Truman Middle School Continuous Achievement Plan 208 9 Q2 Truman Middle School has approximately 800 students with 54% White, 7% African American, 4% Hispanic/Latino, 9% Asian and 2% Pacific Islanders. We have 55% of our students in the free or reduced lunch program and 3.7% served in SPED. Truman has four groups (African Americans, Hispanic/Latino, SPED, and Pacific Islanders) not meeting ESSA requirements. Truman's main initiatives are our TWCI and our PLC. We will be using our LAP/Poverty funds to assist with moving those ESSA student groups to compliancy via ELO, teacher PD, teacher release days for studio training, and supplemental curriculum. Truman's staff is dedicated to using best practices to ensure all students are learning at a high level.
GOAL: Reduce by 75% AA & SPED students at level on Claim 3 from 0 students to 2 students. Students will be able to state their opinions, listen to others' statements and opinions, pose questions, and answer other students verbal questions. Evaluate a speaker point of view visually and orally. 6 Speaking and Listening African American & Special Education All students will participate in Socratic circles to enhance their listening and speaking skills. The AA and SPED students will be provided weekly teacher annotated notes to assist them with meaningful participation. The selected group of students will be provided stem starter questions to place in their interactive notebooks to use during groups discussions to enhance their questioning ability.. Measurement IAB ELA (Interim Assessment Blocks English Language Arts) //208 Extended learning opportunities, PLC, release days, studio, instructional coaching cycles, intervention classes, MYON Reading supplements. SBAC released listening items. Andre Stout, Stephanie Eddy and Mark Kilcup Facilitators and Monitors Teachers Michelle Lewis and Eileen Heinzmann
GOAL: Reduce from 3 to 5 SPED and AA students at level on Claim 2 which asks students to clearly communicate in writing. Students will learn to use the entire writing process with a focus on conventions, text structures, and transition to write coherent brief writing samples. 7 Writing African American & Special Education The selected group of students will learn to use the writing process and be provided a copy of writing process to place in their ELA binder. The group of students will weekly participate in small groups for short writing activities in ELA, Social Studies, and Science courses. Teachers will provide the selected group of students with a list of elevated word choice to enhance their vocabulary and also provide them a choice of graphic organizers to organize their ideas during Springboard embedded assessments as well as during short writing activities. Measurement CBA (Classroom Based Assessment developed by Washington's OSPI) //208 Spring Board Curriculum, Spring Board Writers Workshop PD, AVID interactive notebooks, MYON reading Convention and Grammar supplementals, Writing Process Poster for all subjects, and more computers for effective and efficient testing. Andre Stout, Stephanie Eddy, and Laura Lindh Facilitators and Monitors Campbell Teachers Ed Neff SPED Co Teacher Tamara Sloan Ritchie and Kelly
GOAL: Reduce by 75% AA & SPED students at level on Claim3 from 2 students to 4 students. Students will be able to state their opinions, listen to others' statements and opinions, pose questions, and answer other students verbal questions. Evaluate a speaker point of view visually and orally. 8 Speaking and Listening African American & English Learners The selected group of students will be provided time to practice on their reading fluency during "do now" three times a week. Students will chart and monitor their reading progress. Teacher will use pre teaching reading strategies before each unit of instruction for the selected group students to practice reading so they can actively participate during verbal classroom reading activities. Measurement IAB ELA (Interim Assessment Blocks English Language Arts) //208 Extended learning opportunities, PLC, release days, studio, instructional coaching cycles, intervention classes, MYON Reading supplements. SBAC Listening Release Test Items. Computers to effectively and efficiently administer our on line assessments and lessons. Andre Stout, Laura Lindh, and Stephanie Eddy Facilitators and Monitors Teachers Ed Neff SPED Co Teacher Sydell Denman and Kim Martin
