Continuous Improvement Process Plan - Redmond...

Redmond Middle School

10055 166th Avenue NE

Redmond, WA 98052

425-936-2440

http://www.lwsd.org/school/rms

2016 - 2017

Principal Kelly Clapp

Associate Principal Karen Belshaw

Associate Principal Michael Clark

Lake Washington School District

2016 - 2017

Continuous Improvement Process Plan

1 Redmond Middle School

TABLE OF CONTENTS

Activity

Location

Description of School --------------------------------------------------------------------------------

District Performance Targets -------------------------------------------------------------------- Page 3

School Performance Over Time ------------------------------------------------------------------ Page 4

CIP Reflection: Evaluate Outcomes ------------------------------------------------------------ Page 5

Annual School Goals -------------------------------------------------------------------------------- Page 8

Strategies to Accomplish Goals ------------------------------------------------------------------ Page 11

Parent, Family, and Community Involvement --------------------------------------------- Page 13


DESCRIPTION OF SCHOOL

Provide a description of the school, its performance history, demographic make-up,

academic focus, school culture focus, and parent/family/community engagement

strategies.

The RMS staff is proud of the work we completed last year in our continuous quest to

support all students in their learning. During the 2015-16 school year we implemented

the first year of the AVID program in our school, beginning with a class of 7th grade

students. AVID is a nationwide program designed to support students who are in the

academic middle to ensure they are ready for college. AVID is also about incorporating

best practices in instruction school-wide. All the AVID strategies are based on WICOR

(writing, inquiry, organization, collaboration and reading)) and the mission is to “...close

the achievement gap by preparing all students for college readiness and success .” In

order to improve the social and emotional safety of our school we implemented the Safe

School Ambassadors program. This program is designed to harness the power of positive

student influence to make our campus a more safe and nurturing place. To address the

needs of all students our staff used their early release time to focus on how we can

provide interventions for the students who are struggling to meet standard as well as

those who “already get it.” We are continuing this work for the 2016-17 school year.

This year to address all aspects of school culture for both the staff and students, we have

started to define “The Grizzly Way” which is kindness, honesty and pride. This is the

thread to which we will be tying all our initiatives and actions. As we are now in our

second year of AVID, 7th graders moved up to 8th grade and we have added a new class

of 7th graders. We also have a new cohort of Safe School Ambassadors, both students and

staff. Our focus will be to ensure that we are using strategies to help all our students

show growth in learning from the beginning of the year to the end, We are also learning

how to use the information from the SBA results to help us inform us of next steps to

increase student achievement. Partnering with the PTSA to develop and implement a

plan to become a National PTA School of Distinction.


DISTRICT PERFORMANCE TARGETS

Indicators Note: Indicators based on

state assessments

District

Baseline

Performance

2014-15

District

Current

Performance

2015-16

District

Target

Performance

2018 8th Graders’

on Track for

Success

% of 8th graders meeting or

exceeding state standards in

Literacy 81.1% 81.7% 92.0% % of 8th graders meeting or


Math 71.5% 73.6% 85.0% % of 8th graders meeting or


Science 83.4% 86.5% 93.0% Grade 6-8 Literacy and Math Data based on the Smarter Balanced Assessment (SBA) and

reported on the OSPI Washington State Report Card (http://reportcard.ospi.k12.wa.us/).

Process to determine District Performance Targets:

Lake Washington School District developed a strategic plan for implementation in 2013-

2018. Part of the strategic plan includes Student Learning Milestones and indicators of

student success. Many of the indicators are measured based on state testing results. A

process was implemented to set performance targets for each indicator. For the 2014-15

school year, the state adopted the Smarter Balanced Assessment (SBA) to measure

student progress in Math and English Language Arts. Due to this change the district

made adjustments to the 2018 performance targets in these areas. The performance

targets were set based on the 2015 SBA results.

