Colville Junior High. School Improvement Plan School Wide Title I Plan. Colville School District

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1 Colville Junior High School Improvement Plan School Wide Title I Plan Colville School District

2 School Wide Title 1 The Colville Junior High School Wide Title 1 Plan was developed with the involvement of teachers, administrators, staff members, and OSPI. It is designed to comply with state and federal laws. The document will have ongoing revisions and improvements. Each spring the plan will undergo evaluation with approval in the fall. Planning Committee Name Phone Number Paul Dumas Principal Mike Lariviere Intervention Teacher CJHS Certificated Staff Colville Jr. High School Principal Signature School Staff Signature(s) School Staff Signature(s) District Office Signature 2

3 Colville Junior High School Improvement Plan & School Wide Title The Colville School District shall provide students with the highest quality instruction and learning so that each student reaches his/her potential. Colville Junior High s belief is that all students can learn. Our mission is to provide instructional support and service in and out of the classroom. We will ensure effective interventions to meet the needs of all students in accordance with Washington State Performance standards in Reading and Math. As of we will be using Common Core Standards. Needs Assessment: A comprehensive Needs Assessment was conducted in the spring of 2013 to gain specific and open-ended feedback from principals, teachers, and para-educators. Data from the Needs Assessment is utilized in developing our School Improvement Plan to increase student learning. Colville Junior High School s plan focuses on improving Reading and Math performance of all students through a Response to Intervention plan and a collaborative professional learning community (PLC) focusing on learning outcomes and results. Nine student and school success indicators were identified and SMART Goals have been written and tasks assigned to support these indicators. Demographic Data School Year: Demographic Data Attendance 6 th grade= 86.4% 7 th grade= 84.8% 8 th grade= 83.2% Free and Reduced 55% free/reduced 45% paid Demographic Data N= 390 6th grade n=125 7 th grade n=130 8 th grade n=135 Special Education 48 IEP student not including Speech / Language / PT / OT Title I School Wide Title ELL 6th grade n=4 7 th grade n=2 8 th grade n=4 Equity and Access: All students are served by regular classroom, Health, Fitness, Library, Technology, and Elective classes. Special populations are served as outlined in District Policies and Procedures. Activities include: field trips, assemblies, fundraisers, community projects, extra curricular activities and intramural sports. 3

4 Achievement Data: 4 Year MSP Trend Data by Grade Level, Year 6 th Grade 7 th Grade 8 th Grade Reading Math Writing Science Reading Math Writing Science Reading Math Algebra 1 Science % 61.8% NA NA 72.2% 48.4% 65.3% NA 80.3% 55.1% NA 57.8% % 59.2% NA NA 67.3% 53.1% 79.5% NA 67.2% 49.6% NA 55.0% % 51.7% NA NA 75.6% 42.9% 76.8% NA 74.7% 57.3% NA 61.8% % 52.2% NA NA 63.6% 52.9% 76.0% NA 82.8% 57.6% 100% 66.2% % 40.2% NA NA 83.4% 53.1% 79.2% NA 72.1% 72.1% 100% 73.0% Student and School Success Indicators: A leadership team consisting of the Principal, Teachers who lead the instructional teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting). Teachers are organized into grade-level, grade-level cluster, or subject-area instructional teams. The Principal monitors curriculum and classroom instruction regularly. Professional development of individual teachers includes an emphasis on indicators of effective teaching. The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications. Instructional teams develop materials for their standards-aligned learning activities and share the materials among themselves. Instructional teams use student learning data to assess strengths and weaknesses of the curriculum and instructional strategies. All teacher model, teach, and reinforce social and emotional competencies. Parent (family) representatives advise the school leadership team on matters related to family-school relations. Colville Junior High Objective Plans P1 ID11 Teachers will be organized into grade level, grade level cluster, or subject area Instructional Teams. Level of Development or Implementation: Limited, Priority Score: 3 Opportunity Score: 2 Throughout the 2013/14 school year, all certified staff members will be organized into subject area instructional teams. Teams will meet on PLC days as needed. Evidence of progress will be by raising student scores on standard testing based on student learning objectives (goals). 4