GOAL: Reduce from 2 to 9 AA and Hisp. students at level on Claim 2 in Math/Problem Solving use of knowledge and problem solving strategies. Students will select and use appropriate tools, strategically, interpret results in the context of a situation, and identify important quantities in a practical situation and map their relationships by modeling using diagrams, two way tables, graphs, flowcharts and/or formulas. 6 Problem Solving African American & Hispanic Planning ELO and skill class intervention focused on differentiating instruction for level learners. The selected group of students will participate in small groups 80% of the time so the teacher can provide more direct instruction on problem solving. Teachers will use formative assessment data to strategically group the selected level students with level 2 and 3 students during collaborative learning activities. Measurement ism Math (iready Standards Mastery) //208 List of all level students by claim, Extended learning opportunities, PLC, release days, studio, instructional coaching cycles, intervention classes, NCMT resources, imagine learning Rich, high cognitive demand, tasks aligned to the claim. Parent support for extended learning, Mark Kilcup, Stephanie Eddy, and Kathleen Elkins Facilitators and Monitors Anderson Teachers Alex Conger SPED Co Teacher Barbara Rasmussen and Aaron
GOAL: Reduce from 3 to 5 SPED and Hisp students in Level for Claim 3 which asks students to use techniques to breaking an argument into cases. Students will test propositions or conjectures with specific examples & construct autonomously chains of reasoning that will justify or refute position or conjectures. 37 Problem Communicating Solving Reasoning African Special American Education & Hispanic & Hispanic The selected group of students will participate in learning station after being administered i Ready mastery exams and classroom assessments for three consecutive days to remedy areas they struggled on the assessments. Personal phone calls to the 3 level students' parents inviting their students twice a week to extended learning opportunity. Share students' goal with parents/guardians during phone conference. Measurement ism Math ism Reading (iready Standards Mastery) //208 Extended learning opportunities, PLC, release days, studio, instructional coaching cycles, intervention classes, NCMT resources, imagine learning, math frameworks PD for differentiating instructions, PD for supporting knowledge of linking claims to task and instructional strategies Mark Kilcup, Stephanie Eddy, and Kathleen Elkins Facilitators and Monitors Teachers Roberta Zay and Donald Poling
GOAL: Reduce from 35 to 7 AA & Hisp students at level on Claim which asks to use functions to model relationship. Students will define and evaluate and compare functions by representing functions algebraically, graphically and in tables. 38 Problem Concepts Solving and Procedures African American & Hispanic The selected group of students will be pulled out of advisory twice a week to receive additional support on skills they are not meeting standard. The selected group students will be provided small group support during regular class time. Teachers will co plan at least twice a week to focus on differentiating strategies to support these students in their effort to meet standard. Measurement ism Math ism Reading (iready Standards Mastery) //208 Extended learning opportunities, PLC, release days, studio, instructional coaching cycles, intervention classes, NCMT resources, imagine learning PD for differentiating instruction, classroom sets of scientific calculators and appropriate math manipulative. Mark Kilcup, Stephanie Eddy and Kahtleen Elkins Facilitators and Monitors Teachers Alex Conger SPED Co Teacher Andrew Parker and Greg Taylor
GOAL: Reduce from 3 to 5 the number of SPED students with a C or below in ELA on their report card. Of the students who received a C or below, most of them were 6th grade students being served in our SPED department. That group of students also scored at level on the ELA SBAC exam. 36 Speaking Reading Informational and Listening Text African Special American Education & Special Education Teacher will incorporate re teaching strategies with the selected group of students before each reading unit to increase their reading comprehensive skills. The selected group of students will meet with CAP team members quarterly to review student's goal to call and share with parents. Parents will hear goals, tutoring options and classroom strategies that will be incorporated to enhance student achievement. Measurement IAB CBA ELA (Classroom Based (Interim Assessment Assessment Blocks English developed Language by Washington's Arts) OSPI) //208 Skill classes, Springboard curriculum, MYON reading supplements, Six Minutes Solution Reading Fluency Program 0
GOAL: Decrease from to 5 SPED & AA students with a C or below on their report card grade in ELA. During review of student report card, there was close to half of SPED students with a C or less in ELA. Goal selected because the same group of students were also at level on the SBAC ELA exam. 37 Speaking Writing and Listening African Special American Education & Special & African Education American During the 208 209 school year these students will be placed in co teach reading and writing classes. They will be provided extended learning opportunities and have access to MYON online reading program. During the 208/9 school year, these students will receive additional support by being placed in our ELA skill support classes. Measurement IAB CBA ELA (Classroom Based (Interim Assessment Assessment Blocks English developed Language by Washington's Arts) OSPI) //208 MYON Reading Program, i Ready mastery exams, Daily Advisory, CICO, AVID tutoring, Extended Learning Opportunities ELO, EDGE coaching, and extra curricular activities. More computers, Staff PD for culture responsive teaching Andre Stout, Laura Lindh, and Stephanie Eddy Facilitators and Monitors Ritchie Ed Neff SPED Co Teacher Kelly Campbell and Tamara Sloan
