LAKEWOOD SCHOOL DISTRICT

Transcription

1 In Partnership for Quality Education LAKEWOOD SCHOOL DISTRICT

2 In Partnership for Quality Education The Lakewood Middle School mission is to provide a safe learning environment where everyone works together to help each student achieve high academic standards.

3 Lakewood School District th DR. N.E., Marysville, WA Washington State Report Card Principal: Bryan Toutant Grade Span: 6-8 STUDENT DEMOGRAPHICS ENROLLMENT October 2017 Student Count 572 May 2018 Student Count 586 Gender (October 2017) Male 49.8% Female 50.2% Hispanic/Latino of any race(s) 16.1% American Indian/Alaskan Native 1.2% Asian 1.2% Black/African American 1.6% Native Hawaiian/Other Pacific Islander 2.3% White 67.8% Two or More Races 9.8% Free or Reduced-Price Meals (May 2018) 35.3% Special Education (May 2018) 15.2% Transitional Bilingual (May 2018) 5.1% Migrant (May 2018) 0.3% Section 504 (May 2018) 4.9% Other Information Unexcused Absence Rate ( ) 0.0% Teacher Information ( ) coming Dec Classroom Teachers White Average Years of Teacher Experience White Teachers with At Least a Master s Degree % of Teachers Teaching with an Emergency Certificate % of Teachers Teaching with a Conditional Certificate

4 -4.50% -5.30% 1.70% 43.70% 48.20% 43.70% 49.00% 49.20% 47.50% -3.40% -3.60% -2.80% 52.50% 55.90% 56.00% 59.60% 56.10% 58.90% SCHOOL Lakewood School District Washington State Report Card LMS SMARTER BALANCE DATA GRADE LEVEL LMS SBA ELA STATE SBA ELA DIFFERENCE ELA 6 th Grade 52.5% 55.9% -3.4% 7 th Grade 56.0% 59.6% -3.6% 8 th Grade 56.1% 58.9% -2.8% E N G L I S H L A N G U A G E A R T S LMS SBA ELA STATE SBA ELA DIFFERENCE ELA 6 T H G R A D E 7 T H G R A D E 8 T H G R A D E GRADE LEVEL LMS SBA MATH STATE SBA MATH DIFFERENCE MATH 6 th Grade 43.7% 48.2% -4.5% 7 th Grade 43.7% 49.0% -5.3% 8 th Grade 49.2% 47.5% 1.7% M A T H LMS SBA MATH STATE SBA MATH DIFFERENCE MATH 6 T H G R A D E 7 T H G R A D E 8 T H G R A D E GRADE LEVEL LMS SCIENCE STATE SCIENCE DIFFERENCE SCIENCE 6 th Grade N/A N/A N/A 7 th Grade N/A N/A N/A 8 th Grade 51.1% 52.9% -1.8% % 0.00% % SCIENCE 51.10% 52.90% 8th Grade LMS SCIENCE STATE SCIENCE DIFFERENCE SCIENCE

5 LMS SMARTER BALANCE DATA GRADE LEVEL LMS SBA ELA STATE SBA ELA DIFFERENCE ELA 6 th Grade 51.4% 55.5% -4.1% 7 th Grade 55.1% 60.1% -5.0% 8 th Grade 45.3% 58.5% -13.2% GRADE LEVEL LMS SBA MATH STATE SBA MATH DIFFERENCE MATH 6 th Grade 45.6% 48.2% -2.6% 7 th Grade 45.1% 49.9% -4.8% 8 th Grade 36.0% 47.6% -11.6% GRADE LEVEL LMS MSP/HSPE SCIENCE STATE MSP SCIENCE DIFFERENCE SCIENCE 6 th Grade N/A N/A N/A 7 th Grade N/A N/A N/A 8 th Grade 61.5% 65.9% -4.4% LMS SMARTER BALANCE DATA GRADE LEVEL LMS SBA ELA STATE SBA ELA DIFFERENCE ELA 6 th Grade 40.9% 56.5% -15.6% 7 th Grade 42.6% 58.5% -15.9% 8 th Grade 65.2% 59.7% +5.5% GRADE LEVEL LMS SBA MATH STATE SBA MATH DIFFERENCE MATH 6 th Grade 37.5% 48.0% -10.5% 7 th Grade 39.2% 49.8% -10.6% 8 th Grade 58.0% 47.8% +10.2% GRADE LEVEL LMS MSP SCIENCE STATE MSP SCIENCE DIFFERENCE SCIENCE 6 th Grade N/A N/A N/A 7 th Grade N/A N/A N/A 8 th Grade 69.5% 67.5% +2.0%

