Comprehensive School Improvement. Plan. Henry F. Moss Middle School

Transcription

1 Comprehensive School Improvement Plan Warren County School District Mr. David Nole, Principal 2565 Russellville Road Bowling Green, KY Document Generated On February 12, 2013

2 TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 KDE Needs Assessment Introduction 9 Data Analysis 10 Areas of Strengths 11 Opportunities for Improvement 12 Conclusion 13 Moss Middle Consolidated School Improvement Plan Overview 15 Goals Summary 16 Goal 1: Students at Moss Middle will show at least 1 year's academic growth in learning based on established standardized test 18 Goal 2: The Leader in Me whole school transformation model will be implemented improving academic achievement, increasing engagement among stakeholders and decreasing discipline behaviors by equipping students with selfconfidence and valuable leadership skills 21

3 Goal 3: All students at Moss Middle School will be on the path to College and Career Readiness when they finish their time here. 23 Activity Summary by Source 25 Response for Required Action: TELL Survey Overview 30 Goals Summary 31 Goal 1: The Leader in Me whole school transformation model will be implemented improving academic achievement, increasing engagement among stakeholders and decreasing discipline behaviors by equipping students with selfconfidence and valuable leadership skills 32 Activity Summary by Source 34 Response for Required Action: K-Prep Combined Proficiency Overview 36 Goals Summary 37 Goal 1: Students at Moss Middle will show at least 1 year's academic growth in learning based on established standardized test 39 Goal 2: All students at Moss Middle School will be on the path to College and Career Readiness when they finish their time here. 42 Activity Summary by Source 44 Response for Required Action: Program Reviews Overview 48 Goals Summary 49 Goal 1: Students at Moss Middle will show at least 1 year's academic growth in learning based on established standardized test 50 Activity Summary by Source 52

4 Response for Required Action: Achievement Gaps Overview 55 Goals Summary 56 Goal 1: Students at Moss Middle will show at least 1 year's academic growth in learning based on established standardized test 57 Activity Summary by Source 59

5 Introduction The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that students reach proficiency and beyond by The process focuses school and district improvement efforts on student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your school's plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address gaps in student achievement. SY Page 1

6 Executive Summary SY Page 2

7 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY Page 3

8 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? Moss Middle school is a suburban school serving the students of Warren County. Current enrollment is approximately 490 students with students coming to Moss from four main feeder schools. Moss is one of the most diverse schools in the district with a mixture of students from a variety of backgrounds including, Bosnian, African-American, Hispanic, Asian, and Caucasian. Moss also has a large ELL population and is home to the district's Intensive Language Unit which serves students who are new to the area and may also be new to school in general. Moss also has a large population of students receiving Free/Reduced lunch. Approximately 75% of students receive assistance in this area. In the past three years, Moss has faced a district re-alignment with the opening of a new Middle School and over 100 students who would have been districted to Moss being diverted to the new school. SY Page 4

9 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. Moss Middle exists to provide the best quality education to all students who enter our doors. The vision of Moss Middle School is: Empowering students to lead, to learn, and to build relationships. The Vision of Moss Middle is: Building greatness today to lead tomorrow. Moss has begun the process of becoming a Leader in Me school and has incorporated the 7 Habits of Highly Effective teens book by Sean Covey into the curriculum. Developing leadership is a key component of the school mission and vision. Leadership roles are being offered to students throughout the building and also a leadership class has been incorporated in the standard curriculum. Students are expected to take on leadership roles in their classrooms, in the school, and in the community. SY Page 5

10 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Moss Middle has embarked on a cultural change with new leadership in the building. Faculty and have attended the Franklin Covey trainings for Leadership and the traditional 7 Habits of Highly Effective People. Moss has had a phenomenal culture shift as noted by the overall atmosphere in the building, improved relationships between all stakeholders, increased exposure of Moss Middle school on the local and national stage. Moss implemented PBIS (Positive Behavior Intervention Supports) and has a tremendous reduction in the number of discipline referrals. Approximate reduction for the current year is 60% less than the previous school year. District personnel funded a position for an RTI coordinator for Moss and data is showing that Moss leads the district in growth for math scores as well as significant growth in reading. Moss also offered the Explore test a second time at school expense to 7th and 8th grade students in the spring of The current 8th grade students showed growth from their fall test meeting or exceeding national averages in all tested areas. Moss is implementing the use of data notebooks in all classes by all students. Research by Hattie shows that the number 1 strategy to gain improvement from students is self-reported grades and expectations. The data notebooks are serving as data collection to help report and chart school and students goals along with academic achievement by each student. Timely and constructive feedback is being given by the teachers and will help to increase all cultural and academic aspects of the school. SY Page 6

