Olson Middle SchoolQuarterly Review #1, October 2013:

Quarterly Review Goal & PurposeGoal: The goal of the SIP Quarterly Review process is to increase academic outcomes for ALL students with particular attention to closing the achievement gap.

Purpose: SIP QR #1 will provide a discussion framework for answering the following questions:• Where are we now?• Where are we going?• How will we get there?• How will we monitor progress?

Emphases:• Share our plan for the year (SIP) • Identify challenges and opportunities for additional support• Ask and answer questions regarding SIP

Mission & Vision: Olson Middle SchoolMission:The mission of Olson is to create a culture that will instill in our students the intellectual, social and personal habits of mind necessary for success in college. We are a 6-8 grade school that offers a learning environment where students are the center of academic achievement as well as personal development that teaches students how to have lifelong learning and success.

Vision:Every student college-ready

School Leadership:Olson Middle SchoolInstructional Leadership Team (ILT)

Principal: Karon Cunningham Assistant Principal: Evelyn Kimble Assistant Principal Intern: Bart Johnson Instructional Facilitator: Jeff Wendelberger Math Coach: Cheryl Tucker

Building Leadership Team ILT Grade-level representatives Special Education Faculty English Language Learner Teacher Mental Health Professionals Support Staff

Demographic DataOlson Middle School

Gender Racial & Ethnic Groups Socioeconomic Status Special Education Status English Learners Status Students’ Home Language

Racial & Ethnic Demographics

72%3%

14%

2% 9%

Ethnicities of Students, 2013-2014 (N=346)

African Amer-icanAmerican IndianAsianLatinoPacific IslanderWhite

Socioeconomic Status

5%

95%

Socioeconomic Status Based on Free & Reduced Lunch Count, 2013-2014

(N=346)

Full Pay LunchFree/Reduced Lunch

Special Education Status

28%

72%

Students Receiving Special Education Services vs. Students Not Receiving

Special Education Services, 2013-2104 (N=346)

Special EducationNon-Special Educa-tion

School Culture & ClimateOlson Middle School

Communication Stakeholders Staff Survey Results Summary Tripod Student Surveys 2012-2013 Climate Goals Meeting Climate Goals Attendance & Engagement Students: Behavioral referrals, removals, suspensions

Climate Goals in the School Improvement Plan

The number of student receiving suspensions at Olson Middle School will decrease by 30% from 2013 to 2014 and an additional 20% in 2015.

The number of African American students who are suspended at Olson Middle School will decrease by 30% from 2013 to 2014 and an additional 20% in 2015.

Meeting the Climate GoalStrengths:

Weekly JAM Sessions Monthly Staff Meetings Collaborative Team Meetings Weekly Content PLCs Weekly PBIS Meeting to review data (representatives from

grade levels, specialist, special education, ELL, support staff, and Check & Connect)

Parent Conferences with grade level teams and support staff Relationship building (gender based groups, staff mentoring,

and Cargill e-mentoring) Student recognitions (attendance, academic, behavior, and

sports) New teachers assigned building teacher mentors

Meeting the Climate GoalChallenges:

Teacher turnover (new teachers to the building; the entire 7th grade is new)

Two new support staff (7th grade team without assigned grade level behavior support for 1 month, as of October 18, 2013)

Unfilled positions (new SERT, math, Specialist (due to teacher going to District office)).

Integrating students from Cityview, Charter, Day Treatment Programs, JDC and SPAN into Olson’s culture

Multiple students with mental health issues (treated and untreated)

Gang conflicts

Meeting the Climate GoalKey Actions and Monitoring:

PBIS team will examine data weekly Professional development: Teach Like a Champion (Lemov,

2010). All teachers and behavior support staff will receive training to develop school-wide common strategies to:

▪ build relationships ▪ teach expectations▪ manage classrooms

Social-emotional learning during Advisory on Mondays▪ Peacemaking Circles▪ Second Step

Weekly Student Mentoring (Cargill e-mentoring, staff-students)

