informational texts Writing accurately formatted informational paragraphs Making inferences

MUSIC (September 18, 2013)

Developing rubric for use with content area reading / writing activities. Developing a master set of writing assignments that all teachers can draw from. Creating standards­based rubrics for lessons so that students are getting formative

feedback. Has 6th grade common summative assessment in place. Needs refinement. Only

portions should be common. Some portions should be ensemble­specific. Will develop common assessments for 7th and 8th. Is considering giving common assessments three times per year to track progress (fall,

winter, spring). Struggle to find non­fiction music texts that are age­appropriate. Heidi ordered inTune

magazine for each teacher. READING (September 19, 2013)

All assessments are common. Pacing is comparable in length of time spent, but sequencing may be different for the

purpose of sharing resources. 6th grade is using standards­based section tests as common data points among

teachers. 7th grade uses the text more as an anthology. Both 6th and 7th grade use benchmark tests at the start of the year. Tests provided by

text company; however, they are confused by the fact that the three benchmark tests are all different and contain different skills. Are considering using the end­of­year test three times during the year instead, to make the test more criterion­referenced than norm­referenced.

7th grade has an item analysis document that accompanies the fall benchmark test. They use it for planning for the year. 6th grade is developing one.

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7th grade has done Reading / English articulation work with the Common Core. 6th grade plans to.

Since this is the first year that there have been designated reading teachers in 6th grade, the 6th grade teachers feel like they have a little work to do to get up to pace with 7th grade.

Vertical articulation is a goal for this department this year. SCIENCE (September 24, 2013)

All summative assessments are common. Next Generation Science Standards are not “officially” adopted by state; however, the WI

State Standards are no longer on DPI’s website and have been replaced by the NGSS. Teachers will plan as though these will be officially adopted in the future and are beginning to identify priority standards and the unwrapping process.

Teachers will focus on implementing the Common Core Standards for Literacy in the Technical Areas and the Next Generation Science Standards in tandem.

ENGLISH (September 24, 2013)

All summative assessments are common. Pacing is similar in time spent per unit, but sequencing might be different for the purpose

of sharing materials. LA Common Core priority standards are being adopted by both English and reading. Spelling words correctly is an LA Common Core priority standard. Falcon team is piloting

a differentiated spelling approach, in which students take a pre­test, a benchmark test, and a post­test of commonly misspelled words. The error words become the students’ individual spelling list. Pilot group data will be reviewed at the end of the year to determine if this pilot was successful. Data will be used to determine if the pilot should be expanded to a programmatic level of implementation.

If so, roots/stems will go to reading and differentiated spelling will go to English. On­going work:

6th grade reading and English priority standards articulation Common assessment authoring completion On­going reading / English articulation and vertical articulation Focused informational text and written response practice

PHY ED (September 25, 2013)

All summative and formative assessments are common. Will be focusing on implementing literacy in every unit in phy ed

Informational text Written response Focus on mastery of specific skills Use literacy to enhance units, not take away

Refine FITT curriculum Begin developing electronic portfolios to demonstration standards. Implement when

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transition to 1:1. Sending representatives to trainings and bringing back to whole department: Doug Buhel,

CRISS, writing MATH (October 3, 2013)

Is transitioning from the Wisconsin Academic Standards to the Common Core Standards. Full implementation is expected at the start of 2014­2015.

Documenting through unwrapping, pacing guides, and assessments. All summative assessments are common; and, teachers are using same pacing. 8th grade is at full implementation and working on revising assessments. 6th and 7th grade are continuing transition. Math Review is used to address “gaps” in sequencing during transition. 6th grade is collaborating with 5th grade representatives on vertical articulation.

UNIFIED ARTS (October 17, 2013)

All assessments are common. Revising course offerings based on new standards, student interest, and relevance. Implementing literacy in the technical areas in collaboration with science and social

studies. FOREIGN LANGUAGE (October 16, 2013)

All assessments are common. Staff verifies 80% success rate for each assessment and each period. Department regularly collaborates with 9­12 World Language programs for true 7­12

vertical alignment. Staff continues to refine TPRS implementation; and, is seeing high levels of language

acquisition. Staff have been the focus of a UWEC case study on effective approaches to Foreign

Language instruction. Data Warehouse The data warehouse at the Chippewa Falls Middle School contains the below points of data. This data is accessed individually or collectively for use in decision­making processes.