11 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. In the spring of 2012, Moss volunteered for an district academic audit. The team scrutinized every aspect of Moss Middle's culture, instruction, and academic program. While they found several positives to commend, there were numerous recommendations for improvement. School leadership immediately began implementing these recommendations which ultimately led to the school's involvement with the Leader in Me. To foster buy-in from the faculty multiple school visits within the district and without were scheduled which had the desired effect and enhanced buy-in from the faculty/staff. Moss is striving to be a data driven school. Research based instruction utilizing latest meta-analysis from John Hattie is guiding instructional practices. The master schedule has been designed so that all teachers have a chance to plan collaboratively with their content counterpart in order to provide for common curriculum and assessments for all students. Moss continues to gather data through multiple sources. The STAR program is utilized as a universal screener and progress monitor for students with strengths and weaknesses in math and reading. All students will have their LEXILE levels tested throughout the year to chart growth and determine areas for improvement. The state of Kentucky requires 8th graders to take the Explore test each fall. Moss goes one step beyond in having 7th and 8th graders take the Explore test in the fall and the spring in order to chart academic growth throughout the year. SY Page 7

12 KDE Needs Assessment SY Page 8

13 Introduction The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities. SY Page 9

14 Data Analysis What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you? What does the data/information not tell you? Moss Middle strives to provide 21st learning and leadership skills to all students. Our utilization of data is comprehensive including multiple data points indicating that as a growth school we are meeting our goals. The majority of our students come to us below grade level, but data from the STAR, LEXILE (SRI), and Explore show that our students are making significant growth in reading and math. However, our data on the KPREP is lagging behind and does not show us this growth. We used the fall (mandated) Explore data to determine our benchmark levels and gave the Explore again the spring to determine the growth achieved by our students throughout their year in the school which showed that 8th students at or above national averages in all areas. Results tend to be consistent in showing growth with all assessment programs except the new KPREP. SY Page 10

15 Areas of Strengths What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there cause to celebrate? We are seeing strengths in the area of writing where we were above the rest of the district scores on KPREP. Our 8th grade students from last year were at or above national average on the spring Explore test which is certainly a cause to celebrate. The master schedule has been re-worked to create a flexible schedule to accommodate student needs. We have implemented PBIS (Positive Behavior Intervention Supports) throughout the school and area seeing dramatic decreases in discipline issues. We have also seen our overall attendance rise on average from 1-2%. Strengths also exist in the growth indices of our reading and math scores as indicated through the STAR reading and math programs. We continue to progress monitor our students and utilize our RTI coordinator to insure that students are not allowed to slip or regress on their progress in reading and math. We continue to collect data above and beyond simply the state tests, implement best practices based on current research, and promote a rigorous curriculum for all students so that they may be successful. We are implementing the whole school approach through the Leader in Me and are seeing wonderful cultural and leadership changes in our students. SY Page 11

16 Opportunities for Improvement What were areas in need of improvement? What plans are you making to improve the areas of need? Level of instruction is an area that we have spent quite a bit of time working on. Further emphasis on common planning between teachers on lessons, units, formative, and summative assessments have been a priority for the year. Implementing best practices based on the research of John Hattie has been a priority throughout the year. Teachers are now being asked to implement a data collection process through their classroom in which they teach a concept, gather data as to student understanding, re-group for those who haven't gained mastery, re-teach the concept, and re-assess for understanding. We have made a concerted effort to improve communications between the school and all stakeholders. A weekly e-newsletter is sent to all faculty and a bi-weekly e-newsletter is being sent to all stakeholders. We have added four extended reading classes, four extended math classes, for students who need additional help in this area. We have trained teachers to better provide instruction in these reading and math classes. A leadership team has been created including administration, teachers, and students to help in making guiding decisions for the school. SY Page 12

17 Conclusion Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern? Our biggest issue of concern is that we do not have an academic culture in the building. The overall culture of the school has dramatically improved, but there is not that overarching goal of academic success instilled in the students yet. To create this culture, we have focused on student's understanding of how their assessments, grades, etc., impact them and lead to future benefits/consequences for them. We have implemented the use of the data notebook so that students are constantly aware of how they are doing in each class and so that they are tracking their progress. When a student knows where they are presently, they can plan goals for the future and lay out a plan that will get them there. The data notebook and it's multiple data collection points grants them the information they need to prepare for the future. Core content teams are beginning to discuss how they as a group can facilitate student, department, and school wide goals for academic and cultural achievement. SY Page 13

