Reaching for the Stars: Exploring New Destinations in 2012-13.

Seaford Middle School

Experience the Seaford Advantage

Reaching for the Stars: Exploring New Destinations in 2012-13

Literacy

Increase the percentage of

students meeting

and exceeding the standard on

the Reading DCAS

Assessment

Breakdown by Subgroups


SMS Reading Subgroups

Fall%

Prof.

Spring I%

Prof.

Spring II%

Prof. AYP

African American 23% 27% 58%

Hispanic 46% 59% 60%

ELL 6% 19% 52%

Special Education 6% 14% 42%

Multicultural 36% 38% 74%

White 54% 56% 79%

All 33% 46% 70%

Breakdown by SubgroupsMathematic

s


students meeting and exceeding the

standard on the Mathematics DCAS

AssessmentReaching for the Stars: Exploring New Destinations in 2012-13

SMS Subgroups

Fall % Profici

ent

Spring I %

Proficient

Spring II %

Proficient

Goal ~ AYP

ELL 8% 18% 52%

Special ED 3% 8% 42%

Hispanic 39% 48% 60%

White 37% 51% 79%

Multicultural 27% 38% 74%

African American 16% 28% 58%

All 29% 42% 70%

School Climate

Decrease the overall number of

referrals generated by 10% at the

conclusion of the 2012-2013 school

year. (900-810)

*Bullying *Repeat Offenders

*Defiance of School Authority (158 to 142)

*Disruption of the Educational Process (110 to 100)

Targeted Areas:


UPDATE

2011 SPRING and 2012 FALL COMPARISON

% of Grade Level

Students Meeting or Exceeding Standard on

the Reading DCAS

90

80 76%

70 67% 63% 67%

60

50 44%

40 38% 39%

30

20

10

0

SIMA 6TH 7TH 8TH

GRADE LEVEL

40%

Literacy


students meeting

and exceeding the standard on

the Reading DCAS

Assessment

Breakdown by Subgroups


SMS Reading Subgroups

% Prof.

# of Students AYP

% of increase

# of stude

nts

African American 23% 58 58% 35% 88

Hispanic 46% 40 60% 14% 12

ELL 6% 2 52% 46% 16

Special Education 6% 8 42% 36% 48

Multicultural 36% 24 74% 38% 25

White 54% 185 79% 25% 86

All 33% 264 70% 37% 297

MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT

-SOAR to Success

-Treasures and Triumphs assessment data

-William and Mary assessment data

-Junior Great Books assessment data

-Coaching walk-throughs (coming soon)

-Formal observations

-Data from DCAS, MAPS, DCAS ALT-1

-Lesson Plans

-Classroom Formative and Summative assessments

-Progress Monitoring

-Report Cards and Progress Reports

-Read 180 assessment data

-Compass/Odyssey data (after/during) 75/125

-IEP Goals

-Boost-Up

-Spring Board (coming soon)

-Learning Point Navigator

-Summative/Formative Benchmark Data

PROCESS MANAGEMENTTo reach our goals the staff will work cooperatively in grade level teams and PLCs to:

• Collect, analyze and disaggregate data from multiple sources to guide instruction, enrichment and intervention decisions (DCAS, MAPS, formative and summative student data.)

• Implement and evaluate research based intervention programs based on academic needs for targeted students (African American and Special Education) : Treasures, READ 180, Triumphs, William and Mary, Junior Great Books

FACULTY AND STAFF FOCUS

·LFS/Skillful Teacher·Co-Teaching·Reading Specialist·Read 180·CSI Team·SDT·Walk-Throughs·SIP·PLC/PD

How do we plan

on achieving our literacy

goal?

Action steps/objectives/ processes Timeline

Person(s) Responsible

Resources Needed Monitoring tools or data points (formative &

summative)

Monitoring: Date and by whom

Provide focused reading instruction for all students (Tier 1) in grades 5 – 8 who read below grade level or need reading support, with emphasis on African American and Special Education Students

All reading/ELA teachersAll Special Education TeachersELL Support ParaPLC Teams

DCASMAPS-RELA Curriculum Junior Great Books William and Mary Treasures and Triumphs SOAR to SuccessSDTReading Specialist

Ongoing classroom observations Formative and summative assessments

Quarterly review of data specific to action plan by ELL Support Para, PLC teams, All reading/ELA teachers, All Special Education Teachers, Reading Specialist, SDT and Administration Team

Create pull-out for targeted subgroups (Tier 2 and 3) to provide reading instruction

All 5-8 content and workshop teachers/PLC teamsReading SpecialistsELL Support ParaAll Special Education TeachersIntervention Teacher Para

Workshop/RTI: QUEUE books Learning Point NavigatorSmall Group Instruction/Pull-Out: SOAR to success READ 180 Odyssey/Compass System 44

Pre and Post Tests for DCAS content skillsMAPS/DCAS dataOdyssey/Compass dataLexile Scores for READ 180

Tri-Annual review of data specific to action plan by ELL Support Para, PLC teams, All reading/ELA teachers, All Special Education Teachers, Reading Specialist, SDT and Administration Team

Conduct classroom walk-throughs to look for high impact literacy strategies to determine professional development needs.

