Edmonds School District School Improvement Planning Process Each Student Learning, Every Day! School Name: Meadowdale Middle School Year:

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1 School Name: Meadowdale Middle School Year: School Theory of Action/Target Area IF students are regularly engaged in rigorous, accessible, standards-based tasks, regularly using technology and digital media strategically and capably AND they make explicit connections between daily learning, performance tasks and/or future college or career goals AND IF teachers design tasks that allow students to draw from their own experiences, and allow student choice in how they are able to gather and/or demonstrate their knowledge, THEN students will feel more ownership over and engagement in their learning because they understand the relevance and importance of the work, and student academic performance will increase and academic achievement gaps will decrease. Whole School Achievement Goal- As a result of this action: Compared to 49% of student in , 59% of students will agree or strongly agree with the statement, I sometimes get to choose what type of work I do in my classes on the Student Opinion Survey in Achievement Gap: Measurement/Assessment: SBA ELA and MATH Comparison Groups Current % Successful Goal % Successful All Students All Students ELA 8 th graders 59.6% 79% ELA 7 th graders 65.4% 75% Math 8 th graders 49.8% 60% Math 7 th 63% graders 52.7% Science 8 th 53% grade 75% 7 th grade ELA Black Students Hispanic Students White Students Asian Students Asian/Pacific Islander Students Two or More Races Students Male vs Female Low Income LEP vs Non-LEP SpEd vs Non-SpEd Not enough students to calculate 48.6% 71.8% 84% 78.2% 61% Girls 71.6% vs Boys 60.2% 53.2% LEP 27.5% SpEd 32.1% 85% 7 th grade ELA Goal: N/A 59% 72% 85% 71% Girls 73% and Boys 70% 63% 37% 40% 8 th grade ELA Black Students Hispanic Students White Students Asian Students Asian/Pacific Islander Students Not enough students to calculate 52.3% 66.2% 61% 60% 8 th grade ELA Goals N/A 62% 69% 66% 65% 1

2 Two or More Races Students Male vs Female Low Income LEP vs Non-LEP SpEd vs Non-SpEd Edmonds School District 55% Girls 70% vs Boys 52% 50.6% LEP 32% SpEd 34.2% 65% 72% vs 62% 60% 42% 44% 7 th grade Math Black Students Hispanic Students White Students Asian Students Asian/Pacific Islander Students Two or More Races Students Male vs Female Low Income LEP vs Non-LEP SpEd vs Non-SpEd 8 th grade Math Black Students Hispanic Students White Students Asian Students Asian/Pacific Islander Students Two or More Races Students Male vs Female Low Income LEP vs Non-LEP SpEd vs Non-SpEd 8 th grade Science Black Students Hispanic Students White Students Asian Students Asian/Pacific Islander Students Two or More Races Students Male vs Female Low Income LEP SpEd Not enough students to calculate 30.5% 58% 77% 74% 57% Girls 51.8% vs Boys 54.2% 40% LEP 23.3% SpEd 19.6% Not enough students to calculate 45.1% 53.8% 68.4% 40% 41% Girls 51% vs Boys 50% 42.8% LEP 26.3% SpEd 21% Not enough to calculate 74.1% 78.6% 76.3% 72% 72.4% Girls 78.5% vs Boys 72% 71% 33% 63.8% 7 th Grade Math Goal: N/A 40% 60% 79% 67% 60% vs 60% 50% 33% 29% 8 th grade Math Goal: N/A 55% 58% 70% 50% 51% 60% vs 60% 52% 36% 31% 8 th grade Science Goal: N/A vs 44% 73% Strategic Direction Focus Areas: 2

3 You may choose to select one or more of the other options in addition to Effective Learning for All Students. Effective Learning for All Students Equity of Opportunity P-3 rd Grade Early Learning Graduates Who Are Ready for Life Specific Strategic Direction Indicators of Focus: School Vision/Mission: VISION: We are committed to empowering students by creating a student-centered environment that is engaging and accessible based on rigorous standards. Mission: To advocate for all students by providing a learning environment which empowers students, staff and the community to maximize their personal, creative and academic potential in order to become lifelong learners and responsible world citizens. School Demographics: Parent, Family, and Community Involvement in this Plan: 3