6 GOAL 1: Math: By June 2019, we will increase the number of students meeting or exceeding standard on the SBA by 5% from 43.7% to 48.7% in 6th grade, 43.7% to 48.7% in 7th grade and from 49.2% to 54.2% in 8th grade. ALIGNED WITH: District Improvement Plan DISTRICT IMPROVEMENT GOAL(S): Strategy To provide rigorous, relevant and effective curriculum and assessments. Strategy To develop and teach staff specific instructional strategies to ensure a high quality education for our students. STRATEGY 1.1 Provide a rigorous, relevant and effective mathematics curriculum and common assessments. Administer common formative and summative All math teachers Collaborate and review results from common assessments with fidelity. assessments during PLC time monthly. STAR assessment scores. Continue to align and implement curriculum with grade level Common Core State Standards. All math teachers 6 th grade, 7 th grade, and Algebra Teams have met and aligned courses to the CCSS. Standards Log I Can statements related to each chapter. Incorporate SBA type questions into common formative and summative assessments. All math teachers Student assessments. Database of SBA type questions from the SBA website on shared OneDrive. Communication of in-class notes between general education and content mastery teachers. All math teachers and SPED teachers (weekly) Notebook of class notes kept in special education classroom for each math course.

7 GOAL 1: Math: By June 2019, we will increase the number of students meeting or exceeding standard on the SBA by 5% from 43.7% to 48.7% in 6th grade, 43.7% to 48.7% in 7th grade and from 49.2% to 54.2% in 8th grade. STRATEGY 1.1 Provide a rigorous, relevant and effective mathematics curriculum and common assessments. (CONTINUED) Place students in most rigorous and appropriate courses. All math teachers SBA scores. Counselors Gradebook monitoring. Administrators STAR assessment scores. Parents and students Formative and summative assessment data. Elementary teachers April 2019

8 GOAL 1: Math: By June 2019, we will increase the number of students meeting or exceeding standard on the SBA by 5% from 43.7% to 48.7% in 6th grade, 43.7% to 48.7% in 7th grade and from 49.2% to 54.2% in 8th grade. STRATEGY 1.2 To develop and teach staff specific instructional strategies to ensure a high quality education for our students. Integrate SBA type questions during class and on class All math teachers Collaborate and review results from student formative and summative assessments. (SBA samples) Periodically assessments during PLC time. Monitor student success and address misconceptions. Administer and analyze Interim SBA practice tests. All math teachers Students review their individual SBA practice Administrators results. During SBA Interim Administer practice grade level Classroom Activity and Performance Task. All math teachers One each semester prior to SBA administration Collaborate and review results from student work. Monitor student success of Performance Tasks. STAR assessment scores. Develop, integrate, and analyze Math 180 intervention program. All math teachers Administrators Counselors Assess students with STAR before during and after Math 180 intervention class. Assess math inventory scores from Math 180 embedded tool.

9 Goal 2: Reading: By June 2019, we will increase the number of students meeting or exceeding standard on the ELA SBA by 5% from 55.9% to 60.9% in 6th grade, 59.6% to 64.6% in 7th grade and from 58.9% to 63.9% in 8th grade. ALIGNED WITH: District Improvement Plan DISTRICT IMPROVEMENT GOAL(S): Strategy To provide rigorous, relevant and effective curriculum and assessments. Strategy To develop and teach staff specific instructional strategies to ensure a high quality education for our students. Strategy To provide additional training to staff. STRATEGY 2.1 Students will be able to read actively and gather strong and relevant evidence with multiple forms of text. Teach rereading activities to locate evidence to support All teachers Completed student graphic organizers that ideas by using the close reading model. represent and assist in collection of evidence (standardized across subject area). Teach synthesizing lessons through performance tasks. All teachers formative assessments. Formal/summative assessment twice a quarter. STAR assessment scores. Intentionally plan for and teach vocabulary and concept lessons All teachers formative assessments. Formal/summative assessment twice a quarter. STAR assessment scores. Support students in their ability to gather evidence to make meaning of individual texts based on their specific demands through work with Literacy Studio. Jay, Candy, Danny H., Dan M., Joey, Risa, James, Patti, and Bryan Teaching and Learning Dept. Implement new reading and teaching strategies by observing best practices demonstrated by CEL facilitator. Nine training sessions attended by listed staff members. STAR and SBA assessment scores.