5 P1 ID08 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff will meet regularly (twice a month or more for an hour each meeting). Level of Development or Implementation: Limited, Priority Score: 3 Opportunity Score 2 Because of the difficulties in having a one hour slot of time to meet bi monthly, our Leadership Team will meet once a week from 7:30 until 8:00 a.m. which still gives us the recommended 2 hours per month. The evidence we will provide that shows this objective is fully met will be notes taken during the meetings and posted to all staff. P1 IE07 The principal will monitor curriculum and classroom instruction regularly. Level of Development or Implementation: Limited, Priority Score: 3 Opportunity Score: 3 The principal will revise the behavior system in order to create time for classroom tours, perform teacher observations/evaluations, and achieve daily walk through. The goal is to be in classrooms 35% (2 + hours) or more of each school day. Curriculum will be monitored by attending weekly leadership team meetings and department PLC meetings. The principal will continue to analyze student data with the intervention specialist and the formative and summative assessments in each instructional program. The principal will be involved in all phases of instructional planning. This will be measured by notes taken during leadership team meetings and an annual staff survey. P3 IVD05 The school will monitor progress of the extended learning time programs and strategies being implemented, and use data to inform modifications. Level of Development or Implementation: Limited, Priority Score: 2 Opportunity Score: 2 By June 2014, a system will be implemented that will monitor progress of guided study halls and skills courses, and the data that system collects will be used to improve the effectiveness of those programs. In the reading and math skills classes, we will use a formative assessment every quarter to rotate students into and out of those classes. For our guided study hall, we will use three week long term placement of skills deficient students using our school assessment as a formative test and classroom assessments for summative. Students who fall behind in individual courses will be assigned appropriate guided study halls from one to five days, depending on their needs. 80% of students who participate in extended learning time programs will show improvement as measured by assessments or meeting standards in their individual courses. 5

6 P4 IICO2 Instructional Teams will develop materials for their standards aligned learning activities and share the materials among themselves. Level of Development or Implementation: Limited, Priority Score 3 Opportunity Score: 2 By June 2014, all staff at CJHS will develop curriculum teams dedicated to aligning all subject area instructional materials and resources to state standards/benchmarks. Each team will meet a minimum of one hour every month to create a scope and sequence for their given area of content, as well as to share resources and identify needs regarding textbooks and other materials needed for curriculum support. Teams will be designated as follows: Math, Science, Language Arts, Social Studies, Physical Education and Health, Arts, and Vocational (Music, Family Skills, Art). Evidence: All staff involved in team meetings at a minimum of one hour per month, evident through meeting minutes describing set goals and objectives for aligning and sequencing instruction to state standards/benchmarks. Initial meeting for September 2013 should set focus and agenda for the year and should be made public on indistar. All staff is able to describe to students, staff and supervisors how their curriculum aligns with state standards/ benchmarks. Also all staff should have an awareness of how their subject and grade level standards fit in with the overarching scope and sequence of a student s learning within that subject matter, i.e. how 6 th grade math skills build toward the 7 th grade math curriculum. P5 IIDO9 Instructional Teams will use student learning data to plan instruction. Level of Development or Implementation: Limited, Priority Score: 3 Opportunity Score: 2 All Instructional teams will meet for one hour a month to evaluate student learning data. Team members will bring formative and/or summative assessment data which will be evaluated to identify students needing intervention. With this data, team members will plan interventions and future instruction. This goal will be measured by increased student success on classroom assessments. P6 IIIC04 All teachers will model, teach, and reinforce social and emotional competencies. Level of Development or Implementation: Limited, Priority Score: 2 Opportunity Score: 3 All staff members will consistently implement the Character Counts Program in their classes while dealing with students social and emotional issues. The Pillars of the CC! will be embedded in classroom expectations. The presence of the school counselor and counseling opportunities provided to students will also be part of dealing with emotional and social issues. Each staff will recognize at least 5 students a month with the CC! program. The teacher will act as a role model for respectful and appropriate behavior and implement ways to encourage and coach students to display the CC! Traits among peers and respect to the staff. Evidence of this will be charted by the CC! Tracking poster in the staff room and the mailing of personal postcards to individual students. Evidence will also be seen in the decrease of behavior issues such as bullying that will be dealt with by staff and principal. 6