WKCE Results: Math, Reading, Science, Social Studies, Language Arts Scholastic Reading Inventory Screener Data AIMs Web Universal Screener Data: RCBM (Fluency), MCAP (Math Calculations) AIMs Web Progress Monitoring Data: RCBM, MComp, MAZE (Reading Comprehension) Common Summative Assessments: All Content Areas System 44 and Read 180 Progress Monitoring Data Attendance Minor Behavior Events Office Discipline Referrals

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Parents Contact Logs Check In / Check Out Progress Monitoring Data Functional Behavioral Assessment Results Satisfaction Survey Results: Parents Satisfaction Survey Results: Staff PBIS Implementation Data: Benchmarks of Quality

Systematic Data Review Needs­Based Assessment: The Needs­Based Assessment multi­data point report is published after each universal screening period. The report includes recent and relevant points of data. A separate report is run for literacy and mathematics.The Needs­Based Assessment is used to flag students for deeper review who might need either an intervention or enrichment. The Needs­Based Assessment is reviewed three times per year in Problem­Solving meetings and Pupil Services Team meetings. Beginning in December of 2013, Needs­Based Assessment reports included classroom summative (unit) assessments. Intervention Progress Monitoring: Weekly the Intervention Instructional Aide provides a spreadsheet of all students in intervention and their progress monitoring data. The Pupil Services Team reviews this data weekly at the Pupil Services Team meeting to apply decision­making rules in the areas of graduation from intervention or movement to a Tier III level of support. Quarterly Report Data: Problem­Solving Teams review classroom grade data at the mid­quarter and quarter marking periods in order to identify students who need additional supports, who need additional challenges, or who have met criteria for graduation from Study Skills Intervention. Universal Response to Behaviors: Majors and Minors This year the Chippewa Falls Middle School designed and implemented a systematic progressive discipline framework. The goal of the framework is to provide both consequences and interventions for behavior offenses in order to decrease instructional time lost due to behavior problems. A review of Office Discipline Referrals from the 2013­2014 school year revealed a notable decrease of time spent by students in In­School Suspension (ISS) and Out­of­School Suspension (OSS). In 2012­2013, there were 394 ISS assignments earned by 145 different students. In 2013­2014, 125 ISS assignments were earned by 66 different students. In 2012­2013, there were 114 OSS assignments earned by 60 different students. In 2013­2014, 72 OSS assignments were earned by 47 different students. Additionally, Office Discipline Referrals, as a whole, are down from last year. In 2012­2013, there were 722 referrals made. In 2013­2014, 630 referrals were made. We conclude that this model is resulting in increased instructional time for students.

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Major Infractions

Consequence Intervention

First 30 minute after school detention with assistant principal.

Reflection form and matrix review. Parent contacted.

Second 60 minute after school detention with the assistant principal.

Reflection form and matrix review. Students may start on Check­in/Check­out. Parent contacted.

Third 90 minute after school detention with the assistant principal.

Reflection form and matrix review. Parent meeting is held. Students also start on Check­In/Check­Out.

Fourth Full week out of lunch in the commons (equivalent to 150 minutes of detention) or a half­day of in­school suspension is assigned.

Reflection form. Parent contact or meeting. Re­evaluation of the CICO program, possible individualization of the program may take place and/or placement into an SAP group to focus on building skills.

Fifth Half­day/full­day of in­school suspension.

Reflection form. Parent contact or meeting. A re­evaluation of the current interventions with a layering of another intervention (example: started CICO after third major, after fourth major the CICO was individualized, now the student will be added to an SAP group to focus on building skills.)

Sixth Out of school suspension. Re­entry meeting is held the morning the student returns to school. A functional behavioral assessment is completed to determine if a behavior intervention plan needs to be developed.

Seventh + Out of school suspension for multiple days.