18 Moss Middle Consolidated School Improvement Plan SY Page 14

19 Overview Plan Name Moss Middle Consolidated School Improvement Plan Plan Description CSIP for SY Page 15

20 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Measurable Objective Total $ Students at Moss Middle will show at least 1 year's academic growth in learning based on established standardized test Objectives: 4 Strategies: 7 Activities: 9 Academic 50% of Seventh and Eighth grade students will demonstrate a proficiency by increasing achievement by at least 1 academic level in English Language Arts by 05/23/2013 as measured by growth in their LEXILE levels, Star scores, and scores on their spring Explore exam., 50% of Eighth grade students will demonstrate a proficiency by increasing achievement by at least 1 academic level in English Language Arts by 05/23/2013 as measured by increased scores on the writing section of the KPREP assessment., 100% of Seventh and Eighth grade students will demonstrate a behavior of self-reporting grades and expectations in a data notebook in Mathematics by 05/23/2013 as measured by review of the multiple data points in the data notebook to determine current level of student achievement and setting of future goals., 50% of Seventh and Eighth grade students will demonstrate a proficiency by increasing achievement by at least 1 academic level in Mathematics by 05/23/2013 as measured by increased quantile levels in mathematics. SY Page 16

21 2 The Leader in Me whole school transformation model will be implemented improving academic achievement, increasing engagement among stakeholders and decreasing discipline behaviors by equipping students with selfconfidence and valuable leadership skills 3 All students at Moss Middle School will be on the path to College and Career Readiness when they finish their time here. Objectives: 2 Strategies: 4 Activities: 5 Objectives: 1 Strategies: 1 Activities: 4 Organizational Demonstrate a behavior of leadership, initiative, responsibility, and accountability for one's self by 05/23/2013 as measured by student behavior (PBIS data), student leadership roles (leadership notebooks), and feedback from stakeholders., Demonstrate a behavior to increase communication with all faculty, students, and stakeholders by 05/23/2013 as measured by number of positive contacts as documented through s, visitor's logs, etc. Academic 100% of Seventh and Eighth grade students will demonstrate a proficiency in understanding the importance of early preparation for their future in high school, college, and/or the workforce in Career & Technical by 08/09/2013 as measured by through the completion of their Individual Learning Plan, Leader in Me Activities, Benchmark scores on Explore, and their appropriate interaction with guest speakers from the community. $1 $500 SY Page 17

22 Goal 1: Students at Moss Middle will show at least 1 year's academic growth in learning based on established standardized test Measurable Objective 1: 50% of Seventh and Eighth grade students will demonstrate a proficiency by increasing achievement by at least 1 academic level in English Language Arts by 05/23/2013 as measured by growth in their LEXILE levels, Star scores, and scores on their spring Explore exam. Strategy 1: Reading RTI class - A reading RTI class will be offered to allow students who are below benchmark in reading to help increase their reading skill level. Students will be in a differentiated classroom with individual reading time, small group, and whole group instruction. Research Cited: RTI Cooperative Learning Activity - RTI Reading Activity Type Begin Date End Date Resource RTI classes will be offered to students who do not meet benchmark on the SRI, SPI, STAR, EXPLORE, Read 180, System 44, or KPREP Academic Support Program 08/20/ /24/2013 $8000 Title I Schoolwide RTI Coordinator, RTI teachers, Guidance Counselor Activity - ESL Reading Programs Activity Type Begin Date End Date Resource All students, including ESL students, will be involved in a Harvard developed pilot program focusing on academic vocabulary to be implemented through all core classes. ESL students who are below benchmark will be placed in a specific Read 180 class for ESL's taught by the Reading Specialist for RTI. They will also use System 44 in their ESL classes and will participate in the computer based Imagine Learning program to increase reading fluency and comprehension Academic Support Program 12/03/ /23/2013 $1 District RTI Coordinator, RTI Specialists, ESL ESL Instructional Aides and traditional classroom teachers Activity - Vocabulary Pilot Training Activity Type Begin Date End Date Resource SY Page 18

23 Teachers will be trained on best practices for implementing vocabulary reading strategies in their classrooms Professional Learning 01/23/ /23/2013 $1 District ESL Content Curriculum Coordinator, District ESL Coordinator Strategy 2: Resource Reading - Resource students will received additional help in reading based on their strengths and weaknesses Research Cited: Comprehensive Reading Interventions for Learning Disabled Students--Hattie Repeated Reading Programs--Hattie Activity - Additional Reading Programs Activity Type Begin Date End Date Resource Resource Students will receive additional help in reading through -Resource Read 180 classes -Resource System 44 classes -Resource Corrective Reading program Direct Instruction 08/08/ /23/2013 $1 District Resource teachers, Instructional Aides, Curriculum Coordinator Strategy 3: ESL Team - By utilizing the CLIMBS teaching strategies for core academic classes. Teachers will be better able to meet ESL student academic needs in preparation for regular classroom settings. Research Cited: Dr. Walqui's: Whole Language Development research. (Stanford University) Activity - ESL Team Training Activity Type Begin Date End Date Resource A math, science, english, and social studies teacher will be trained by Dr. Walqui on implementing strategies needed for ESL academic growth in the classroom. Professional Learning 06/03/ /01/2016 $1 District ESL Science Teacher, Math Teacher, English Teacher, Social Studies Teacher, Administration Measurable Objective 2: 50% of Eighth grade students will demonstrate a proficiency by increasing achievement by at least 1 academic level in English Language Arts by 05/23/2013 as measured by increased scores on the writing section of the KPREP assessment. SY Page 19