SDT, administration team

SDTReading SpecialistEDCo-teaching specialist

Walk-through tool Levels of questions Differentiated activities Formative and

Summative Assessments

Critical Thinking strategies

Opportunities for collaboration

Monthly data report compiled by SDT and discussed with administration team and district office supervisors.

Teachers will provide opportunities for developing critical thinking strategies through the development and use of Bloom’s higher order questioning in class, in planning lessons, and on assessments

All 5-8 teachersAdministration TeamSDT

Professional Development from Critical Thinking Consortium

Walk-throughs SDT Classroom/DPAS II

Observations PLC discussions

Administration TeamAll complete by end of 2012 – 2013 school year

Students will read 20 minutes per night and/or 20 books per year. These books will come from Seaford Middle School’s Media Center.

Homeroom TeachersMedia SpecialistReading Specialist

Reading Log kept by student with Lexile scores recordedAlert Now announcements to remind all and targeted students of the reading goal

Monitored in homeroom with a SSR period of 10 minutes for 5th, 6th and 8th grade and 7th grade would find 10 minutes within the day

Homeroom TeacherWeekly check of reading logsQuarterly review of all school data of logsCompletion of goal by end of school year

Literacy Plan In Action

Asked to read at

least 3 nights a week!

Use our Reading Logs to record this

data on! This data will be collected by

ELA teachers

SMS Fall Math DCAS Proficiency

FALL PROFICIENCY

WHERE

Are we

NOWIn

Math?

ELL

Special ED

Hispanic

White

Multicultural

African Am

erican All

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

58%

42%

63%

80%75%

57%

71%

2012 Fall MATH DCAS Proficiency Compared to 2012 Spring AYP Goal

UPDATE

DCAS

MAPS

Breakdown by SubgroupsMathematic

s


students meeting and exceeding the

standard on the Mathematics DCAS

AssessmentReaching for the Stars: Exploring New Destinations in 2012-13

SMS Subgroups

% Proficient

# of Students,

Goal ~

AYP

# of Students

% of Goal Increase

# of Student

Increase

ELL 8% 3 52% 20 44% 17

Special ED 3% 4 42% 57 39% 53

Hispanic 39% 36 60% 56 21% 20

White 37% 131 79% 282 42% 151

Multicultural 27% 17 74% 48 47% 31

African American 16% 45 58% 163 42% 118

All 29% 230 70% 563 41% 333

How do we planon achieving our

goal?


·Co-Teaching·LFS/Skillful Teaching·CSI Team·SDT·Walk-Throughs·SIP·PLC/PD·CCSS alignment

PROCESS MANAGEMENTTo reach our goals the staff will work cooperatively in grade level teams and PLCs to:

• Collect, analyze and disaggregate data from multiple sources to guide instruction, enrichment and intervention decisions (DCAS, MAPS-M, formative and summative student data.)

• Implement and evaluate research based intervention programs based on academic needs for targeted students (African American and Special Education) : Queue, Odyssey/Compass, Learning Point Navigator, Math MAPS+

MEASUREMENT, ANALYSIS, AND KNOWLEDGE

MANAGEMENT-Skill based pre and post tests

-Coaching /walk-throughs

-Formal observations

-Data from DCAS, MAPS-M, DCAS ALT-1

-Classroom Formative and Summative assessments

-Progress Monitoring

-Report Cards and Progress Reports

-Compass/Odyssey data

-IEP Goals

-Boost-Up

-Spring Board (coming soon)

-Learning Point Navigator

-Summative/Formative Benchmark Data

New Math Interventionist was

hired

Action steps/objectives/ processes Timeline

Person(s) Responsible

Resources Needed Monitoring tools or data points (formative &

summative)

Monitoring: Date and by whom

Provide focused math instruction for all students (Tier 1) in grades 5 – 8 who perform below grade level or need additional support in the area of math, with emphasis on African American and Special Education Students

All math teachersAll Special Education TeachersELL Support ParaPLC Teams

DCASMAPS-MMath Curriculum CMP IMPSDT

Ongoing classroom observations Formative and summative assessments

Quarterly review of data specific to action plan by PLC teams, All mathematics teachers, All Special Education Teachers, SDT, and Administration Team

Create pull-out for targeted subgroups (Tier 2 and 3) to provide mathematics instruction

All 5-8 content and workshop teachers/PLC teamsAll Special Education Teachers

Workshop/RTI: QUEUE books Learning Point

NavigatorSmall Group Instruction/Pull-Out: Odyssey/Compass

Pre and Post Tests for DCAS content skillsMAPS-M/DCAS dataOdyssey/Compass data

Tri-Annual review of data specific to action plan by PLC teams, All mathematics teachers, All Special Education Teachers, SDT, and Administration Team

Conduct classroom walk-throughs to look for high impact mathematics strategies to determine professional development needs.