Re­entry meeting is held the morning the student returns to school. Continue layering of interventions. The functional behavioral assessment will be used to develop a behavior intervention plan. A possible recommendation to start the wraparound process to involve community agencies will take place if determined appropriate by school team. The team typically consists of a school staff considered an expert with behavior, a teacher, a parent and an agency representative who will provide support.

*Note: Three minor behavior referrals in a month = a major.

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The vast majority of students did not receive any Office Discipline Referrals (ODRs) during the 2013­2014 school year. 2.8% of students received 6 or more ODRs. 7.9% of students received 2 to 5 ODRs. 89.2% of students received 0 to 1 ODRs. Student Connections Groups Quarterly, Student Connection Groups are organized and facilitated for students, based on individual, personal needs that students might have that impact them in school and in life. Groups contain no more than 10 students and are facilitated by two adults: one or two staff members or one staff member and a community professional. Student Connection groups meet weekly for one quarter and are organized around needs such as trauma, ADHD, executive skills, loss, having family deployed in the military, or having a sibling with special needs. Academic Response to Intervention Structure

The Chippewa Falls Middle School has been developing and refining its Response to Intervention structure since 2006. Due to the size of the school, the middle school has developed a Standard Protocol system, as opposed to an

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Individual Problem Solving system. There currently are 38 teachers in the middle school providing interventions. Due to the size of the school and the number of teachers providing interventions, the school has developed a single system that incorporates three constructs: RtI, the new SLD criteria, and the district­identified screener and progress monitoring tool (AIMs web). Current Intervention Offerings The Chippewa Falls Middle School has the following intervention offerings.

Skill Curriculum

Literacy: Decoding Wilson’s Just Words

Literacy: Fluency Read Naturally

Literacy: Comprehension Soar to Success CRISS Strategies

PALS

Literacy: Decoding, Fluency and Comprehension Bev Tyner Evidence­Based Practices

Literacy: Writing Read Naturally

Math SRA Math

Behavior Check In / Check Out

Behavior Think First SAP Group Keeping Your Cool SAP Group

Behavior Study Skills

Behavior Functional Behavioral Assessments and Behavior Intervention Plans

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Intervention Program Analysis Data To ensure that our intervention program is resulting in gap closes for students who are behind their peers, we analyze the effectiveness of each of our Intervention Programs. The goal is to have interventions that cause the students to grow their skills faster than students who don’t receive intervention at all. This will allow the students to catch up to their peers with time.

Reading

Intervention Skill Focus Expected

Growth over 1 Year without Intervention

Average Growth of Students in

Intervention for Minimum of 1 Semester

Avg vs Expected Control = AIMS

expected growth Test = Growth of

students in intervention for minimum 1 semester

Grade 6 Fluency 25 34.1 T = 1.4C

Comprehension 6 8.8 T = 1.5C

Wilson 6A Fluency 25 31.2 T = 1.3C

Wilson 6B Fluency 25 31.6 T = 1.3C

Corrective Reading Fluency 25 31.6 T = 1.3C

Comprehension 6 8.9 T = 1.5C

Soar to Success Fluency 25 31.2 T = 1.3C

Comprehension 6 8.9 T = 1.5C

Grade 7 Fluency 23 35.4 T = 1.5C

Comprehension 7 10.3 T = 1.5C

Wilson Combo Fluency 23 28.4 T = 1.2C

Comprehension 7 9.6 T = 1.4C

Tyner Fluency 23 27.2 T = 1.2C

Comprehension 7 9.0 T = 1.3C

Grade 8 Fluency 11 20.7 T = 1.9C

Comprehension 3 7.1 T = 2.4C

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Tyner Fluency 11 21.5 T = 2.0C

