MASON MIDDLE SCHOOL SCHOOL PLAN / District Improvement Plan Goal: Academic Excellence All students will perform at or above grade level and we will eliminate disparities among all groups of students. MATHEMATICS GOALS for Mason Middle School: By, we will increase the percent of 6 th, 7 th, and 8 th graders meeting standard in math as measured by the Smarter Balanced Assessment (SBA) by a total of 3% compared to their scores from last year. Our goal is to implement the i-ready Standards Mastery Assessments in each of our math classes to monitor students understanding of concepts being taught and adjust instruction when needed. 6 th grade from 56% passing in 2016/ to 59% passing in /. 7 th grade from 55% passing in 2016/ to 58% passing in /. 8 th grade from 55% passing in 2016/ to 58% passing in /. What strategy are you using to achieve the mathematics What initiative or activity will occur to accomplish the math activity begin and end? leadership for this What are the existing and/or new resources that will be used to necessary skills and attitudes to implement this FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is or isn t accomplishing this goal Engage NY Math Curriculum Teachers will implement the curriculum with fidelity. -District Math IF -Math -SCLT s -Instructional coach -Teacher materials provided by district -Engage NY Math training for the entire math department -Staff PD: formative assessments, deconstructing standards, DOK, common assessments, data analysis -Formative assessments incorporated into lessons; exit slips -Unit assessments provided in Engage NY curriculum. -Pre- and post-testing of units to track student growth -Interim Assessment Block Testing in November, January, March -SBA in Spring Accelerated placement in Math curriculum & added 6 th grade compacted math class. -All students placed and supported in math curriculum to meet the needs of the individual and support achievement. -6 th grade students have a new pathway option with the compacted math class -School counselors -Math faculty -Instructional coach -SBA Test -Orleans-Hanna Prognosis Test -District Math Screening Test -Math Class Grade -Teacher recommendation -District training in the CCSS-aligned Engage NY curriculum -Support for Math from district -SCLT s at least twice a month -Student portfolios, math interactive notebooks and rubrics -Pre- and post- test results to track student growth -Improved overall grades in Math class 1
What strategy are you using to achieve the Mathematics What initiative or activity will occur to accomplish the math activity begin and end? leadership for this What are the existing and/or new resources that will be used to necessary skills and attitudes to implement this FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is or isn t accomplishing this goal Provision of intervention opportunities for students. Staff development opportunities provided for /Tacoma Whole Child Cohort 3 Students with an SBA score of less than: 2610 6 th ; 2635 7 th ; 2653 8th and/or C- or lower in math class are identified for additional math support on TWCI tier system to include specific individual interventions Staff will participate in district (TWCI) and building PD focusing on use of data to inform instruction. -Staff will participate in district training on new Engage NY curriculum. -Math Studio -Math -District -Building -Instructional Coach -District Math Facilitator -Math Teacher Leaders -TWCI Trainers -i-ready data -Individual student SBA results -Use of TWCI Tiered System of Support -After-school Homework Club with Math -Student assessment data -Access to district Professional Development Funds to support coverage for studio work -TWCI -District-wide training with the CCSS aligned Engage NY math curriculum -Continued support for Math from district -TWCI Training -PD focus on analyzing data -SCLT Work -After school professional development for staff provided by District Coach/Building Instructional Coach -District Waiver/Data Days Training -TWCI Training - ongoing -i-ready Testing: Fall, Winter, and Spring. -Student portfolios, assessments and rubrics to track growth data -Increased achievement in math class -Data analysis of pre- and posttesting -Student attendance at Homework Club for learning support -SBA scores -Level of staff attendance at training -SCLT work: progress monitoring of students on Tiers 2 and 3 -Ongoing tracking of interventions with students of concern -SBA scores i-ready will implement i-ready three times a year for diagnostic testing in addition to using the standards based mastery tool. -District Math Facilitator -Math Teachers -SpEd Teachers -Instructional Coach -COWs -i-ready Training -SCLT/Waiver Data Days to spend time looking at data -SBA scores at the end of the school year. 2