http://reportcard.ospi.k12.wa.us/


SCHOOL PERFORMANCE OVER TIME

2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21

6th Graders’

on Track for

Success

% of 6th graders

meeting or exceeding

state standards in

Literacy 70.5% 83.3%

% of 6th graders


state standards in

Math 60.7% 73.3%

7th Graders’

on Track for

Success

% of 7th graders


state standards in


% of 7th graders


state standards in

Math 66.0% 69.0%

8th Graders’

on Track for

Success

% of 8th graders


state standards in


% of 8th graders


state standards in

Math 68.1% 72.2%

% of 8th graders


state standards in

Science 79.6% 82.1%

Grade 6-8 Literacy and Math Data based on the Smarter Balanced Assessment (SBA) and

reported on the OSPI Washington State Report Card (http://reportcard.ospi.k12.wa.us/).

The following steps have been taken to achieve a 95% participation rate for state assessments:

Common language on the importance of state testing is used by all schools in the district with links to the main

district website. Links on the website provide access to the ReadyWA documents.

Late start schedules have been developed to ensure students that are testing are not missing other courses.

The district is using the recommended refusal procedures and form developed by the Washington Educational Research Association. The language of “refusal” is being used instead of “opt out.

http://reportcard.ospi.k12.wa.us/


CIP REFLECTION: EVALUATE OUTCOMES

2015-16 CIP Goals and 2016 Outcomes:

Data:

Goal Achievement

(Achievement Level Descriptor)

Literacy:

6-8 ELA 79% will meet or exceed

standard on the SBA.

79% met or exceeded standard on the

SBA.

Math:

6-8 Math 68% will meet or exceed

standard on the SBA.


SBA.

Science:

8 Science 71% will meet standard on the

MSP.


MSP. Achievement

Gap Increase the percentage of all

free/reduced students who

demonstrate proficiency in

math from 34% to 50%.


math SBA.

College and

Career

Readiness

We will work to increase the

number of free/reduced

students who are enrolled in

high level math courses for

the 2016-17 school year

We have enrolled 9 of our AVID

students in either algebra or geometry

this year. Of those 9, 5 qualify for

free/reduced lunch.

School

Effectiveness: We will work to increase the

percentage of parents who

agree that is there is frequent

2 way communication

between the school and

parents from 63% to 73%

based on the Nine

Characteristics Survey.

At the time we are doing this

reflection, we do not have any data

from the survey. However, in

partnership with our PTSA we

conducted a survey and there will 5

question about school and family

communication to give us a baseline to

use as goal setting for this year. Attendance

and Discipline: For discipline our goal was to

reduce the number of office

referrals from 150 to100 by

spring of 2016.

For attendance we wanted to

reduce the number of students

who were missing class due to

anxiety.

We did not track our data accurately to

get a number, but anecdotally we

believe our numbers actually went up

due to an increase of referrals of

Special Education student

By the end of the year, our number of

students who received attendance

accommodations was 18. This is close

to the same number we had at one

point during the school year last year.


Narrative Reflection:

Narrative Reflection Process:

There were multiple scheduled activities to support the explanation of

implementation of the CIP:

Use of LEAP time for whole group review and learning or staff

Department and team meetings,

Homeroom,

Release days for core content area teachers,

The process used to analyze school and team level data included

analyzing formative and summative assessments, as well as SBA data

Specifically, teachers compared and contrasted baseline data with

summative assessments to determine student growth.

School goals were determined collaboratively, beginning with our

Builidng Leadership Team. Different departments took the lead on

different goals such as counseloring and admininstrators working on

discipline and attendance.

The process used to monitor progress throughout the year included the

following: Common Assessments; Pre-assessments and post-

assessments; Grade level team meetings, and PGE teams.