Comprehension 3 6.7 T = 2.2C

Read Nat / PALS Fluency 11 17.4 T = 1.6C

CRISS Fluency 11 20.7 T = 1.9C

Comprehension 3 7.1 T = 2.4C

Math

Intervention Expected Growth over 1

Year without Intervention

Average Growth of Students in Intervention

for Minimum of 1 Semester

Avg vs Expected Control = AIMS expected

growth Test = Growth of

students in intervention for minimum 1 semester

Grade 6 SRA 15 18.5 T = 1.2C

Grade 7 SRA 13 16.2 T = 1.2C

Grade 8 SRA 9 21.6 T = 2.4C

Problem­Solving Process The Chippewa Falls Middle School has a systematic problem­solving process that includes grade level Student Success Teams that meet weekly for the purpose of problem­solving around individual students. The Pupil Services Team provides oversight for all problem­solving. Selection for Intervention A data retreat is conducted each April to review the Needs­Based Assessment Data. An equally weighted formula is applied to multiple points of data and represented with a 5­point scale. Students with a rating of 2.5 or above are considered proficient. Students with a 2.0 or below are identified as potentially needing an intervention. Implementing Curriculum with Fidelity In order to keep our process aligned with SLD Criteria requirements, all interventions must be implemented with “fidelity.” This means that instructions for minutes, group sizes, and activities must be followed. Establishing Baseline For all students being progress monitored, a baseline must be established.

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Progress Monitoring Progress monitoring is to be conducted:

Weekly In Tier II Using the AIMSweb progress monitoring tools

RCBM = Fluency (Read Naturally, Tyner, Just Words, Corrective Reading: Decoding)

MAZE = Comprehension ( Tyner, SOAR, Corrective Reading: Comprehension, CRISS)

MCOMP = Math (all interventions) At grade level

Additional progress monitoring tools may be used in addition to AIMSweb. AIMsweb progress monitoring data should be entered weekly. Decision­making Rules A student whose progress monitoring probes are at the 50th percentile can be considered for graduation from intervention. When the student meets these criteria on 3 out of 4 consecutive progress monitoring probes for the appropriate season, they may be recommended for dismissal from intervention. The benchmark season dates are listed below: Fall: September 1st through October 15th

Winter: October 16th through February 1st

Spring: February 2nd through the end of the school year In addition to the student meeting the graduation requirements of the progress monitoring tool, the student must also have a current assessment category average of a minimum of 70% in the course related to the intervention. A student who has a downward or flat trend line after a minimum of 8 progress monitoring scores may be recommended for a change or additional tier of intervention. To Recommend Dismissal, Change, or Additional Tier The Pupil Services Team meets weekly to analyze the progress monitoring data and make decisions about who has met the criteria for graduation and who will need an additional layer of intervention.

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SLD Implementation Plan Progress In the Spring of 2013, a leadership team from the Chippewa Falls Middle School completed the SLD implementation readiness checklist provided from the Department of Public Instruction. Action steps were identified for the finalization of implementation. The Pupil Services Team fully implemented the new criteria and process December 1, 2013. The Response to Intervention system that has been in place for several years at the Chippewa Falls Middle School was reflective of the SLD requirements. As such, the school had a smooth transition. Special Education Updates The Special Education district department goal included the increase of minutes in the general education classroom. In support of this goal, the middle school has implemented team teaching in the areas that the schedule currently allows. Likewise, the middle school is partnering with the district department to send 6 staff members to a team teaching training in November of 2013. This year as well, an expectation was established for all special education teachers to spend a minimum of 50% of their collaboration time collaborating with their general education partners. The special education department increased its department meetings to twice per month. As a result, collaboration with general education colleagues on late­start Wednesdays neared 100%. Math and reading intervention classes with a focus on closing the achievement gap have been implemented using normative data to focus on individual need. In addition, pull­out math and reading special education teachers are using their collaboration time to learn best­practice ways of implementing curriculum that mirrors their regular education peers.The training and implementation of Scholastic curriculums Read 180 and System 44 also started this year. Read 180 Growth Data

Grade Average Growth without Read 180

Average Growth with Read 180

Avg vs Expected Control = SRI grade level growth

Test = Growth of students in Read 180 intervention

Grade 6 64 169 T = 2.6C

Grade 7 71 136 T = 1.9C

Grade 8 39 135 T = 3.4C

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Student Extracurricular and Leadership Opportunities for Students Chippewa Falls Middle School students have access to a wide variety of co­curricular activities. Sports offerings included cheer and stunt, football, cross country, swimming, volleyball, basketball, wrestling, and track. Musical co­curricular offerings include a show choir and a jazz band. Voyagers is a grant­based program supported by Fund 80 monies that provides after school homework support and enrichment opportunities for middle school students. Classes are offered in a trimester rotation. In addition to Homework Central and a variety of enrichment courses, Voyagers also hosts an annual student musical. The musical Peter Pan and was performed for the community on Friday, November 22nd.