24 Strategy 1: Vocabulary - Students will be introduced to new academic vocabulary words each week. These words will be used in context in each of their core classes. They will utilize these words in their assignments and activities throughout the week. Research Cited: Homework and Practice Activity - Vocabulary Activity Type Begin Date End Date Resource Students will have five new academic words introduced in their L.A. class each week. Each day a different content area will focus on these same words in the class and in assignments At the end of the week, these words will be re-iterated in their E.L.A. class and students will utilize these words in their writing. Direct Instruction 01/25/ /24/2013 $0 No Required E.L.A. teachers to coordinate. All core content classroom teachers Measurable Objective 3: 100% of Seventh and Eighth grade students will demonstrate a behavior of self-reporting grades and expectations in a data notebook in Mathematics by 05/23/2013 as measured by review of the multiple data points in the data notebook to determine current level of student achievement and setting of future goals. Strategy 1: Data Collection - Students in each core class will collect, analyze, and discuss strengths and weaknesses evident from classroom data points. Students and teachers will work together to set goals, determine a plan, and chart progress Research Cited: Self-reported grades/student expectations--hattie Teacher student relationship--hattie Activity - Data Collection Activity Type Begin Date End Date Resource Students will maintain a record of multiple formative and summative assessments (classroom and standardized) to know their current level of learning and to set achievement goals Academic Support Program 02/01/ /23/2013 $1000 General Fund Core Administration Measurable Objective 4: 50% of Seventh and Eighth grade students will demonstrate a proficiency by increasing achievement by at least 1 academic level in Mathematics by 05/23/2013 as measured by increased quantile levels in mathematics. Strategy 1: RTI Math class - A mathematics RTI class will be offered to allow students who are below benchmark in mathematics to help increase their mathematics skill level. Students will be in a differentiated classroom with individual math time, small group, and whole group instruction. Instruction will be tailored to fit areas of weakness for each student Research Cited: RTI Cooperative learning SY Page 20

25 Activity - RTI Math class Activity Type Begin Date End Date Resource RTI classes will be offered to students who do not meet benchmark on the STAR Math, EXPLORE (taken twice), KPREP, or classroom level assessments Academic Support Program 11/01/ /24/2013 $1 Title I Schoolwide RTI coordinator, RTI math teacher, and Guidance Counselor Strategy 2: Mastery Math - All math teachers will focus on mastery learning of math standards. Students will be taught the standards, assessed for their learning, regrouped on their understanding of the standards, re taught the standards, re-assessed until mastery is reached. Research Cited: Mastery Learning--Hattie Activity - Standards Based Learning Activity Type Begin Date End Date Resource Teachers will track student performance on the standards from preassessment through instruction to post-assessment and re-teaching if needed. Direct Instruction 12/03/ /23/2013 $0 No Required Math Exceptional Education RTI coordinator, Curriculum Coordinator Goal 2: The Leader in Me whole school transformation model will be implemented improving academic achievement, increasing engagement among stakeholders and decreasing discipline behaviors by equipping students with self-confidence and valuable leadership skills Measurable Objective 1: Demonstrate a behavior of leadership, initiative, responsibility, and accountability for one's self by 05/23/2013 as measured by student behavior (PBIS data), student leadership roles (leadership notebooks), and feedback from stakeholders. Strategy 1: Establishing a Culture of Leadership - Students will have the opportunity to demonstrate leadership through various activities Research Cited: Classroom Behavioral--Hattie SY Page 21

26 Activity - Leadership Opportunities Activity Type Begin Date End Date Resource Students will demonstrate leadership through -Leadership Class -Leadership Day -Student Lighthouse team -Daily Leadership Opportunities -Club Days Behavioral Support Program 08/08/ /23/2013 $1 Title I Schoolwide All Faculty and Measurable Objective 2: Demonstrate a behavior to increase communication with all faculty, students, and stakeholders by 05/23/2013 as measured by number of positive contacts as documented through s, visitor's logs, etc. Strategy 1: Weekly Team meetings - Teams will meet to discuss successes, struggles, and concerns Research Cited: Early Intervention, Teacher Expectations--Hattie Activity - Meetings Activity Type Begin Date End Date Resource Teams will take time to meet each week to meet and talk about student academic and behavioral issues. Professional Learning 08/08/ /23/2013 $0 No Required All faculty Strategy 2: Open Communication - School will increase communication and openness through various communication sources Research Cited: Parental Involvement--Hattie Activity - Newsletters, Alerts, Twitter Activity Type Begin Date End Date Resource The school will communicate more frequently through -Weekly faculty/staff newsletter -Bi-weekly newsletter to all stakeholders -Frequently updated web pages -Twitter -Connect 5 Alert messages Community Engagement 08/08/ /23/2013 $0 No Required All Faculty Activity - Community Partnerships Activity Type Begin Date End Date Resource The school will invite community organizations to partner with us for academic and social programming. The Chamber of Commerce with the Leader in Me, Wal-Mart with the Mi-Futuro program, The Why-Try organization, and United Way with the Day of Caring Program Community Engagement 09/04/ /23/2013 $0 No Required Administration and all faculty Strategy 3: Resource Wednesday - Resource teachers will schedule appointments/teacher conference/students conferences/district meetings on Wednesdays so as to minimize SY Page 22

