LaVergne Middle School S.I.P.

Transcription

1 Rutherford County Schools LaVergne Middle School S.I.P. Analysis of Last Year s Final Results Areas of Greatest Progress: Proficient/Advanced IMPROVEMENTS LMS met 2 of the 4 AMO goals for achievement after SH was applied. 7 th Grade Math 7 th Grade ELA The 6 th grade continued to show gains in all subjects except ELA. The 8 th Grade continued to show gains in ELA for the past three years LMS met 2 of the 8 gap closure goals. Racial/Ethnic vs All (Math 4.1) ED vs NonED (Math 11.5) Though the gap closures goal was not met for ED vs NonED (ELA), the gap was missed by.3 compared to a 3.2 gap the previous year. The 7 th grade showed an increase in all subjects in achievement (NCE score) except SS, which was a difference of.1. Math- 2.3 ELA-.8 Sci-.7 Areas of Greatest Challenge: Proficient/Advanced SETBACKS LMS did not meet the expected gap closures for the following subgroups: A. ED vs Non-ED (ELA) goal was 10.9%, result was 11.2% Gap of.3. B. Racial/Ethnic vs All (ELA) goal was 2.9%, result was 4.5% Gap of 1.6 C. ELL vs Non ELL (Math) goal was 16.3%, result was 22.4% gap of 6.1. D. ELL vs Non ELL (ELA) goal was 30.8%, result 41.6% gap of E. SpEd vs Non SpEd (Math) goal was 20.7%, result was 24.3% gap of 3.6. F. SpEd vs Non SpEd (ELA) goal was 21.8%, result was 25% gap of 3.2. The 6 th grade showed a decrease in all subjects in achievement (NCE score). Math- 2.9 ELA- 1.6 Sci-.8 SS-.2 The 8 th grade showed a decrease in all subjects in achievement (NCE score) except Math. ELA-.5 Sci- 3.3 SS- 2.9

2 Source of Progress Source of Challenges Teachers from their respective Traditional style of teaching in grades collaborate on a weekly basis to prepare lessons, discuss interventions and enrichment Social Studies may have attributed to scores more so in some grades than others. opportunities, and create SpEd and ELL subgroup assessments. increased. Students were identified A lack of participation in according to the TVAAS Accelerated I, data folder accumulation, and county benchmark lists and were intervention classes due to ineffective identification methods per the TVAAS Accelerate I list provided interventions. We believe with the high The Reading and Math Lab was numbers of students with offered to students during elective, disabilities in inclusion classes, advisory, and CORE periods. students received less individual Teachers from all grades attention. attended the Differentiated We believe a lack of training Instruction conference at the for teachers attributed to beginning of the school year to deficiencies with SpEd and ELL develop activities and strategies. subgroups. Monthly department meetings Students who failed are held to discuss strengths and benchmark tests were not areas of growth. monitored effectively with All Reading and Language Arts intervention plans. teachers were required to embed PLC weekly meetings were not writing opportunities throughout the consistent in the focus of specific course of the school year. School students. participated in three scheduled Data review and intervention timed writings. plans may not have been effectively CORE (Creating Opportunities executed. for Remediation and Enrichment) School failed effectively monitor class: 8 th period provided opportunities for teachers to meet cross curricular activities that involved writing, vocabulary and critical thinking. with each class one additional time Five new faculty members were each week to reteach skills/concepts that demonstrated deficiencies. added to the 6 th grade team during the school year. Teachers in each grade level shared common planning and were able to plan lessons, create common assessments, analyze data after weekly assessment, and implement remediation and enrichment strategies. Essential Questions were written based on Tennessee state standards and used to communicate and drive instruction. A weekly schedule (M.A.S.H.) (Math, Language Arts, Science, Social Studies, Reading) was implemented in order to organize intervention, enrichment, and assessment. Data was reviewed to assess proficiency of Tennessee State Standards; instructional strategies were developed to enhance mastery of standards.