MASON MIDDLE SCHOOL SCHOOL PLAN 2016/ District Improvement Plan Goal: Academic Excellence - All students will perform at or above grade level and we will eliminate disparities among all groups of students. English Language Arts District Improvement Plan Goal for Mason Middle School: By we will increase the current percent of 6 th, 7 th, and 8 th grade students meeting standard in ELA as measured by the Smarter Balanced Assessment (SBA) by 3% compared to their scores from last year. 6 th grade from 67% passing in 2016/ to 70% passing in /. 7 th grade from 68% passing in 2016/ to 71% passing in /. 8 th grade from 63% passing in 2016/ to 66% passing in /. What strategy are you using to achieve the English Language Arts Springboard (a College Board pre- AP Program) students will learn to think, read, and write critically about themes/ideas/ research related to fictional and informational text and poetry Students will practice comprehension primarily using informational text, and apply inquiry based thinking skills to Springboard reading and writing curriculum What initiative or activity will occur to -ELA are trained in the district adopted Springboard Program and will implement reading, writing, research, and speaking activities w/ students based on the district approved pacing guide and embedded assessment schedule. Students will participate in reading, writing, listening and speaking activities with the goal of developing higher level literacy skills activity begin and end? Who will provide the leadership for this -English Language Arts -AVID Reading Teachers -Building-based -District Literacy Instructional Facilitator -English Language Arts -Building -All content area What are the existing and/or new resources that will be used to -Teacher planning time to unpack embedded assessments with team -Studio classroom time within the school day -New Edition National SpringBoard -SCLT Work -SpringBoard Curriculum -Teacher planning time in SCLT s and content meetings How will staff acquire the necessary skills and attitudes to implement this -Formal Beg.& Advanced Training for all SpringBoard - Building PD to support Springboard pedagogy and assessment practices -Collaboration w/ grade level SpringBoard & 6 th Grade AVID reading. -Use of assessment data to drive instruction -Training on use of formative/summativ e assessments -Training on Performance Tasks FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning? -i-ready administered three times a year to track reading growth -SBA data -SBA Interim Test data -Embedded Assessment data from Springboard -SMART goal cycles of teacher SCLT s setting goals and collecting evidence -Analysis of data to determine next steps in instruction -i-ready data -SBA data -Oral fluency formative assessment -Socratic Seminars using higher level questioning format -Embedded Assessment data -Performance Task data 3
What strategy are you using to achieve the English Language Arts What initiative or activity will occur to activity begin and end? Who will provide the leadership for this What are the existing and/or new resources that will be used to How will staff acquire the necessary skills and attitudes to implement this FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning? Social Studies Curriculum- Based Assessment (CBA) and/or Content Area Perf. Tasks extending info. beyond the text to a broader idea/concept, analyzing and synthesizing info., and drawing conclusions, making claims, and citing evidence from text and using those skills to respond to a given scenario. Targeted Springboard instruction for students who scored below minimum passing requirement on the 2016/ Smarter Balanced Assessment. i-ready -Research and write essays -Develop researchbased class projects -Complete a Performance Task and/or CBA Students not passing the SBA for English Language Arts with a focus on areas of need as determined by strand scores and evidence as observed in the current ELA classroom setting. will implement i-ready three times a year for diagnostic testing in addition to using the standards based mastery tool. October January -Social Studies Teachers -All content area - Building Instructional Coach -Librarian -ELA -Content teacher leaders -Building -District Math Facilitator -ELA/Reading Teachers -SpEd Teachers -Instructional Coach -Laptop computer access -Research tools -Online internet access -Consulting time with librarian -Individual SBA ELA data -SpringBoard curriculum access for 6 th Grade AVID Reading and grade level ELA teacher coordination -Additional FTE s for smaller class size -COWs - Training on Curriculum- Based Assessments for new SS -Performance Task training for all -Reading across the curriculum professional development -Collaboration between Language Arts and Social Studies -Content area meetings focused on examination of student data -Building PD s for differentiating instruction, deconstructing standards, DOK, and using the new rubrics -PD focused on grade distribution and SBA data -i-ready Training -SCLT/Waiver Data Days to spend time looking at data -Final CBA and or Performance Task assessed using the provided rubric - Final Presentation rubrics for each grade level -i-ready administered three times a year to track student growth -SBA data -Springboard Embedded Assessment data -Baseline and ongoing oral fluency assessments -SBA scores at the end of the school year. 4