GOAL: Decrease the percentage of Hispanic and AA students with a C or below by 50%. When looking at the students grade book data, Hispanic and AA students had the most students below C. These same students were also level on the SBAC. 38 Speaking Reading Informational and Listening Text African Hispanic American & African & Special American Education These students will be placed in ELA skill courses and invited to extended learning opportunities. These students will be placed on CICO program to monitor their classroom behaviors and their effort toward making a C or better. Measurement IAB CBA ELA (Classroom Based (Interim Assessment Assessment Blocks English developed Language by Washington's Arts) OSPI) //208 MYON Reading Program, i Ready mastery exams, Daily Advisory, CICO, AVID tutoring, Extended Learning Opportunities ELO, EDGE coaching, and extra curricular activities. More computers, Staff PD for culture responsive teaching Stephanie Eddy, Andre Stout, and Kathleen Elkins Facilitators and Monitors Teachers Ed Neff SPED Co Teacher Sydell Denman and Kim Martin
GOAL: Reduce from 6 to 6 the number of SPED and HISP students with a C or lower in 6th grade math. In reviewing the 6th grade report card data, our SPED and Hispanic students had the most C or below. These same students were at level on the SBAC math exam. 36 Speaking Problem and Solving Listening African Special American Education & Special & Education Hispanic The selected group of students will receive additional quarterly support in Math Skill courses during the 208 209 school year. The selected group of students will meet with CAP team members quarterly to review student's goal to call and share with parents. Parents will hear goals, tutoring options and classroom strategies that will be incorporated to enhance student achievement. Measurement IAB CBA ELA (Classroom Based (Interim Assessment Assessment Blocks English developed Language by Washington's Arts) OSPI) //208 Skill classes, advisory pullout, extended learning opportunites, Engage New York Curriculum, i Ready comprehensive program, teacher professional learning community. 0 Mark Kilcup, Stephanie Eddy and Laura Lindh Facilitators and Monitors Teacher Alex Conger SPED Co Teacher. Barbara Rasmussen and Aaron Anderson
GOAL: Decrease from 5 to 7 HISP and AA students with grade of C or below on their report card in math. 40% of Hispanic students and 26% of African American students earned a math grade of C or below. These same students scored at level or level 2 on the SBAC 6th grade Math exam. 37 Speaking Communicating and Listening Reasoning African Hispanic American & African & Special American Education These students will receive additional support in Math Skill courses during the 208 209 school year. Initially, these students' parents will be called individually to invite students to extended learning opportunites as well as to inform the parents of all our remediation and intervention options. Also, parents will receive weekly reminder phone calls. Measurement IAB CBA ELA (Classroom Based (Interim Assessment Assessment Blocks English developed Language by Washington's Arts) OSPI) //208 Imagine Math, Skill Courses, Extended Learning Opportunities, PLC, Engage New York We need more computers on wheels to administer online testing, class sets of Scientific calculators, and access to online math supplementals. Mark Kilcup, Stpehanie Eddy, and Kathleen Elkins will monitor and facilitate. Alex Conger SPED Co Teacher Roberta Zay and Donald Poling Teachers
GOAL: Decrease the percent of AA students with a C or below from 28% to 4% During data analysis of student math report card grades, AA students had the most students with a C or lower in 7th grade math. These students represent a disproportionate number of students who scored at level on the SBAC Math exam. 38 Speaking Problem and Solving Listening African American & Special Education The selected group of students will receive additional support quarterly or as needed in Math Skill courses during the 208 209 school year. Initially, the selected group of students' parents will be called individually to invite students to extended learning opportunites as well as to inform the parents of all our remediation and intervention options. Also, parents will receive weekly reminder phone calls. Measurement IAB CBA ELA (Classroom Based (Interim Assessment Assessment Blocks English developed Language by Washington's Arts) OSPI) //208 Imagine Math, Skill Courses, Extended Learning Opportunities, PLC We need more computers on wheels to administer online testing, classroom set of Scientific calculators, and access to online math supplementals. Mark Kilcup, Kathleen Elkins and Stephanie Eddy will facilitate. Greg Taylor and Andrew Parker Teachers Alex Conger SPED Co teacher