4 Monthly Parent Club Meeting Natural Leader Program Four Family Evening Events: o Math Night o English Night o Science Night o Multi-Cultural Night Review and Analysis of Data: Check all data reviewed and analyzed that determined your Strategic Direction focus area(s) and your school target. State Assessments District Assessments School Assessments Classroom Assessments SAT/ACT AP/IB/CHS/Tech Prep CTE Industry Certification Graduation Rate Attendance Data Discipline Data Student Perceptual Data Parent Perceptual Data Other (please describe): Staff Perceptual Data Summary of strengths or greatest progress based on the data: 91% of students agree or strongly agree with the statement I participate in learning in my classes. 88% of students agree or strongly agree with the statement I am learning a lot in school this year. 87% of students agree or strongly agree with the statement My assignments are important. 95% of staff agree or somewhat agree with the statement Our school has a shared vision for what we want to accomplish with students. Prioritized areas of opportunity or greatest challenge based on the data: 1. 49% of students agree or strongly agree with the statement I sometimes get to choose what type of wok I do in my classes % of students agree or strongly agree with the statement I often feel bored in my classes % of students agree or strongly agree with the statement I see how the information I am learning in school can be used in real life % of staff agree and 58.54% somewhat agree with the statement We use best practices to challenge high-performing students. Grade Level/Specialist/Department Goals aligned to the School Target Area and Goal: Grade Level/Department/Team: Math Department 4

5 Goal: All math students will be given some choice of instructional strategies and demonstrate their learning as measured by teacher/student designed assessments. Entry and Exit Tickets Students Work: homework, classwork, journals White boards/mobis SBA Interim Math Assessment (3 times) Lesson plans that include choice and formative assessment Collaborative planning Reviewing data individually and in PLC s to inform instruction and intervention Chromebooks: Online tutorials/videos Chromebooks: Interactive practice sites Chromebooks: Online text book Grade Level/Department/Team: Science Department Goal: All science students will be able to increase their ability to evaluate and identify flaws in experimental design, data, conclusion, validity, sources of error and potential bias. 5

6 Common assessments Analyzing student work samples Teacher Designed Common Summative Assessments Collaboratively planning lessons Edmonds School District Analysis of common assessments to inform instruction in PLC s Using Chromebooks in class to collect and share information on Google Documents via Google Classroom Grade Level/Department/Team: Social Studies Department Goal: Given some choice on assignments students will grow in their ability to make a claim (thesis) about a historical event, and use relevant and reliable evidence for support. This will include distinguishing between primary and secondary sources, recognizing bias with sources and inferring conclusions from analyzing sources as measured by student/teacher designed rubrics. Pre assessment Department Common Formative Assessment DBQ Document Based Question Essa Post Assessment Social Studies Curriculum Based Assessment Collaboratively planning and analyzing student work 6

7 Working with Librarian and ELL Teacher for additional support on lesson design and delivery Meeting with English Department to create Common Core vocabulary Using Chromebook as the main research tool to gather information and to complete the research CBA. Grade Level/Department/Team: English Department Goal: By allowing students independent reading choice, students will demonstrate an improvement in strong reading habits and make gains in their abilities as a reader. Reading Logs: use word connation to gain word meaning, ask meaningful question to gain insight, reading responses demonstrate deep level of meaning, reading strategies to increase comprehension. Students set and monitor and make progress on their reading goal Students choose books within their reading range. Students choose increasingly challenging books from a variety of genres. STAR reading assessment administered a minimum of 3 times a year Accelerated Reader Professional Learning Community will review data Frequent check-ins with students to provide specific feedback on reading logs, genre choice, and challenging books at or slightly above reading level. Chromebook for formative and summative assessments. Curriculum on-line for student access. Grade Level/Department/Team: Health and Fitness 7

