BULL RUN MIDDLE SCHOOL Advisory Meeting, January 26, Program Evaluation

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Kelley Jacobs
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1 BULL RUN MIDDLE SCHOOL Advisory Meeting, January 26, 2017 Program Evaluation

2 Bull Run Middle School Vision Soaring To Excellence- Every Student Learning at High Levels Every Day 2

3 Bull Run Middle School Mission Mission Statement: The Bull Run Middle School community strives to ensure that every student can read, write, speak, and think at high levels across the curriculum to ensure they are prepared to successfully function at the next level. 3

4 Strategic Plan Overview STRATEGIC OBJECTIVE (MEASURE) a Each year, all schools will meet or exceed all ESEA Annual Measurable Objectives (AMO) in reading and mathematics, as defined by the Virginia Department of Education (VDOE) b Each year, all schools will demonstrate growth and improvement in student achievement by increasing their pass rates on state assessments for all students and groups of students. IMPROVEMENT STRATEGY 1. Implementation of a Structure of Interdisciplinary Teaming and Thematic Instruction at the Middle School Level 2. Standards Based Learning and Assessment Techniques

5 Strategic Plan Overview: Improvement Strategy 1 1. Interdisciplinary Teams of teachers will use student assessment data to establish interventions for attendance, behavior, and academic improvement through a pre-intervention process. Students and parents will be involved in the process. 2. Interdisciplinary Teams will be created at each grade level with teachers working with a focused group of students, with a common schedule and a common planning time. 3. Staff will meet in a collaborative learning team based on assignment of students and coordinate major test, projects and assignments. Teachers will collaborate so topics align across content areas. Development of interdisciplinary units will occur on teams.

6 Strategic Plan Overview: Improvement Strategy 1 4. Teachers on an interdisciplinary team will combine their expertise to the process of integrated planning, teaching and assessment of the core subjects. Teachers will also share a common planning time to engage in the process on interdisciplinary teaching and learning. 5. The concept of a flexible schedule will be implemented to allow teachers to adjust schedule, groups of students, and develop intervention, remediation, and enrichment opportunities for students. Teachers will also create time for team building activities and programs.

7 Strategic Plan Overview: Improvement Strategy 2 1. Teachers will work in collaborative learning teams to increase knowledge and skills of the five key components to classroom assessment quality. Teachers will continue to develop the assessment process as a technique to improving student achievement. 2. The effectiveness of formative, interim, and summative classroom assessment practices will require ongoing monitoring and review through the collaborative learning team process and discussions with the leadership team.

8 Strategic Plan Overview: Improvement Strategy 2 3. The staff will participate in on-going school based professional development with a focus on developing the skill and craft of quality classroom assessment. 4. Under the Keys to Quality Classroom Assessment, Staff will Incorporate Key Assessment Quality #5 as a strategy (Student Involvement) to close the achievement gap of ELL and SWD.

9 Grading Smarter Not Harder Myron Dueck School Wide Staff Development related to standards based grading and assessment techniques.

10 Program Evaluation: What makes up and effective middle school program 1. Establish baseline by designing assessment measures to capture current practices: Benchmark assessments 2. Performance Indicators: Learning Targets and Curriculum Objectives Program Measurements: Student Outcomes Teacher Outcomes Climate Variables 3. Collect Data of Current Practices 4. Compare data of current practice with best practices and baseline data 5. Prioritize and develop plans to address discrepancies. 6. Report and Maintain assessment data for continuous improvement practices.

11 6 th Grade Progress School Year Baseline Data: Reading Overall 83%, Special Education 40%, ELL 41% Math Overall 86%, Special Education 38%, ELL 57% Current Data based on 1 st quarter benchmark indicators: Reading Overall 94%, Special Education 82%, ELL 66%, Focus Students 68% (13/19) Math Overall 90%, Special Education 67%, ELL 55%, Focus Students 40% (4/10)

12 7 th Grade Progress School Year Baseline Data: Reading Overall 86%, Special Education 40%, ELL 41% Math Overall 82%, Special Education 38%, ELL 57% Current Data based on 1 st quarter benchmark indicators: Reading Overall 67%, Special Education 33%, ELL 27%, Focus Students 25% (7/28) Math Overall 76%, Special Education 57%, ELL 42%, Focus Students 50% (7/14)

13 8 th Grade Progress School Year Baseline Data: Reading Overall 80%, Special Education 40%, ELL 41% Math Overall 90%, Special Education 38%, ELL 57% Current Data based on 1 st quarter benchmark indicators: Reading Overall 72%, Special Education 28%, ELL 21%, Focus Students 16% (1/6) Math Overall 90%, Special Education 54%, ELL 84%, Focus Students 80% (8/10)

14 Factor That Impact Current Progress School Year Baseline Data: Reassessment Practices Reflection Practices on Learning Targets Focus Groups of Students: Team Approach, Parent Involvement, Interventions. Interventions include tutoring and CAI for 8 th grade students.

15 Teacher Outcomes for the School Year Current Data is based on informal and formal observations Learning Targets are clear, evident and aligned with classroom practices: 75% Teachers are using a variety of high yield research based strategies during instructional delivery and practices. Examples-cooperative learning, use of graphic organizers, identifying similarities and differences, testing hypotheses and generating questions, opportunities to practice, etc. Teachers have a very successful learning environment. There are solid routines and procedures that set the stage for learning. The learning environment is caring, supportive and focused on student learning. Student engagement levels in the classroom are focused between compliant and authentic engagement. Climate Survey Results Overall Satisfaction: Teacher: 95%, Parent: 90%, Student: 95%

16 Teacher Outcomes for the School Year Current Data is based on informal and formal observations Students are very satisfied with their teachers. We need to continue to shift to greater use of differentiated instruction in the classroom: Content, delivery, assessment, product. 65% level of student centered activities versus teacher centered activities. 10:2 model, think pair share, turn and talk, clock buddies, 3,2,1, etc. Assessment techniques are solid. Be sure to place emphasis on closure part of the lesson as it related to aligning with the learning target.

17 Student Behavior 60 SOAR Data: Monthly Comparison Sept (+4) Oct. (-29) Nov. (+3) Dec. Jan. Feb. Mar. Apr. May June

18 Student Behavior SOAR Data: Yearly Comparison (-20)

19 Student Behavior Top Violations: Comparison between and Bus Violations (3) Bus Violations (7) Altercation/Confrontation (no injury)(3) Defiance/Refuse Request (3) Defiance/Walking Away (2) Classroom/Campus Disruption (3) Obscene Language/gesture (2) Obscene Language/gesture (2) Horseplay (not fighting) (1) Altercation/Confrontation (no injury)(2)

Data-Based Decision Making: Academic and Behavioral Applications

Data-Based Decision Making: Academic and Behavioral Applications Just Read RtI Institute July, 008 Stephanie Martinez Florida Positive Behavior Support Project George Batsche Florida Problem-Solving/RtI