7 P7 IVA01 Parent (Family) representatives will advise the School Leadership Team on matters related to family school relations. Level of Development or Implementation: No Development, Priority Score: 2 Opportunity Score: 3 By September 20, 2013, our team will recruit a group of CJHS parents to serve on a Family School Relations Committee, whose role is to identify needs in the area of family school relations. The Committee will be comprised of between 2 4 parents from each grade level. Success will be measured by at least one parent from the Committee in attendance at Leadership Team Meetings during the school year. P1 ID11 Teachers will be organized into grade level, grade level cluster, or subject area instructional teams. Level of Development or Implementation: Limited, Priority Score: 3 Opportunity Score: 2 Throughout the 2013/14 school year, all certified staff members will be organized into subject area instructional teams. Teams will meet on PLC days as needed. Evidence of progress will be by raising student scores on standard testing based on student learning objectives (goals). RTI & Intervention Teachers: Our intervention teacher is highly qualified and oversees our RTI program. This program provides both student and teacher support. Tests, which include universal screening, diagnostic assessments, and progress monitoring are administered by him. He also compiles the data, sorts and shares with staff and parents. He collaborates with staff by disaggregating data and designing interventions to fit the needs of students. Professional Development: Professional Learning Communities meet to collaboratively study and analyze classroom, school, district data, develop RTI interventions, and engage in lesson study. The school principal in collaboration and communication with district and school staff provides leadership to improve student achievement. The Principal leads the implementation of Action Plans, timelines, allocates time, and provides resources for development. Professional development activities includes: October 2012 Text Complexity Seminar October 2012 Vocational Fall Conference November-May 2012/2013 Strategies for implementing CCSS in Math November 2012 Science Training November 2012 Social Studies Conference 7

8 November 2012 Coaches First-Aid November 2012 Language Arts Training December 2012 Close Read Training January 2013 Art Time Conference February 2013 TPEP Training February 2013 Character Counts training February 2013 Grandparents Day February 2013 Music Educators Conference March 2013 ELA Scope and Sequence April 2013 Art Site Visit May 2013 Tech Committee Meeting May 2013 Common Core Writing Highly Qualified Teachers and Para-Educators: All Colville Junior High School Teachers are rated Highly Qualified under the No Child Left Behind (NCLB) guidelines. All para-educators assigned to the Title I program meet Highly Qualified Para-Educator status. Paras also deliver some Tier II interventions under the guidance of classroom, intervention, and support teachers. Attracting HQ Teachers: Colville School District s Highly Qualified Plan states that only highly qualified teachers will be hired for instruction and only Highly Qualified Para-Educators will be placed in Title I positions. Strategies to Increase Parent Involvement and Parents Right to Know: Key indicator: Parent (family) representatives advise the school leadership team in matters related to family-school relations. Newsletters Daily updates to Website Parent Teacher Conferences Title I informational meeting A School Wide Title I meeting is held in the fall to inform families of the School Wide Title and RTI process. An informational letter is sent home at the beginning of the school year including the student/parent/guardian/teacher compact parents are asked to evaluate the program each spring during Parent Teacher Conferences Open House Increase in Parent Volunteers Open Door policy encourage parent involvement Parent Guide The Right to be Informed Registration nights Student and parent tours Parent Input form distributed to parents with student registration form 8

9 Technology Integration: The District Technology Plan, Library Media and District Technology Curriculum outline: 1) The integration of technology in instruction and learning. 2) A continuum of Technology skill learning. In addition, Colville Junior High Technology Plan includes offering a semester long course for all 6 th, 7 th, and 8 th grade students. 3) Training staff peer coaches to work with classroom teachers intergrading technology and curriculum in accordance with CCSS beginning Monitoring and Assessment: Evaluation strategies to measure changes and improvements in student achievement: MSP-Annually Diagnostic Online Math Assessment-Ongoing Diagnostic Online Science Assessment-Being Developed through smartscience.com for 6 th and 7 th grade assessments Diagnostic Online Reading Assessment-Ongoing Learning Upgrade for specific students (online program)-ongoing Classroom based formative and summative assessments-ongoing Principal walk through-weekly Teacher evaluation-annual Parent/teacher survey/feedback-ongoing District/Building Needs Assessment Daily Assistance to Students Experiencing Difficulty: RTI Three Tiers of learning support Additional Reading Class Additional Math Class Additional Study Skills Class 30 minutes of daily RTI time embedded in the school day Frequent daily / weekly / monthly monitoring of learning (DOMA / DORA/ Read Naturally / Math Upgrade / classroom based formative assessments) After school Study Table Summer School Transition Between Schools/Grades: 9

10 Placement data is reviewed to accurately place students in honors classes as well as those who may need additional support in Math and Reading. Our Intervention Specialist, Principal, and Staff meet to collaborate these decisions. Parent participation is important in all of these decisions. Move-up day during the spring: We host next years 6 th grade students in an effort to effectively transition our students. School program information is presented as well as team building activities. Parents are invited to all of our transition activities at the Junior High. Parent/Student Registration Night Evaluation/Annual Review of School Wide Programs: All staff are asked to complete an annual needs assessment Parents are asked to complete an annual survey / evaluation of the programs their children have been involved in Staff will be actively engaged in the implementation and monitoring of the 9 school and student success indicators. 10

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