Leadership co­curricular opportunities are available to students through WEB and Student Council. WEB, or Where Everyone Belongs, is an 8th grade leadership group that plans and implements the 6th grade orientation day and monthly follow­ups. WEB Leaders work in pairs

and are assigned to 10 6th graders whom they mentor for the full school year. Student Council members are elected representatives of their Teacher Advisory class. The representatives plan school­wide activities and charity events. 2013­2014 Highlights August:

School Year Kick Off General Education / Special Education Collaboration structure implemented General Education / Special Education team­teaching pilots Parent Survey: What do you want in your middle school?

September: Just Act Right (JAR) Weekly Challenge Kick Off WEB Leaders Welcome in our Sixth Graders Back to School Night: New structure

Whole grade parent address by building principal Team presentations

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Open house Progressive discipline structure implemented Notable school­wide increase of implementation of literacy in the content areas

Informational text reading instruction Cornell notes direct instruction Paragraph writing

School Report Card Results Announced October:

PBIS Kick Off Community presence: Boys and Girls Club, YMCA Think First Pilot Begins Parent / Teacher Conferences Community Resource Fair Hero Campaign Continues Stuff­a­Truck Campaign Vertical articulation between 5th and 6th grade about Common Core Math Adoption 6th Grade Star Lab

November: United Way Campaign Staff Packer Party Mo­vember behavior incentive Minor behavior referral parent communication system Final administration of the WKCE for Reading and Math School Play: Peter Pan

December: Holiday Concerts Spirit of Christmas Participation 6th Grade Movie Night Sponsored by WEB

January: 5th Grade Classroom Visits 6th Grade Cocoa Morning Sponsored by WEB Ragtime Piano Performance

February: 5th Grade Family Orientation Parent/Teacher Conferences Staff and Parent Participation in Community Conversation

March: Solo & Ensemble 7th Grade Holocaust Presentation Middle Level Parents4Learning Articulation Begins

April: Student Talent Show Smarter Balanced Assessment Field Test

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“Take What You Need” Support Sponsored by WEB Heyde Center for the Arts Student Art Show

May: Spring Concerts Phase 1 of Student Technology Integration Announced

June: Spring Needs­Based Assessment reveal significant positive gains Staff Golf Outing School Wide Celebration: Staff vs Students Volleyball

Community Connections

Community leadership of Student Connection Groups Community leadership of Voyager enrichment courses Free public performances: choir, band, orchestra, musical Fire Department Kitchen Safety Partnership Community Resource Fair for Fall Conferences Community donations to support behavior incentives Community donations to support technical education classes Partnership with Heyde Center for the Arts: School performances of traveling groups Host site and participating school of Chippewa Mentor Program Staff participation in and facility use for Special Olympics Participation on Chippewa County coordinated services teams Staff Adopt­a­Highway project Seventh Grade community service day Facility use for YMCA, Cardinal Flight, Cardinal Hoops, Chippewa Youth Wrestling,

Chippewa Area Catholic School System, and Chippewa Youth Football Staff support of PBIS implementation at YMCA and Boys and Girls Club Charitable support of United Way, Salvation Army, Stuff­a­Truck, Spirit of Christmas Staff member representation on leadership boards for community organizations: Boys

and Girls Club, Chippewa County Voices in Prevention Action Team, Oktoberfest, Skills2Schools Program Partnership

Building Action Plan Developed in May 2013 In May of 2013, prior to the adoption of the School Learning Objective format, the leadership team of the Chippewa Falls Middle School adopted its Action Plan for the 2013­2014 school year.