27 time away from the classrooms Research Cited: Teacher Student Relationships, Parental Involvement--Hattie Activity - Resource Time Activity Type Begin Date End Date Resource Resource teachers will be out of their classrooms on Wednesday to allow for intentional collaboration with students, teachers, and stakeholders Other 08/08/ /23/2013 $0 No Required Resource Teachers Goal 3: All students at Moss Middle School will be on the path to College and Career Readiness when they finish their time here. Measurable Objective 1: 100% of Seventh and Eighth grade students will demonstrate a proficiency in understanding the importance of early preparation for their future in high school, college, and/or the workforce in Career & Technical by 08/09/2013 as measured by through the completion of their Individual Learning Plan, Leader in Me Activities, Benchmark scores on Explore, and their appropriate interaction with guest speakers from the community. Strategy 1: College and Career Readiness - Moss Middle will focus on college and career readiness throughout the curriculum in 7th and 8th grade classes. Various activities promoting the importance of college and careers will be included in core and related classes. Teachers will discuss with students the various career and educational opportunities available to them in their future and work with students to set future goals including high school graduation and the development of 21st century skills. Research Cited: Classroom Discussion and Goals--Hattie Activity - Operation Preparation Activity Type Begin Date End Date Resource Various community members with differing jobs will be asked to come to Moss and speak to the students about their career. Students will attend sessions based on their individualized preferences. Community Engagement 03/01/ /08/2013 $0 No Required Curriculum Coordinator, Administrator s, Guidance Counselor Activity - Field Trips, Guest Speakers Activity Type Begin Date End Date Resource Guest speakers will be invited periodically through the year. Speakers from the Western Kentucky University office of recruitment and admissions have come to talk to students about college preparation and goal setting. Field trips to WKU to give students an understanding of the college concept and of the campus have also been scheduled Career Preparation/O rientation 11/05/ /24/2013 $500 General Fund Administration, Guidance Counselor Activity - College Awareness Activity Type Begin Date End Date Resource SY Page 23

28 College Awareness is being promoted throughout the building. We have several classes painted with University themes, classrooms have college bulletin boards posted detailing post secondary schools throughout the state, a monthly college spotlight bulletin board is in the front hallway with each school being represented for approximately 1 month, a mural has been painted showcasing life in Bowling Green, including college life, in the cafeteria. Career Preparation/O rientation 08/24/ /01/2013 $0 No Required Teachers and Administrator s Activity - Individualized Learning Plans Activity Type Begin Date End Date Resource Each student will complete and update their Individualized Learning Plan (ILP) each year. This will allow them time to think about what they would like to do with their future and tailor their education to meet their goals. Students will participate in a futures day each week in which they take time to review and edit their ILP Career Preparation/O rientation 09/04/ /08/2013 $0 No Required Core Administration, Guidance Counselor SY Page 24

29 Activity Summary by Source Below is a breakdown of your activities by funding source General Fund Activity Name Activity Description Activity Type Begin Date End Date Resource Data Collection Students will maintain a record of multiple formative and summative assessments (classroom and standardized) to know their current level of learning and to set achievement goals Field Trips, Guest Speakers Guest speakers will be invited periodically through the year. Speakers from the Western Kentucky University office of recruitment and admissions have come to talk to students about college preparation and goal setting. Field trips to WKU to give students an understanding of the college concept and of the campus have also been scheduled Academic Support Program Career Preparation/O rientation 02/01/ /23/2013 $1000 Core Administration 11/05/ /24/2013 $500 Administration, Guidance Counselor Total $1500 Title I Schoolwide Activity Name Activity Description Activity Type Begin Date End Date Resource RTI Math class RTI classes will be offered to students who do not meet benchmark on the STAR Math, EXPLORE (taken twice), KPREP, or classroom level assessments RTI Reading RTI classes will be offered to students who do not meet benchmark on the SRI, SPI, STAR, EXPLORE, Read 180, System 44, or KPREP Leadership Opportunities Students will demonstrate leadership through -Leadership Class -Leadership Day -Student Lighthouse team -Daily Leadership Opportunities -Club Days Academic Support Program Academic Support Program Behavioral Support Program 11/01/ /24/2013 $1 RTI coordinator, RTI math teacher, and Guidance Counselor 08/20/ /24/2013 $8000 RTI Coordinator, RTI teachers, Guidance Counselor 08/08/ /23/2013 $1 All Faculty and Total $8002 SY Page 25