3 Goals for this school year: Overall Achievement Goals: (Aligned to First to the Top Goals) Math: The school will meet or exceed the AMO school wide goal set at 47% and the 7 th grade goal set at 49%. Reading: The school will meet or exceed the AMO school wide goal set at 50.6% and the 7 th grade goal set at 50.6% Subgroup Goals: (List each subgroup individually) Students in the Racial Ethic, ED, SWD, and ELL will meet or exceed the stated Gap Closure reduction for in Math. RE-3.8%, ED-10.8%, ELL-21%, and SWD-22.8% Students in the Racial Ethic, ED, SWD, and ELL will meet or exceed the stated Gap Closure reduction for in Reading/Language Arts. RE-4.2%, ED-10.5%, ELL-39% and SWD-23.4% Other Required Goal Areas: To accurately and effectively identify and monitor subgroups in order to achieve AMO and Gap Closure goals. Meet with grade level and department chairs every four weeks Meet with data/intervention team every four weeks Review prescriptive achievement reports every four weeks To create focus intervention classes/groups for SpEd, ELL and under achieving students during Purpose. Fully implement RTI 2 interventions for students identified by multiple data points. To increase faculty and staff awareness of Blending State Standards (CC) and SPI s and RTI 2. Plan for this Year Key strategies to achieve goals. Teachers will continue to receive extensive data training at faculty meetings, early dismissal days, and in-services for CCS, RTI 2, and Teams. RTI 2 will be fully implemented. Progress monitoring will be implemented for Tier III. Continuation of professional learning communities will enhance the alignment of state standards with benchmark testing and instructional strategies implementations. 1. Conduct PD sessions with central office personnel 2. Conduct PD sessions within school (concurrent workshops-lead by teacher leaders) Enrichment and intervention classes will be formed using data from multiple sources to foster academic improvements for all subgroups. Administrative staff will increase monitoring of assessments and instruction by meeting with teachers and completing classroom observations. Teachers will continue to identify high achieving students for possible placement in advanced classes such as Advanced Math, Spectrum, and Algebra. Teachers will increase the usage of the student data (folders, test results, attendance and discipline) to track students so that adequate time and support can be given to improve individual student academic performance. Teachers will follow the MASH schedule to maximize professional collaboration, administer tests, and encourage morning tutoring. Teachers, who are experiencing difficulties, will be required to observe other colleagues in the building per administrator s discretion to gain insightful implementation of management techniques and instructional strategies to use in class. Administration will complete unannounced videotaped lesson for teachers to self reflect. Focus intervention classes for ELL, SpEd and Under Achieving students will be implemented during Advisory and Purpose. Math and ELA instruction will be centered around state standards and SPI s. Survey students about instructional practices and teaching styles Develop a RTI team to review, monitor, and analyze assessments administered during each nine week period Social Studies and Science departments will increase the implementation of evidence based instruction, informational text activities, and collaboration with ELA department The intervention period, previously known CORE, was moved to 1 st period and renamed Purpose.

4 Key strategies to achieve progress for students with the greatest need: Offer intervention classes (Math Lab, Reading Lab, Writing Lab, SRA, ESL discovery) Offer enrichment classes (Advance Math, Spectrum) Provide additional time and support for academic improvements (Purpose, Advisory, and Special Ed and ELL pull out classes) Common mini benchmark assessments will be given every two to three weeks. Teachers will be sent to professional trainings dealing with SpEd and ELL. Data team will provide monitoring sheet of stated sub groups. Increase usage of prescriptive technology (Reading and Fast Math, Compass Learning, ThinkGate, Brain Pop) Develop and implement additional SpEd small group SRA classes for RLA and Math for all grades Early morning tutoring will be offered for all grades based on MASH schedule. Teachers will present best practices classroom strategies at faculty meetings. Developing mini benchmark tests using ThinkGate software, TCAP Test Sampler, and Textbook Tier II and III will occur during Advisory and Purpose by highly trained teachers. An academic vocabulary wall will be place in hall to display words of the week. Words are announced weekly via the televised morning announcements. Teachers are expected to embed the mathematical/instructional practices, accountable talk, and vocabulary within daily classroom instruction. School will purchase IReady license. Central office ELL and SpEd department will purchase Imagine Learning. Projected costs and funding sources for key strategies: Benchmark test copies - $100 Teacher Training - $600 Teacher instruction supplies - $1,500 Technology programs/upgrades IReady - $3300 Brain-Pop - $1000 Equipment- $2500 Celebrations and Successes Recognitions- $700 Benchmarks for Progress Benchmarks: Timeline: Nine-week Team Meetings {Leadership, RTI 2, Data} (Review subgroup, November, January, April department, and grade level performances) (Monitor/Review assessment Every nine weeks results) Teachers will submit unit plans detailing usage of high quality activities and technology with evidence meetings occurring at the end of the nine weeks to assess quality of learning and instruction. Department heads will compile a department notebook containing Benchmark tests, data analysis, and TVAAS information. Department meetings are held monthly. Also teachers meet weekly with grade level department colleague to discuss strengths and areas of growth. Researched Best Practices, curriculum pacing, scope and sequence are topics discussed in order to best drive instructional practices. Student Data Folders (containing past, present and future achievement information) are used to drive parent-teacher conferences throughout the year. Students meet with teachers during Advisory to discuss academic patterns and projections. Pre/Post Assessments in all general education classes will be highly Academic school year encouraged. These assessments gage the academic growth of identified students throughout the course of the year. Construct Focus List of students per grade to monitor subgroup progression End of 1 st nine weeks, Oct Present Best Practices (Instruction, Management, Subgroup) at Faculty Oct. 2014, Dec. 2014, Feb. 2015, Training Meetings and Early Dismissal days. Every nine weeks, Team discussions during Grade Level Monday Meetings Reviewed monthly at Department Meetings and also during weekly grade level department meetings. Updated at the end of each 9-week grading period. Oct. 2014, Jan. 2015, Mar. 2015

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