10 Goal 2: Reading: By June 2019, we will increase the number of students meeting or exceeding standard on the ELA SBA by 5% from 55.9% to 60.9% in 6th grade, 59.6% to 64.6% in 7th grade and from 58.9% to 63.9% in 8th grade. STRATEGY 2.1 Students will be able to read actively and gather strong and relevant evidence with multiple forms of text. (Cont) Offer READ 180 for students struggling with reading. READ 180 teachers Reading Inventory Assessment scores. Classroom Based Unit Assessments. STRATEGY 2.2 Students will use collaborative discussions to clarify thinking and deepen their understanding of reading. Use Wednesday PLC time to review/reteach All teachers Lesson plans and informal classroom collaborative classroom discussion protocols. observations. Implement discussion activities that focus students on comprehension and analysis of reading text. Develop successful discussion criteria and teach students to self-assess their performance during discussion activities. All teachers ELA teachers Lesson plans and informal classroom observations. STAR assessment scores. Student completed text centered discussion checklist. Provide detailed resources to all staff to support collaborative discussions in the classroom. Support students in their ability to discuss, analyze, and write in order to make meaning of individual texts based on their specific demands through work with Literacy Studio. ELA teachers Administrators Jay, Candy, Danny H., Dan M., Joey, Risa, James, Patti, and Bryan Teaching and Learning Department Documents shared to staff in hard copy and in the LMS share drive. Implement new reading and teaching strategies by observing best practices demonstrated by CEL facilitator. Nine training sessions attended by listed staff members. STAR and SBA assessment scores.

11 GOAL 3: Writing: By June 2019, we will increase the number of students meeting or exceeding standard on the ELA SBA by 5% from 55.9% to 60.9% in 6th grade, 59.6% to 64.6% in 7th grade and from 58.9% to 63.9% in 8th grade. ALIGNED WITH: District Improvement Plan DISTRICT IMPROVEMENT GOAL(S): Strategy To provide rigorous, relevant and effective curriculum and assessments. Strategy To develop and teach staff specific instructional strategies to ensure a high quality education for our students. Strategy To provide additional training to staff. STRATEGY 3.1 Teachers will align curriculum and assessments through PLC. Create, share, and communicate same writing standards, All teachers Published writing glossary and expectations language and expectations. Content specific PLCs to staff. Grade level PLCs March 2019 All students will use multiple texts to write extended writing responses multiple times per semester at every grade-level and content area. All teachers Content specific PLCs Grade level PLCs Student writing products. Focus on grade level language standards throughout the year as informed by SBA/IAB data. All teachers Content specific PLCs Grade level PLCs Regular grammar/conventions/language review in all ELA classrooms.

12 GOAL 3: Writing: By June 2019, we will increase the number of students meeting or exceeding standard on the ELA SBA by 5% from 55.9% to 60.9% in 6th grade, 59.6% to 64.6% in 7th grade and from 58.9% to 63.9% in 8th grade. STRATEGY 3.2 Review extended response community-wide rubric for extended response writing, and introduce short answer response rubric in all classes, all grade levels. Review standards-based school-wide extended response Team as decided by BLT Published electronic LMS writing rubric. rubric. November BLT time Introduce short answer standards-based response rubric in all classes. Team as decided by BLT November BLT time Published electronic LMS short answer writing rubric. Each content teacher will adapt rubric to his/her subject area. Each student s writing sample will be assessed using the developed rubric frequently. All teachers Content specific PLCs Grade level PLCs December 2019 All teachers Content specific PLCs Grade level PLCs May 2019 Created rubric modified for standards of writing in content area. Two student writing products per class assessed using common rubrics.

13 GOAL 3: Writing: By June 2019, we will increase the number of students meeting or exceeding standard on the ELA SBA by 5% from 55.9% to 60.9% in 6th grade, 59.6% to 64.6% in 7th grade and from 58.9% to 63.9% in 8th grade. STRATEGY 3.3 Focus on the organization of student writing at each grade level, according to the mode of writing assigned, which includes consistent MLA citation format within a document, and use of Academic Language. Develop and agree to consistent use of common All teachers Teachers uses common writing language Academic Language for writing. Review with entire staff. Content specific PLCs evidenced by assessments and class (Summarizing, Evidence and Analysis) Grade level PLCs assignments. January 2019 Teach common text and Academic Language model with students and how to correctly cite using MLA. All teachers implement required adopted organization protocols in writing assessments. All teachers Librarian March 2019 All teachers Lesson plans and student notes/documents. Classroom assessments. Differentiate for intervention and enrichment based on results of common writing assessments. All teachers Flexible groupings created based on writing assessments.