30 No Required Activity Name Activity Description Activity Type Begin Date End Date Resource Individualized Learning Plans Each student will complete and update their Individualized Learning Plan (ILP) each year. This will allow them time to think about what they would like to do with their future and tailor their education to meet their goals. Students will participate in a futures day each week in which they take time to review and edit their ILP Operation Preparation Various community members with differing jobs will be asked to come to Moss and speak to the students about their career. Students will attend sessions based on their individualized preferences. Community Partnerships The school will invite community organizations to partner with us for academic and social programming. The Chamber of Commerce with the Leader in Me, Wal-Mart with the Mi-Futuro program, The Why-Try organization, and United Way with the Day of Caring Program College Awareness College Awareness is being promoted throughout the building. We have several classes painted with University themes, classrooms have college bulletin boards posted detailing post secondary schools throughout the state, a monthly college spotlight bulletin board is in the front hallway with each school being represented for approximately 1 month, a mural has been painted showcasing life in Bowling Green, including college life, in the cafeteria. Meetings Teams will take time to meet each week to meet and talk about student academic and behavioral issues. Standards Based Learning Teachers will track student performance on the standards from pre-assessment through instruction to postassessment and re-teaching if needed. Newsletters, Alerts, Twitter The school will communicate more frequently through -Weekly faculty/staff newsletter -Bi-weekly newsletter to all stakeholders -Frequently updated web pages -Twitter -Connect 5 Alert messages Resource Time Resource teachers will be out of their classrooms on Wednesday to allow for intentional collaboration with students, teachers, and stakeholders Career Preparation/O rientation Community Engagement Community Engagement Career Preparation/O rientation Professional Learning Direct Instruction Community Engagement 09/04/ /08/2013 $0 Core Administration, Guidance Counselor 03/01/ /08/2013 $0 Curriculum Coordinator, Administrator s, Guidance Counselor 09/04/ /23/2013 $0 Administration and all faculty 08/24/ /01/2013 $0 Teachers and Administrator s 08/08/ /23/2013 $0 All faculty 12/03/ /23/2013 $0 Math Exceptional Education RTI coordinator, Curriculum Coordinator 08/08/ /23/2013 $0 All Faculty Other 08/08/ /23/2013 $0 Resource Teachers SY Page 26

31 Vocabulary Students will have five new academic words introduced in their L.A. class each week. Each day a different content area will focus on these same words in the class and in assignments At the end of the week, these words will be re-iterated in their E.L.A. class and students will utilize these words in their writing. Direct Instruction 01/25/ /24/2013 $0 E.L.A. teachers to coordinate. All core content classroom teachers Total $0 District Activity Name Activity Description Activity Type Begin Date End Date Resource Vocabulary Pilot Training Teachers will be trained on best practices for implementing vocabulary reading strategies in their classrooms ESL Team Training A math, science, english, and social studies teacher will be trained by Dr. Walqui on implementing strategies needed for ESL academic growth in the classroom. Additional Reading Programs Resource Students will receive additional help in reading through -Resource Read 180 classes -Resource System 44 classes -Resource Corrective Reading program Professional Learning Professional Learning Direct Instruction 01/23/ /23/2013 $1 ESL Content Curriculum Coordinator, District ESL Coordinator 06/03/ /01/2016 $1 ESL Science Teacher, Math Teacher, English Teacher, Social Studies Teacher, Administration 08/08/ /23/2013 $1 Resource teachers, Instructional Aides, Curriculum Coordinator SY Page 27

32 ESL Reading Programs All students, including ESL students, will be involved in a Harvard developed pilot program focusing on academic vocabulary to be implemented through all core classes. ESL students who are below benchmark will be placed in a specific Read 180 class for ESL's taught by the Reading Specialist for RTI. They will also use System 44 in their ESL classes and will participate in the computer based Imagine Learning program to increase reading fluency and comprehension Academic Support Program 12/03/ /23/2013 $1 RTI Coordinator, RTI Specialists, ESL ESL Instructional Aides and traditional classroom teachers Total $4 SY Page 28