The challenges our school faced was trying to prioritize our time to

make sure this work got done in the time teams had. Our teams do not

have common planning time, so that means that all meeting time is

done during LEAP, staff meetings and times before or after school

agreed upon by individual teams. Literacy:

6-8 ELA Our CIP target for 2015-2016 for all students in 6-8 was 79%

proficiency on the end of year Smarter Balanced Assessment. At

end of year, achievement was as follows: 8th - 75.2% 7th - 77.2%

6th - 83.3%. 6th grade students exceeded the target goal for the

2015-2016 school year. 7th and 8th grade students were within

5% of the proficiency target.

Instructional strategies that have worked well and increased

achievement:

Marking the text strategies.

Text-based evidence: highlighting evidence used in a response,

explicitly teaching what text evidence is.

Independent reading projects including: analysis of story

elements, selecting and explaining evidence from text, writing to

a prompt.

Using context clues to determine vocabulary across content

areas.


Collaborating across content areas to create appropriately

formatted (MLA) citations.

Note-taking strategies from informational texts: Cornell style

notes, helping kids recognize central ideas and details.

Use of multi-media resources (eg. Audio, video, pictures,

photographs, etc.)

Social studies – primary source analysis.

Math:

6-8 Math Our CIP target for 2015-2016 for all students in 6-8 was 68% at or

above standard on the SBA and we achieved 71.6% proficiency. At the

end of last year, the achievement was as follows: 8th – 72.2% 7th - 69%

6th – 73.4%.

Classroom/Small group/ individual interventions

Based on pre-assessments, formative assessments and

classroom observations, students are provided with extension

activities, additional practice or re-teaching opportunities.

Differentiated instruction:

Large group instruction

Video tutorial

Self-pacing groups

One on one instruction

Peer to peer mentors

Modified assignments based on student understanding

Modified formative and summative assessments

Student/parent conferences

Meeting with family and student to support student’s progress

towards academic as well social and emotional growth.

Re-teaching/student reflection/test re-take

Students that are still approaching standard on summative

assessments have the opportunity to reflect and re-learn specific

topics to improve to at or above standard with a retake exam.

Co-taught classes

Students with IEPs received instruction in the grade level math

classes with general education teacher and SPED teacher.

One class in each grade level with these circumstances

Safety net

Smaller class sizes

Extra math supports outside of students’ general math class.

Science:

8 Science We noticed a drop in scores related to science application so we

will continue to focus on application and inquiry.

We reflected on grading practices over the last two years and

realized maybe we are not grading as much written work as we

had in the past, particularly at the 8th grade level.

We addressed missing work last year by developing and

implementing a 6-8 science intervention day where students

were grouped based on what they needed to do to catch up or

participate in an enrichment activity.


Achievement

Gap This continues to be an area of focus for us: all means all. We have

been working in multiple ways to provide all students with the

appropriate instruction, structure and safe environment where they

can be successful.

Implementation of AVID

Implementation of Safe Schools Ambassadors.

Increasing the number of leadership classes: all students are

welcome to enroll.

As a staff we began identifying the strategies teachers needed to

use to ensure that all students were moving toward proficiency.

This includes becoming more skilled in differentiating

classroom lessons and then providing appropriate interventions

when students aren’t learning. College and

Career

Readiness

Every student enrolled in our first year of AVID (7th grade only) showed

improvement in their grades from 6th to 7th . This includes math, where

in some previous years, we did not have a single student who qualified

for free/reduced enrolled in either algebra or geometry. School

Effectiveness: Communication was a focus for us last year.

Reminders for teachers to contact parents as soon there are

issues

Reminders to parents to communicate directly with teachers

when they have questions. We said this in meetings and I sent

out reminders via SchoolMessenger.

We had building agreements about how we use Haiku as a

communication tool, and many teachers use weekly emails to

parents regarding upcoming classroom activities and

assignments. Attendance

and Discipline: Attendance: For attendance we had a number of students who would

come to the office for breaks to due anxiety and other school-refusal

issues. We had a confidential list that we circulated among

adminstrators, counselors, and other need-to know staff that described

each student’s break expectations and when they should go back to

class. Discipline:

ANNUAL SCHOOL GOALS

2016-17 Annual School Goals: SMART Goals

Literacy:

6-8 ELA

80% will meet or exceed standard on the 2017 SBA.