14 GOAL 3: Writing: By June 2019, we will increase the number of students meeting or exceeding standard on the ELA SBA by 5% from 55.9% to 60.9% in 6th grade, 59.6% to 64.6% in 7th grade and from 58.9% to 63.9% in 8th grade. STRATEGY 3.4 Develop School-Wide Writing Strategy addressing Expository, Argumentative, and Narrative Writing for all classes across the curriculum. Study programs using common Academic Language Administrators Narrow potential programs to a writing model for students on how to organize writing. Cross curricular team singular choice. January 2019 Create rubric for assessment of program. Administrators Cross curricular team Spring 2019 All teacher input recorded for final recommendation. All teachers June 2019 Finalized rubric. Scheduled meeting for input/notes.

15 OPTIONAL GOAL 4: By June 2019, the number of students passing all classes with a grade of C or above will exceed 80%. ALIGNED WITH: District Improvement Plan DISTRICT IMPROVEMENT GOAL(S): Strategy Increased communication with our community (external). Strategy Recognition of students, staff and community contributors. Strategy To provide additional training to staff. STRATEGY 4.1 Intentionally enhance communication with parents/guardians regarding student performance. Instruct students & families on how to use Teachers Collect data on how many students and families monthly Family access on computer and phone devices to Counselors via Skyward Access Report. monitor grades and check missing assignments. Administrators Teachers update FA a minimum of two times per month (A/B classes may update monthly). Teachers Administrators Bi-Monthly Teacher self-report, office report. Teachers will communicate with parents regularly on assignments and activities in class (via , Message Center, classroom webpage, phone messages, notes sent home, etc.) Teachers Bi-monthly Skyward Message Center records and teacher logs.

16 OPTIONAL GOAL 4: By June 2019, the number of students passing all classes with a grade of C or above will exceed 80%. STRATEGY 4.2 Increase student engagement by creating a culture of learning and success. Attendance Attendance Secretary Send postcards to families with students with > 5 Track excused and unexcused Administrators absences. absences/tardies. Counselors Families sent letter to educate about importance of Implement attendance interventions such as Attendance Officer consistent attendance. parent letters, conferences, and plans. Teachers Skyward process set up to inform admin and office Refer students to LWSD Community Truancy staff of excessive absences. Board. Collect data on attendance conferences and Inform families and staff of updated attendance policy. referrals to truancy board. Notify teachers of students with high absences. Behavior Support Team (BST) Identify students needing Tier 2 support using Skyward data. Provide Tier 2 interventions such as CICO (Check in/check out). School Psychologist Administrators Counselors Staff Monthly BST meetings. Data reports including discipline. Teach students how to access online resources Office 365 accounts. Increase computer applications. Online textbooks. Class specific tutorials. Teachers Counselors Fall 2018 Teacher reports.

17 OPTIONAL GOAL 4: By June 2019, the number of students passing all classes with a grade of C or above will exceed 80%. STRATEGY 4.2 Increase student engagement by creating a culture of learning and success. (CONTINUED) Student needs will be identified to inform scheduling Teachers Master schedule based on student need. READ180 and Math 180. Counselors Hi-Cap classes. Administrators Math placement. Teaching & Learning staff ELL support. ELL staff SPED program. SPED staff Electives. March 2019 Recognize student achievement and personal growth Student of the Month (Citizenship). Personal growth/achievement celebrations. Honor Roll Breakfasts. Attendance, academic improvement recognition. Staff Monthly Monthly recognition, semester breakfasts, create a matrix of students with the intent to identify and increase student/staff connections. Provide more opportunities for students to be connected Add additional clubs/activities. Increase elective choices. Spirit Assemblies. Teachers ASB Clubs Human Resources Director Budget Director Administrators May 2019 Schedule created to accommodate enrichment classes and/or clubs. Survey students, post results. Calendar for clubs, sports, activities.

18 Inform 8 th grade students for transition through High school and Beyond presentations and plans. Teachers Counselors Administrators March 2019 March class visits scheduled. 8 th grade students check grades and missing assignments, reflect on progress and set goals. Provide tutoring for students 1. Before/after school. 2. Late-start Wednesday peer tutors. Office Tech teachers and students Teachers Counselors High School Honor Students Tracking with planner. Completed reflection and goal setting sheet, minimum twice per month. Sign in sheet for students collected by counselors; counselors will let teachers know which students came for help and will monitor. Employ trauma-informed multi-tiered system support (T-MTSS) strategies 1. Training for teachers in ACEs research and T- MTSS. 2. Positive Post Cards home/phone call. 3. Enhance school-wide positive incentives. Teachers Counselors Administrators Student survey data. District training; shared articles. LMS positive postcards and rewards.