SDT, administration team

SDTEDCo-teaching specialist

Walk-through tool Levels of questions Differentiated

activities Formative and

Summative Assessments

Critical Thinking strategies

Opportunities for collaboration

Monthly data report compiled by SDT and discussed with administration team and district office supervisors.

Teachers will provide opportunities for developing critical thinking strategies through the development and use of Bloom’s higher order questioning in class, in planning lessons, and on assessments.

All 5-8 mathematics teachersAdministration TeamSDT

Professional Development from Critical Thinking Consortium

Walk-throughs SDT Classroom/DPAS II

Observations PLC discussions

Administration TeamAll complete by end of 2012 – 2013 school year

Students will practice their basic multiplication and division facts by using flash cards (paper cards or internet sites) for 10 minutes per night

Math TeachersSpecial Education teachers

Math Fact Log kept by studentsAlert Now announcements to remind all and targeted students of the mathematics goal

Monitored in math classrooms by using Power Drills

Math TeacherWeekly check of Math Fact logsQuarterly review of all school data of logsCompletion of goal by end of school year

Math Plan in Action

Asked to take 2 opportunities to

“re-do” their math! Use our Math Logs to record this data

on! This data will be collected by

Math teachers

School Climate

Decrease the overall number of

referrals generated by 10% at the

conclusion of the 2012-2013 school

year. (900-810)

*Bullying *Repeat Offenders

*Defiance of School Authority (158 to 142)

*Disruption of the Educational Process (110 to 100)

Targeted Areas:


Asked to be the 1 that makes the

difference at SMS each week!

THE PLEDGE will challenge students to make a commitment to building others up rather than tearing them down. It's a pledge to be part of the solution - a call to step up and make a

difference.


• PD on Diffusing Techniques and Diversity

• Refresher PD in October, January and April months

• Workshop on a 3 day cycle (with Literacy and Math)

• CSI Team to address interventions and supports

• PBS Implementation • Programs

MEASUREMENT, ANALYSIS, AND KNOWLEDGE

MANAGEMENT• Administrative Walk

Throughs• SDT Walk Throughs• Formal

Observations• Student

Conversations• Parent/Guardian

Conversations• Data review of

referrals• Pre-Referral

Process• School Climate

Survey

PROCESS MANAGEMENTTo reach our goals the staff will work cooperatively in departments, teams, and cohort planning groups to:

• Collect, analyze & disaggregate data from multiple sources to guide instruction/intervention decisions.

• Implement and evaluate research based intervention programs

• Implement PBS as a school-wide initiative • Plan instructional activities that engaging

to our students to keep them in active learning every day.

School Climate Plan in Action

SMS Literacy Intervention Odyssey: Compass Learning (Boost Up,

ELL) Read 180 Reading Log 3-2-1 System 44

District Interventions Reading Specialist Parent Information Center Response To Intervention IST Co-teacher Race To The Top Measure Academic Progress Literacy Assessments Delaware Comprehensive Assessment

System

SMS Math Intervention Odyssey: Compass Learning (Boost Up,

ELL) Math log 3-2-1 Math Interventionist

District Interventions: Response To Intervention Parent Information Center IST Co-teacher Race To The Top Measures of Academic Progress State Math Assessments: Delaware Comprehensive Assessment

System

SMS Climate Intervention Academic Behavior Intervention Log Child Support Intervention 3-2-1 PBS/SOS District Interventions: School Climate Discipline Committee Parent Information Center Positive Behavior System Professional Learning Community School Success Team IST

Assessments: Surveys Academic/Discipline data –

SOS Events

SMS Needs Clear communication ~ ex. One contact for professional development Co-teaching training MAPS training Follow-through Goal-setting Consistency in procedures, protocol, among schools (articulation process) Timely resources Elementary/Secondary vertical alignment Common Core Standards Common summative assessments aligned with CCSS Student success? What happens to those who do not pass their grade with

interventions? Inform parents/community about bullying Refer to Family Resource Center New parent service provider Parental involvement Read 180 ~ Shortened diagnostic test, placement of students Technology Math Interventions (have teacher but need materials) Time for SDT and reading specialist to meet, work with content teachers, IST, and

other Funding Transportation

Faces of the FutureI never meet a ragged boy in the street without

feeling that I may owe him a salute, for I know not what possibilities may be buttoned under his coat.

~James A. Garfield~

Reaching for the Stars: Exploring New Destinations in 2012-13.

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Transcript of Reaching for the Stars: Exploring New Destinations in 2012-13.