33 Response for Required Action: TELL Survey SY Page 29

34 Overview Plan Name Response for Required Action: TELL Survey Plan Rationale Results of the Tell Survey Time category indicated that questions, D and F were issues for our school. In order to make non-instructional time sufficient for teachers, Moss Middle has added common content planning into the schedule. This allows teachers 1 full period each day to work with their content partner to develop assessments, instruction, to data review, and reflect. Teachers also have an allotted team planning time once a week to discuss strengths, weaknesses, and other issues on their team. Results of the Tell Survey Community Support and Involvement category indicated that questions, F, G, and H were an issues. In order to gain support from all stakeholders, Moss Middle has increasingly focused on communication with our community members. A bi-weekly newsletter is sent to all stakeholders, parent/community nights are held at various times throughout the year, and parent teachers conferences are conducted twice during the year. Moss has also partnered with several organizations to increase our community presence. They include: United Way for the Day of Caring Program, Bowling Green/Warren County Chamber of Commerce for the Leader in Me and 21st century leadership skills, Wal-Mart, with the Mi Futuro program, The Wh-Try Organization for the Why-Try program. Results of the Tell Survey Managing Student Conduct category indicated that question B was an issue for our school. In order to improve student conduct, Moss has implemented the PBIS model for the school and over the past two years has seen a dramatic (50%) decrease in overall trackable discipline referrals. Addresses Required Action Statement TELL Survey Description The school has identified specific strategies to address areas for improvement identified in the TELL KY Survey results. SY Page 30

35 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Measurable Objective Total $1 1 The Leader in Me whole school transformation model will be implemented improving academic achievement, increasing engagement among stakeholders and decreasing discipline behaviors by equipping students with selfconfidence and valuable leadership skills Objectives: 2 Strategies: 4 Activities: 5 Organizational Demonstrate a behavior of leadership, initiative, responsibility, and accountability for one's self by 05/23/2013 as measured by student behavior (PBIS data), student leadership roles (leadership notebooks), and feedback from stakeholders., Demonstrate a behavior to increase communication with all faculty, students, and stakeholders by 05/23/2013 as measured by number of positive contacts as documented through s, visitor's logs, etc. SY Page 31

36 Goal 1: The Leader in Me whole school transformation model will be implemented improving academic achievement, increasing engagement among stakeholders and decreasing discipline behaviors by equipping students with self-confidence and valuable leadership skills Measurable Objective 1: Demonstrate a behavior of leadership, initiative, responsibility, and accountability for one's self by 05/23/2013 as measured by student behavior (PBIS data), student leadership roles (leadership notebooks), and feedback from stakeholders. Strategy 1: Establishing a Culture of Leadership - Students will have the opportunity to demonstrate leadership through various activities Research Cited: Classroom Behavioral--Hattie Activity - Leadership Opportunities Activity Type Begin Date End Date Resource Students will demonstrate leadership through -Leadership Class -Leadership Day -Student Lighthouse team -Daily Leadership Opportunities -Club Days Behavioral Support Program 08/08/ /23/2013 $1 Title I Schoolwide All Faculty and Measurable Objective 2: Demonstrate a behavior to increase communication with all faculty, students, and stakeholders by 05/23/2013 as measured by number of positive contacts as documented through s, visitor's logs, etc. Strategy 1: Weekly Team meetings - Teams will meet to discuss successes, struggles, and concerns Research Cited: Early Intervention, Teacher Expectations--Hattie Activity - Meetings Activity Type Begin Date End Date Resource Teams will take time to meet each week to meet and talk about student academic and behavioral issues. Professional Learning 08/08/ /23/2013 $0 No Required All faculty Strategy 2: Resource Wednesday - Resource teachers will schedule appointments/teacher conference/students conferences/district meetings on Wednesdays so as to minimize SY Page 32

37 time away from the classrooms Research Cited: Teacher Student Relationships, Parental Involvement--Hattie Activity - Resource Time Activity Type Begin Date End Date Resource Resource teachers will be out of their classrooms on Wednesday to allow for intentional collaboration with students, teachers, and stakeholders Other 08/08/ /23/2013 $0 No Required Resource Teachers Strategy 3: Open Communication - School will increase communication and openness through various communication sources Research Cited: Parental Involvement--Hattie Activity - Newsletters, Alerts, Twitter Activity Type Begin Date End Date Resource The school will communicate more frequently through -Weekly faculty/staff newsletter -Bi-weekly newsletter to all stakeholders -Frequently updated web pages -Twitter -Connect 5 Alert messages Community Engagement 08/08/ /23/2013 $0 No Required All Faculty Activity - Community Partnerships Activity Type Begin Date End Date Resource The school will invite community organizations to partner with us for academic and social programming. The Chamber of Commerce with the Leader in Me, Wal-Mart with the Mi-Futuro program, The Why-Try organization, and United Way with the Day of Caring Program Community Engagement 09/04/ /23/2013 $0 No Required Administration and all faculty SY Page 33