Student Support groups (Gender based)

Attendance & EngagementOlson Middle School

Attendance

A (95%+) B (90%+) C (85%+) D (85% & below)

01020304050607080

Percentage of Students Meeting Attendance Grade Categories

2011-20122012-20132013-2014

Attendance Grade Categories

Perc

enta

ge o

f Stu

dent

s

Engagement: Behavioral Referrals

0 1 2 3 4 5 6 7 8 9 10 110

50

100

150

200

250 250

4321 10 4 7

5 1 0 1 0 1

No Referrals vs. Referrals, 9/27/13, (N=343)

Number of Referrals Received

Num

ber

of

Stud

ents

Racial Ethnicity: Student Behavioral Incidents

72%3%

14%

2% 9%

Ethnicities of Stu-dents,

2013-2014 (N=346)African Amer-ican

American Indian

Asian

Latino

Native Hawai-ian/Pacific Is-lander

White

99%

1%

Behavioral Inci-dents by Ethnicity, 2013-2014 (N=275)

African Amer-icanAmerican IndianAsianLatinoNative Hawai-ian/Pacific Is-landerWhite

Attendance & Behavior Data Summary The number of students with 95% attendance

is up from the previous two years. 93 students have received one or more

referrals this school-year Racial disproportionalities exist in number of

behavioral incidents:▪ African American students are over-represented by 27%▪ Asian students are under-represented by 14%▪ American Indian students are under-represented by 3%▪ Latino students are under-represented by 2%▪ White students are under-represented by 8%

Attendance & Behavior Data SummaryStrengths:

Collaboration with SSW, Attendance SSPA and Check & Connect staff (Attendance Team)

Daily check-ins with students and Attendance Team) Home visits Phone Calls (Robo-calls and Attendance Team staff) Three-Day absence letters Contracts with students

Attendance & Behavior Data SummaryChallenges:

Inaccurate data (Discovery – reserve teachers) Missing or inaccurate and lack of current contact

information (after repeated attempts to obtain) New Discovery training not currently available to

attendance team staff (District waiting for Discovery update)

Transportation (buses not picking up students, new drivers not aware of routes)

Key Actions: Continue to focus on the strengths

Systemic Professional PracticesOlson Middle School

PLCs(1-2 Slides)

Strengths: Returning teachers (6/15) are familiar with and have used Data Team cycles ELA and Math use MAP and MCA data to differentiate and focus

instruction ELA and Math professional development is responsive to

staff/student needs

Challenges: Uniformity of data use across all content areas. Reading and math use MAP and MCA data; Social Studies and science are in the process of implementing the Data Team cycle.

Key Actions: Bart Johnson to facilitate Science PLC. Evelyn Kimble to co-facilitate Social Studies PLC Whole school PLCs around AVID Critical Reading and SOEI.

Monitoring: ILT, and math, science, and ELA PLCs. Data team results are shared in team meetings.

Professional Learning Communities

Challenges to Systemic Practices: New Staff

2010-11 2011-12 2012-13 2013-140

2

4

6

8

10

12

14

16

New Support StaffNew Teachers

Focused InstructionStrengths:

Scope & Sequence: teachers are aligning instructional pacing with curriculum guides.

Learning Targets: teachers consistently communicate and make visible (2012-2013 Tripod Survey – Consolidate was 60% (exceeded District average)).

Formative Assessments: most teachers are using the benchmark assessments

Differentiation: The ELA/ESL collaboration at all grade levels to align programs; Focus math classes.

Analysis and Response: Most content/grade-level teams utilize assessments to inform team planning. (Long classes)

Challenges: 10/10 teachers in FI grades are new to district and/or new to FI. Teachers are challenged of following grade level expectations and

providing differentiated skills instruction based on academic needs.

Focused Instruction

Key Actions: Schedule includes 2 “Long” sections of ELA and Math to address foundational skills instruction.

Monitoring: Benchmark tests in PLCs.

Needs for Support: Training for teachers who are not trained (substitutes for FI days).