Goal: To develop, implement, and assess a focused school-wide system designed

to use data-based decision making, improve individual student growth, close

the achievement gap, enhance professional practice, and result in institutional

growth.

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Priority Student Academic Skill Areas:

Reading

Math

Written Communication

Problem Solving

Successful Behavior Choices

Priority Professional Practice Foci:

Common Core Adoption

Response to Intervention

Individual and Systematic Problem-Solving

Collaboration

Differentiation for all Learners

Assessment to Inform Instruction

Grading for Learning

Effective Homework Practices

Data-Based Decision Making

Action Steps:

Systems and Processes

Action Staff Responsible Accomplish By

Refine RtI system based on 2012-2013 implementation assessment Pupil Services

Team

August

2013

Evaluate alignment between RtI system and SLD requirements; Make

needed adjustments

Pupil Services

Team

August

2013

Develop an SLD comprehensive transition plan Administration June 2013

Refine Problem-Solving Process based on 2012-2013 implementation

assessment

Pupil Services

Team

August

2013

Develop system for regular data push-outs and week-five progress

monitoring evaluation

Pupil Services

Team

August

2013

Develop staff capacity for use of RtI system and Problem-Solving

Process

Administration December

2013

Develop proposal and job descriptions to address staffing deficits in Tier

II

Administration June 2014

Redistribute staff to support implementation of Tier III Administration June 2014

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Lead team meetings around consistent Problem-Solving procedures Administration

Counselors

June 2014

Develop decision-making rules for selection of supports Pupil Services

Team

August

2013

Revise teacher and parent handbooks to include decision-making

processes

Administration August

2013

Develop decision-making rules for movement between tiers Pupil Services

Team

August

2013

Conduct data retreat for identification of students needing intervention Pupil Services

Team

March

2014

Implement Tier III of PBIS framework PBIS Leadership

Team

Training not

available

Develop Pupil Services Team Comprehensive Handbook to articulate

system, protocols, and processes

Pupil Services

Team

November

2013

Adopt district-wide intervention logs for documentation on Infinite

Campus

Pupil Services

Team

September

2013

Curriculum and Instruction

Action Staff

Responsible

Accomplish

By

Add additional SRI measure in January for use in

Needs-Based-Assessment; supplant for MAZE

Reading / English

Staff

January

2014

Develop and implement classroom common assessment for use in

Needs-Based-Assessment

Math Staff February

2014

Complete adoption of Common Core Standards for Math Math Department June 2014

Complete adoption of Common Core Standards for English / Language

Arts

Reading

Department

English

Department

June 2014

Complete adoption of Common Core Standards for Literacy in the

Content Areas; develop lesson plans

Science Staff

Social Studies

Staff

Unified Arts Staff

Music Staff

Reading Specialist

June 2014

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Examine and implement Smarter Balanced Assessment sample

questions

Math, Reading,

English Staffs

Additional Staff

where applicable

May 2014

Create and implement common formative and summative assessments All staff In progress

Differentiate curriculum and instruction to result in growth for all learners All staff In progress

Implement common paragraph writing expectations, rubrics All staff September

2013

Use assessment data to inform instruction All staff In progress

Increase collaboration between special education and general

education teaching staff

Special education

staff and core

content teachers

May 2014

Implement Read 180 in special education setting Special education

staff

September

2013

Evaluate use of Wisconsin Alternate Assessments by students with IEPs Special education

staff,

administration

September

2013

Professional Development

Action Staff

Responsible

Accomplish

By

Participate in common assessment professional development All staff December

2013

Support participation in professional development that is reflective of

building and district priorities

Administration June 2014

Design and deliver an all-staff collaboration based on Du Four’s

Professional Learning Communities framework to provide direction and

focus to collaboration groups

Administration September

2013

Incorporate professional development into all-staff and grade level

meetings

Administration

Teacher Leaders

May 2014

Utilize technology to make staff meeting and grade level meeting content

accessible to all staff

Administration May 2014

Provide development around the concepts in Fair Isn’t Always Equal by

Rick Wormeli

Administration

Teacher Leaders

October

2013

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