Math:

6-8 Math

76% will meet or exceed standard on the 2017 SBA.


Science:

8 Science

81% will meet or exceed standard on the 2017 MSP.

Achievement

Gap Increase the number of free/reduced lunch students who meet or

exceed standard on the Math SBA from 36% -50%. College and

Career

Readiness

We will prepare our current 7th grade students so that we have 100%

of them enrolled in either algebra or geometry in their 8th grade year.

School

Effectiveness:

We will improve family engagement in our school by participating in

the National PTA School of Excellence program. Improvement will be

measured by results of family survey given in the spring, compared to

the results of the same survey given in the fall.

Attendance:

We will provide education for both staff and our parents this year in

understanding what anxiety looks like in middle school and how to

mitigate the effects in order to reduce lost school/classroom time for

students suffering from anxiety. Discipline: Develop systems and procedures to decrease the number of out of

school suspensions for our Hispanic and Special Education male

students for physical aggression and willful disobedience.

Annual School Goals: Academic Math: Our entire math department met together to review data and determine goals

based on what would be reasonable to achieve this year.

This year we have a new curriculum.

o Glencoe Math 6-8 aligned with CCSS.

o Frequent opportunities for student self-assessment towards learning targets.

o Utilizing new ALEKS tool in all math classes

Computer adaptive instruction.

Differentiated assignments based on student understanding.

Assessments with immediate retake opportunity.

Immediate feedback to students including achievement certificates.

School wide math intervention.

o Based on pre-assessments, formative assessments and classroom observations,

students below standard are provided with targeted re-teaching.

Implementation of new co-taught safety net classes.

o 7th and 8th grade safety net classes are implementing a new co-taught model

where one general education teacher and one safety net teacher provide

modified instruction.

ELA: The entire department met to determine goals. They looked at the SBA data from

the last two years.

Leveled common assessments based on SBA writing performance tasks. Writing

scores use common rubric so students can show growth and teachers can track

growth.

Continue with work started last year in vertical alignment 6-8.

Expository and Argument formal writing assignments – tracking student scores

using common leveled rubrics aligned to CCSS.


Renewed emphasis on full graded narratives (because 1/3 of students will get

narrative SBA prompt). Common assessments and rubrics.

Check-ins on larger projects to make sure students are progressing with their

work.

Pre- and post- assessments to compare performance after instruction and practice.

Monitoring source analysis and evolution of thesis statements in large history

research project.

Potential use of the District Interim SBA pilot to monitor student achievement on

the SBA and adjust instruction and support students prior to the final test.

Science: These goals were selected based on the science MSP scores published from 2015-

2016 school year. This goal gives us room to maintain proficiency given the possibility for

un-alignment on the assessment (NGSS is not assessed on the MSP even though we align

our curriculum to NGSS). The entire department reviewed data for individual students

as well as the whole class.

The science department determined that they would continue a focus on reading

and writing for content in science when they noticed that no 8th grade science

student scored showed a lower proficiency than their corresponding ELA score.

Examples include: peer to peer feedback, technical writing and formal lab reports.

Students are assessed in a variety of modalities. These assessments are aligned

to the NGSS.

The science department provides differentiation within the curriculum. On all

major assessments and assignments, there is an opportunity for students to

attempt level 4 work related to each standard. Assignments are also modified for

students.

Science curriculum is scaffolded between grade levels to support students

Students are allowed the opportunity to reflect on learning and participate in

retakes when applicable.

Annual School Goals: Achievement Gap All departments are working on learning to differentiate for all students by

participating in staff learning opportunities and/or creating differentiated

learning activities with colleagues during their team time.

We have targeted some of our struggling learners to attend our after-school Study

Lab where they receive assistance from tutors.

2nd Year of AVID (Advancement Via Individual Determination) implementation

As a school staff we are spending time learning more at culturally responsive

instruction.