Master Schedule: Olson Middle School, 2013-2014

6th Grade

7th Grade

8th Grade

9:30 - 10:15 Advisory   9:30 - 10:15 Advisory 9:30 - 10:15 Advisory                   

10:15-11:15 Elective  Focus 10:15-11:30 Long Enrich. 10:15 - 11:30 Long  Enrich.           

11:15-12:07 Short   11:30-12:25 Elective  Focus 11:30-12:00 Lunch             

12:07 - 1:00 Short   12:25 - 12:55 Lunch   12:00-12:52 Short               

1:00 -1:30 LUNCH   1:00-2:15 Long Reading 12:52-1:45 Short         

1:30 - 2:45 Long Enrich. 2:15 - 3:05 Short 1:45-2:45 Elective Focus             

2:45 - 4:00 Long Reading 3:05-4:00 Short   2:45 - 4:00 Long  Reading

Student Achievement DataOlson Middle School

MMR & Focus Ratings

Multiple Measures RatingNon-Designated Site (2013)

MMR increased from 24.40% in 2012 to 26.44% in 2013. FR increased from 28.15% in 2012 to 33.78% in 2013.

MMR vs. FRPL for Title 1 MPS Middle SchoolsSchool MMR % FRPL %Northeast 11.63 80.8Anwatin 12.52 82.3Olson 26.44 92.8Sanford 38.59 62.5Ramsey 59.48 41.6Anthony 67.63 38.5

Note the inverse relationship between MMR and FRPL with Olson as the exception.

Focus Rating vs. FRPL for Title 1 MPS Middle SchoolsSchool Focus

Rating %FRPL %

Northeast 12 80.8Anwatin 12 82.3Sanford 28.44 62.5Olson 33.78 92.8Ramsey 59.48 41.6Anthony 67.63 38.5

Note the inverse relationship between Focus Rating and FRPL with Olson as the exception.

Student Achievement DataOlson Middle School

Mathematics

Student Achievement: MCA Math, All Students

2010 2011 2012 2013State 64.7% 56.0% 61.3% 60.2%MPS 45.9% 37.6% 39.3% 42.2%Olson 33.8% 23.0% 24.5% 25.5%

Racial Achievement Gap: Math MCA, 2009-2013

2009 2010 2011 2012 20130

102030405060708090

100

African AmericanAmerican IndianAsianLatinoWhite

Perc

ent

of P

rofic

ient

St

uden

ts

Math Growth by Ethnicity

Math Data Summary from 2012-2013 Olson students performed below the State and District

averages in math proficiency on the MCA Olson students performed ~20% lower than their MPS

peers on the MAP one-year’s growth metric Asian students performed higher than the District average

for one-year’s growth Asian students performed the highest in both proficiency

and growth On MCA proficiency, there was a racial achievement gap

between students:▪ 39% of Asian students were proficient▪ 33% of American Indian students were proficient▪ 28% of White students were proficient▪ 22% of African American students were proficient▪ Cell size for Latino students was too small to report (N=5)

Math Goal from the School Improvement Plan The percent of all students in all

grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Math MCA-III at Olson Middle School will increase from 17 % in 2013 to 30% in 2014 and to 45% in 2015.

Professional Practices: Math Weekly Professional Learning Communities Teacher observations with feedback (Math Coach) Data team cycles/common assessments uncover

student strengths and foundational needs 2 Math teachers per grade level allow for small

class sizes and individualized instruction 2 “Long” Periods allow for foundational skill

instruction Extended day programs will focus on building

mathematical strategies and competencies (the data from Data team cycles will determine the strategies)

Student Achievement DataOlson Middle School

Reading

Student Achievement: MCA Reading, All Students

2010 2011 2012 2013State 72.4% 74.0% 75.3% 57.6%MPS 52.5% 56.2% 56.9% 41.8%Olson 45.3% 46.2% 49.5% 25.8%