8 Goal: Students will be able to improve their ability to recognize signs and types of harassment and bullying. They will engage in a variety of lessons to help develop strategies to counteract the effects of harassment and bullying personally and in our school community. Role playing in class Written reflections Group discussion Written persuasive paragraph based on reading current events Bullying and Harassment assessment given 3 times a year Professional Learning Community will meet to discuss progress toward goal and to review instructional strategies The Counseling Department supports this effort by providing additional lessons and following up with students who need additional support. Chromebook used as a resource to find related articles and to increase student choice. Many assessments and written responses are recorded and sent to teacher via Google Classroom. Grade Level/Department/Team: Science Department Goal: All science students will be able to increase their ability to evaluate and identify flaws in experimental design, data, conclusion, validity, sources of error and potential bias. 8

9 Common assessments Analyzing student work samples Teacher Designed Common Summative Assessments Collaboratively planning lessons Analysis of common assessments to inform instruction in PLC s Using Chromebooks in class to collect and share information on Google Documents via Google Classroom Grade Level/Department/Team: Counseling Department Goal: Students will set educational SMART goals, explore careers and manage their educational information by learning about the Naviance Classroom. Checking Naviance for completion of tasks Career Cluster Survey SMART goals Summary of student success toward goals or completion Counselors meet regularly in Professional Learning Communities to develop survey, review data and schedule when lessons will happen. Train our WEB leaders to help teach the lessons. 9

10 Using Chromebooks to access Naviance. Action Plan for the School to Address the Target Area to in order to meet the Achievement Goals: Learning Opportunities for Students As part of progress monitoring, what are you doing to help students who are still struggling? As part of progress monitoring, what are you doing for students who are meeting or exceeding standards? Description of the Learning Opportunity Student Problem Solving Team (problem solving team for struggling learners) Extended Learning Time Tier II math & Reading Homeroom (M-Th) daily connection with teachers access to extra help o Math tutoring by teachers and peers will be available every day After School Study Club (M,T, W, Th) Weekly analysis of student work or common assessments in weekly PLC s and a plan developed to support struggling learners STAR Reading and Interim Math Assessments administered a minimum of 3 times a year (Student s goal set with teacher and outline academic plan to support student growth) Teachers offer more choice of assignment to meet the needs of the individual students. Increase attendance of Latino families at Curriculum Night, Parent Club, Natural Leader, and Evening Events. Access to Honors Placement in Math, English and Social Studies STAR Assessment in Reading and Math Interim Assessment administered at least 3 times a year. (Student s goal set with teacher and create an academic plan to support student growth.) Weekly analysis of student work and common assessments in PLC s. Teacher s adjust lessons to meet the needs of the students meeting and or exceeding standards Teachers offer more choice of assignment to meet the individual needs of the students. Schedule Bi-Monthly Daily weekly Bi-Monthly Daily weekly 10

11 Describe how your school addresses the physical, emotional, and intellectual safety conditions that allow for effective teaching and learning to take place. Implementation and monitoring of Safe and Civil Schools pedagogy led by Safe and Civil School Task Force. WEB 8 th grade student leaders lead 7 th grade orientation and are assigned to work with small groups of 7 th graders throughout the school year. In addition, they will help teach 2-3 lessons during Homeroom to support academic and social emotional growth. Equity Team facilitates the professional development for staff to improve culturally responsive teaching skills and to eliminate institutional racism. Right Response Training HIB (Harassment, Intimidation, and Bullying) prevention training delivered to every student at the beginning of the year and monitored throughout the year. Signs of Suicide curriculum to empower students to go to adults to get help for themselves and peers. Daily Weekly Monthly Annually Learning Opportunities Provided for Staff Specific to the School Target Whole staff learning opportunities to support the focus and intentionality of this Goal. Small group, individual, voluntary learning opportunities to support the focus and intentionality of this Goal. Description of the Learning Opportunity -Student Centered Classrooms, increasing student choice. - S.I.O.P Training - Differentiation Training - Creating Culturally Responsive Classrooms - Chrome book implementation Professional Learning Communities Common Planning Time to align strategies Monthly Weekly Schedule 11