38 Activity Summary by Source Below is a breakdown of your activities by funding source Title I Schoolwide Activity Name Activity Description Activity Type Begin Date End Date Resource Leadership Opportunities Students will demonstrate leadership through -Leadership Class -Leadership Day -Student Lighthouse team -Daily Leadership Opportunities -Club Days Behavioral Support Program 08/08/ /23/2013 $1 All Faculty and Total $1 No Required Activity Name Activity Description Activity Type Begin Date End Date Resource Community Partnerships The school will invite community organizations to partner with us for academic and social programming. The Chamber of Commerce with the Leader in Me, Wal-Mart with the Mi-Futuro program, The Why-Try organization, and United Way with the Day of Caring Program Resource Time Resource teachers will be out of their classrooms on Wednesday to allow for intentional collaboration with students, teachers, and stakeholders Newsletters, Alerts, Twitter The school will communicate more frequently through -Weekly faculty/staff newsletter -Bi-weekly newsletter to all stakeholders -Frequently updated web pages -Twitter -Connect 5 Alert messages Meetings Teams will take time to meet each week to meet and talk about student academic and behavioral issues. Community Engagement 09/04/ /23/2013 $0 Administration and all faculty Other 08/08/ /23/2013 $0 Resource Teachers Community Engagement Professional Learning 08/08/ /23/2013 $0 All Faculty 08/08/ /23/2013 $0 All faculty Total $0 SY Page 34

39 Response for Required Action: K-Prep Combined Proficiency SY Page 35

40 Overview Plan Name Response for Required Action: K-Prep Combined Proficiency Plan Rationale The main focus of our entire academic goal is to have students gain at least 1 year's academic growth during the school year and ultimately to insure that the students are on the path to high school graduation so that they can be college/career ready upon graduation. To insure that this goal is achieved, students who are struggling will be placed in a Reading intervention class which will be differentiated based on their specific level and also based on areas of concern within the subject. Programs utilized for this will include System 44, Read 180, and Reading Strategies class. Data will be collected through standardized tests such as the Explore, STAR Reading, Scholastic SRI. To insure that students achieve growth in math during the year, students who are struggling will be placed in Math intervention classes taught by our Math Intervention teacher. Students will be in classes based on areas of weaknesses and will be identified based on their Math Scores in class and on standardized test such as the Explore and STAR Math. All of this is being coordinated through our new RTI coordinator who was hired at the beginning of the year. Addresses Required Action Statement K-Prep Combined Proficiency Description The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores. SY Page 36

41 Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # Goal Name Goal Details Goal Type Measurable Objective Total $ Students at Moss Middle will show at least 1 year's academic growth in learning based on established standardized test Objectives: 3 Strategies: 6 Activities: 8 Academic 50% of Seventh and Eighth grade students will demonstrate a proficiency by increasing achievement by at least 1 academic level in English Language Arts by 05/23/2013 as measured by growth in their LEXILE levels, Star scores, and scores on their spring Explore exam., 50% of Seventh and Eighth grade students will demonstrate a proficiency by increasing achievement by at least 1 academic level in Mathematics by 05/23/2013 as measured by increased quantile levels in mathematics., 50% of Eighth grade students will demonstrate a proficiency by increasing achievement by at least 1 academic level in English Language Arts by 05/23/2013 as measured by increased scores on the writing section of the KPREP assessment. SY Page 37

42 2 All students at Moss Middle School will be on the path to College and Career Readiness when they finish their time here. Objectives: 1 Strategies: 1 Activities: 4 Academic 100% of Seventh and Eighth grade students will demonstrate a proficiency in understanding the importance of early preparation for their future in high school, college, and/or the workforce in Career & Technical by 08/09/2013 as measured by through the completion of their Individual Learning Plan, Leader in Me Activities, Benchmark scores on Explore, and their appropriate interaction with guest speakers from the community. $500 SY Page 38

43 Goal 1: Students at Moss Middle will show at least 1 year's academic growth in learning based on established standardized test Measurable Objective 1: 50% of Seventh and Eighth grade students will demonstrate a proficiency by increasing achievement by at least 1 academic level in English Language Arts by 05/23/2013 as measured by growth in their LEXILE levels, Star scores, and scores on their spring Explore exam. Strategy 1: Reading RTI class - A reading RTI class will be offered to allow students who are below benchmark in reading to help increase their reading skill level. Students will be in a differentiated classroom with individual reading time, small group, and whole group instruction. Research Cited: RTI Cooperative Learning Activity - RTI Reading Activity Type Begin Date End Date Resource RTI classes will be offered to students who do not meet benchmark on the SRI, SPI, STAR, EXPLORE, Read 180, System 44, or KPREP Academic Support Program 08/20/ /24/2013 $8000 Title I Schoolwide RTI Coordinator, RTI teachers, Guidance Counselor Activity - Vocabulary Pilot Training Activity Type Begin Date End Date Resource Teachers will be trained on best practices for implementing vocabulary reading strategies in their classrooms Professional Learning 01/23/ /23/2013 $1 District ESL Content Curriculum Coordinator, District ESL Coordinator Activity - ESL Reading Programs Activity Type Begin Date End Date Resource SY Page 39