AVID Reading class for all 6 th graders targeting specific reading strategies to support comprehension, fluency, vocabulary, and independence according to the CCSS for ELA. 7 h and 8 th Grade AVID classes with more intense focus on application of the AVID strategies for success in middle school, high school and college and career readiness. Implementation of the Tacoma Whole Child Initiative Cohort 3 -Focus on informational and literary text reading strategies -Work on expanding academic vocabulary -Learning student discourse -Increase knowledge of reading strategies and skills -Students learn to set personal goals and track progress -Students focus on success in academics and preparation for future success in high school and beyond -Students focus on being respectful, being responsible and being ready to learn -Sixth grade Reading and English Language Arts Teachers -7 th and 8 th grade AVID -Building -Individual student assessment data -Access to SRI data three times a year -i-ready goal setting, based on Fall score for Winter and Spring -AVID support curriculum -Informational and Literary text -SpringBoard Progress Monitoring -Marking text for active reader engagement across the curriculum -Costa s Levels of Questioning -WICOR Strategies - Cornell Note Taking Strategies -Common Core State Standards in ELA -Building Professional Development in Student Engagement Strategies and Student Discourse -AVID training -Team planning time -SCLT Work -i-ready data -i-ready administered three times a year -SBA data -PSAT 8/9 data -Teacher collaboration in application of scaffolded questioning strategies (DOK) - SCLT s and content meetings focused on student data and formative and summative assessments in SpringBoard Curriculum -Formative assessment of specific reading strategies -Responding to text: citing text-based evidence 5
District Improvement Plan Goal: Safety - All schools will create and maintain safe learning environments that promote excellent academic achievement. SAFETY GOALS for Mason Middle School: By /, 100% of our parents will indicate that they believe Mason Middle School is safe for their child, by increasing 5 positive responses as measured by the Tacoma Public School s Climate Survey. In 2010, 84% of Mason Middle School parents believed Mason was safe. We will increase that to a minimum of 92% believing Mason Middle School is safe in /, with an annual target of 4% increase 2020. What strategy are you using to achieve the safety Training to receive or update First Aid Training Video Monitoring Security System at Main Entry door Revised Student Management System What initiative or activity will occur to -First Aid/CPR Trainers offer training for all Mason staff -Staff volunteer to become certified First Aid providers -Willingness of staff to become competent field trip leaders -Willingness of staff to keep certification updated -Video monitoring system installed by district will offer greater security at Mason. This is the only available door for entry and is closely monitored by Mason personnel. Mason staff has and will continue to attend planning days to evaluate and implement management system activity begin and end? -Began October 2014 and is ongoing August leadership for this -Asst. Principal -Mason Staff -School Nurse -Campus Security Officer -Counseling Center personnel -Main Office personnel -Mason administration -Mason staff What are the existing and/or new resources that will be used to -All resources provided trainers -District provided monitoring system and key cards for staff entry -Waiver day professional development time necessary skills and attitudes to implement this -Staff who sign up will receive First Aid training. -Staff trained on new system -Office personnel trained to run new system -Parents trained on requirements for entry into the building -Mark Phillips, assistant principal, conducts professional development with staff FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning? -Staff who take the First Aid course will earn certification only after completing both formative and summative assessments successfully. -Staff will receive a signed First Aid/CPR card indicating successful completion of the course. -Ongoing monitoring of individuals requesting entry into the building to determine whether there is a decrease in unnecessary entry into the building resulting in increased security for students and staff -Staff survey of management system -Monthly management meetings 6
What strategy are you using to achieve the safety Staff supervisory duty roster Partnership with Tacoma Police Department Monthly Emergency Drills for Building Evacuation What initiative or activity will occur to Staff volunteer to supervise and monitor a variety of areas around the campus, between classes, before and after school -Emergency backpacks for all staff -Review of specific emergency protocols, exit strategy and field line-up procedure for student accountability activity begin and end? leadership for this -Assistant Principal -School security officer -Assistant Principal -School Security Officer What are the existing and/or new resources that will be used to -Staff volunteer time -Supervision duty roster -Map of assigned areas for maximum safety supervision -Data on evacuation times -Teacher rosters in all areas - Information packet for substitute necessary skills and attitudes to implement this -Duties reviewed at staff meetings -Staff meeting reflection on building rules, success and areas for improvement -Monthly student management meetings to assess safety data FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning? -District climate survey - Incident/discipline reports review -Detention and suspension records for review -Feedback reports provided to increase safety based on ongoing formative assessment of emergency procedures and protocols Use of the 6-Step Model for Collaborative Problem Solving for Equity and Justice Given guidance and instruction on the 6- Step Model for Collaboration Problem Solving for Equity and Justice, Mason will show a 20% decline in the number of special education, African American, and Hispanic or Latino populations receiving disciplinary action. -Administration -Other Mason Staff -Data review -Continued data collection -Strategies to help with decrease -Continued discussion and revised actions -Continued training for staff on Equity and Justice -Evidence from data of decline -Staff Observations 7