We are incorporating more school-wide strategies about what it means to be an

organized student during our PACE (homeroom) time.

Annual School Goals: College and Career Readiness

We will continue to examine our processes and systems that unintentionally

create barriers/gates for some students such as how and when we test for algebra

entrance and what the criteria for entrance are.

We will continue with classroom-based discussions during the AVID elective class

on how math is needed in high school and beyond.


Annual School Goals: School Effectiveness

We are working closely with our PTSA to offer more parent education

opportunities such as how to address anxiety with their students.

We are increasing opportunities for families to attend meetings with the principal

(Coffee with Kelly) by scheduling evening sessions in addition to the morning

ones.

The expectation is that all teachers are contacting parents about their individual

students when there is either an academic or behavioral concerns.

We have ensured that all staff have access to our interpreter service so that all

families can be contacted.

Annual School Goals: Attendance Counselors and administrators are working together to provide more information

to staff and parents about understanding how anxiety affects student performance

and attendance.

Each student who is experiencing anxiety issues has an individual plan written

for them by counselors. That plan is communicated to staff on a need to know

basis and is designed to reduce the amount of time the student is out of

school/class.

Annual School Goals: Discipline

We have a team that is focusing on furthering their learning about the social-

emotional needs of our students. This is in response to a presentation we had

from a speaker during August training and is designed to prevent behavior issues

from occurring in the classroom.

We use data from our Safe School Ambassador program to preempt emerging

behavior concerns such as exclusion and teasing.

Many teachers have students fill out reflection forms when there is a behavior

issue in order to provide them with the time to see the implication of the choice

they made.

Administrators are focused on making each meeting with a student about a

discipline issue an educational opportunity.

INSTRUCTIONAL STRATEGIES AND REQUIRED RESOURCES

Goal Area Math Strategy to

support goals

Differentiated lessons and more frequent interventions

Professional

Learning

needed

They need time to become familiar with all the new material and options associated

with the Glencoe curriculum.

There is a small team that is using time allotted during staff meetings to dig further

into the curriculum and develop differentiated lessons.

The 6th grade team is using a data teams process to determine interventions

needed.

Several Math teachers have attended trainings in how to use ALEKS effectively.

The team is regularly sharing materials and strategies with colleagues from other

schools.


Resources

needed

Time

Responsible

individual or

team

All math teachers

Goal Area Literacy Strategy to

support goals

Marking the text and explicit teaching of what text evidence is

Professional

Learning

needed

None

Resources

needed

Time to work with grade level teams

Responsible

individual or

team

All ELA and AVID elective teachers.

Goal Area Science Strategy to

support goals

Alignment of assessment to Next Generation Science Standards (NGSS)

Professional

Learning

needed

Attend content specific conferences such as the National Science Teacher’s

Association

Attendance at District level curriculum trainings

Knowledge of changes in state standards associated with the NGSS

Resources

needed

Time to meet with team members and compare data on common leveled

assessments.

Time to develop activities and assessments associated with new curriculum

Responsible

individual or

team

All science teachers

Goal Area School Effectiveness Strategy to

support goals

Work with the PTSA to find ways to better engage our families with RMS

Professional

Learning

needed

None

Resources

needed

Survey Data and time to share with staff.

Responsible

individual or

team

PTSA Presidents, RMS Staff

PARENT, FAMILY, AND COMMUNITY INVOLVEMENT


Strategies to involve parents, families, and the community in the Continuous Improvement

Process

We will share goals during both our PTSA meetings and Coffee with Kelly and ask for

input about how we are working to ensure progress toward meeting the goal.

Strategies to inform parents, families, and the community about the Continuous

Improvement Process

We will post the CIP to our website and inform our families when it is ready for

viewing via SchoolMessenger

We will have a copy of our CIP in the main areas of our office (Attendance/ASB

window and Student Services) for parents and community members to look at while

they are in our school.

Continuous Improvement Process Plan - Redmond...

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