Racial Achievement Gap: Reading MCA, 2009-2013

2009 2010 2011 2012 20130

102030405060708090

100

African AmericanAmerican IndianAsianLatinoWhite

Perc

ent

of P

rofic

ient

St

uden

ts

“Red Zone” Reading Trend Data: MCA, 2009-2013

2009 2010 2011 2012 20130

102030405060708090

100

OlsonAnthonyAnwatinNortheastRamseySanford

Perc

ent

of S

tude

nts

Rea

ding

in

the

“Red

Zon

e”

Reading Growth by Ethnicity

Reading Data Summary from 2012-2013 Olson students performed 35% below the State and 18% below

District averages in reading proficiency on the MCA Olson students performed 13% lower than their MPS peers on the

MAP one-year’s growth metric American Indian students and students in Special Education

performed higher than the District average for one-year’s growth American Indian students performed the highest in both

proficiency and growth On MCA proficiency, there was a racial achievement gap between

students:▪ 34% of American Indian students were proficient▪ 33% of White students were proficient▪ 31% of Asian students were proficient▪ 23% of African American students were proficient▪ Cell size for Latino students was too small to report (N=5)

Reading Goal from the School Improvement Plan The percent of All Students in all

grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Reading MCA-III at Olson Middle School will increase from 18 % in 2013 to 30% in 2014 and to 45% in 2015.

Meeting the Reading GoalProfessional Practices: Where are we now?

Weekly PLCs (Data Team Cycles) Common Core Professional Development Conscious creation of a literacy culture 4 days per week leveled reading strategy instruction 20-minutes of self-selected reading per day (IMGREATT) AVID Critical Reading Strategies school-wide 20 minutes of reading at home per night Extended day programs incorporate comprehension

strategies 2 “Long” periods allow for foundational skill instruction

Systematic Vocabulary InstructionStrengths:

ELA/EL collaboration – EL teacher collaboratively plans and co-teaches with each grade level ELA teacher

School-wide teaching of Tier II vocabulary through Word of the Day

Professional Development in PLCs on Academic Language provided by the EL teacher

Challenges: Finding collaborative time Keeping up with the FI pacing and teaching (based on

the needs of our students

Systematic Vocabulary InstructionKey Actions:

Master Schedule has been designed to facilitate ELA/EL co-teaching and Word of the Day vocabulary instruction

Utilize curriculum guides in Focused Instruction that focuses on academic and content language

Monitoring: Data team cycles monitor use of academic language

Needs for Support: Availability of Reserve Teachers to allow opportunities to attend Professional Development training

Family & Community EngagementOlson Middle School

Family & Community EngagementStrengths:

Diversity of approaches to engage families (AVID, Get Ready, Beacons, CPEO, Project Success, Family Nights, sporting events)

Diversity in language and culture of our families (Hmong New Year, Black History)

Challenges: Transportation Families whose students are struggling the most are

the ones that we see the least and have the most difficulty involving in their child’s education

Family & Community Engagement

Fall 2012 Fall 201305

10152025303540

Family Information Night Attendance

Num

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s’ P

aren

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Atte

ndin

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Fall 2012 Fall 2013020406080

100120

Fall Parent-Teacher Conference Atten-

dance

Num

ber

of S

tude

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Par

ents

A

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Family & Community EngagementKey Actions:

Personal phone inviting parents to conferences and school events

Phone calls to build relationships and to provide positive feedback on academic and behavior improvement.

Team conferencing with parents for readmit meetings and to address academic and behavior concerns.

Quarterly family nights Parent Training (Parent Portal and CPEO) Invite families to student performances and student

recognition programs. Computer give-away Grade Level competitions Robo-calls in two languages (English and Hmong)

Family & Community EngagementMonitoring:

Parents sign-in/sign-up Parent surveys Verbal feedback

Needs for Support: Parent resource room (computers; information on

employment, housing, training, community challenges, drug/alcohol addictions, mental health)

Families and community have access to wrap around services to meet the social, emotional, psychological and health needs of our students

Questions/Comments

Next Steps