District Improvement Plan Goal: Partnerships - We will fully engage our parents, community and staff in the education of our students. PARTNERSHIPS GOALS for Mason Middle School: By /, 89% of our parents will indicate that student-led conferences were beneficial to them as measured by the Tacoma Public School s Climate Survey. In 2013, 77% of Mason Middle School parents believed student-led conferences were beneficial, with a district annual target of 3% increase. What strategy are you using to achieve the partnerships Student led conferences Timely publishing of current student grades online What initiative or activity will occur to Students will present portfolios with evidence of learning, SBA, i-ready, and PSAT (8 th Grade) scores, and educational goals to their parents Teachers will publish updated grades on a weekly basis activity begin and end? leadership for this -Students /Assistant Principal -Parents -District technology capability What are the existing and/or new resources that will be used to -Three-ring binders, dividers for students -Class time set aside for evidence collection by students -Grading software (ESchool+) and hardware necessary skills and attitudes to implement this -Training at staff and content area meetings - AVID Strategies are provided to staff and taught monthly in at least one content area -District Tech training with ESchool+ -Training with posting of grades -Back to School Night laptops available to parents and district technology support available for parents FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning? -District climate survey -Teacher feedback -Parent building survey -Evidence of increased parent involvement during Open House -Parent calls logged to office with grading questions 8
What strategy are you using to achieve the partnerships Regular communication with families of students performing below C average by letter, email, or phone contact Mason Middle School Booster Club Forums Curriculum Nights, online grades, and access to Springboard and Math curriculum online AVID Parent Nights twice yearly : Open House Potluck Welcome and Student coordinated Curriculum Night Silent Auction What initiative or activity will occur to accomplish this Grade-level teams will collaborate and provide convenient options for parent/teacher communication for students performing below standard -Mason staff will present forums for parents and community at evening meetings -Tacoma Whole Child Parent Education Evening -Highly Capable Student Parent Education Evening -ELA and Math curriculum presented -Online access Welcome parent community partnerships and strengthen student support systems activity begin and end? October December October and May leadership for this -Counselors -Students -Parents -District robo-call C- or lower every Sunday evening -Booster Club executive board -Building instructional coach -District Director of Highly Capable Services -Counselors -Students -Parents -AVID Site Team -AVID Site Team Coordinator/Teachers What are the existing and/or new resources that will be used to -Library or classrooms for meetings with student data -Progress reports -Formative and summative assessments -Library -Classrooms for meetings -Clear communication to parents alerting them to parent evenings -Library and classroom space -Technology staff on site for parent support -Communication to parents -Cafeteria space -Welcome signs and greeters necessary skills and attitudes to implement this -Grade level meetings -Content and team meetings to discuss student conference issues -Staff attendance at Booster Club Meetings -Building and District staff will share information with parents regarding various programs -Content area meetings to plan activities -AVID summer training -Monthly AVID PD: strategies training FORMATIVE or SUMMATIVE evidence will be gathered to show this activity is making a difference in student learning? -Grades at quarter and semester -Log of conferences -Student portfolios -Online grades graph -Missing assignment graph online -District climate survey -Feedback from parents -Parent sign-in -Parent survey of Curriculum Night -Parent survey feedback forms 9
AVID focus on community Career Craft Night Students are focusing on the reaching out to their community. 6 th School Community 7 th Proctor Community 8 th Global Community AVID has adopted a hurricane impacted school in Texas and will work to support the school w/ various drives out the year. -8 th grade students spend 2 nd semester planning and preparing for The Night of the Notables. -Family and Community are invited to come join and view the final product of the student s hard work. January -AVID Site Team Coordinator/Teachers s -Students -AVID Homeroom Teachers -Instructional Coach -Students -Parents s -Communication to parents -Space to gather collected materials for Texas -Funds for shipping -Gym Space -Trifold Boards -Construction Paper -COW s -Signs -AVID site team meetings -AVID Homeroom Teacher Trainings -Data from collected items with each drive -Check-in each week in AVID Homeroom -Grade level meeting to answer student s questions -Student s completed product 10