BROOKLYN MIDDLE SCHOOL

BROOKLYN MIDDLE SCHOOL 2015-16 SCHOOL SITE IMPROVEMENT PLAN Our mission is to inspire and prepare all students with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning. Submitted: OCTOBER 2015

Principal: Kim Monette Assistant Superintendent: Astein Osei School: Brooklyn Middle School Date: 10/20/15 The School Improvement Plan priorities focus on three areas: reading, mathematics, and student behavior. The School Improvement Plan must include: (1) the utilization of MCAs as a data point for one or more goals; (2) articulated goals related to proficiency rate(s), growth, and achievement gap reduction, (3) student behavior; and, if applicable, (4) a graduation rate goal. Guidelines (1) The district will insert the baseline data prior to the scheduled site improvement meeting with the Research, Assessment and Accountability Department. (2) The district will insert the basic and transformational goals and targets at the start of school using the 2015-16 cohorts. Students enrolled for the 2015-16 school year make up each cohort. (3) Basic targets or goals represent reasonable student progress or improvement based on trends. Transformational goals or targets represent the scores that are necessary to close the achievement gaps and are based on state expectations. (4) Achievement Data Key (these numbers are approximates): Above (top 10%) Meets (upper 1/3) Average (middle 1/3) Caution (lower 1/3) Below (lowest 10%) (5) Site team should use these guiding questions for discussion in development of the action plan for each area of the plan: a. What did the data tell you about your current state? What were things the data did not tell you? b. What adult practices might be the cause of the data? c. What are the root causes of the data concerns that will be addressed in action plans? d. What research-based actions, strategies, and interventions will support students in meeting the goals? e. What knowledge and skills (professional learning) will adults need to support students in meeting the goal(s)?

Priority One: READING Column Header 2014 2015 # Students Fall 2015 Cohort Basic Transformational Definition Measure: MCA Proficiency (Index Rates) 2014 Index rate for students enrolled Oct 1 and tested in 2015 (proficient = 1.0, partial proficiency =.5) 2015 Index rate for students enrolled Oct 1 and tested in 2015 Number of students tested in Spring 2015 and projected for Fall 2015 2015 index rate for students for grade they are projected to enroll in for 2015-16 The second highest score between the MDE index target (reduce non-proficiency by half in two years) and the district average change. The higher of the MDE index target (reduce non-proficiency by half in two years) and the district average change. Group 2014 2015 # Students Fall 2015 Cohort Basic Transformational All Students 62.8 68.0 883 64.3 65.1 73.2 Grade 6 64.6 66.3 291 64.6 63.9 73.5 Grade 7 64.5 67.8 287 64.1 63.2 73.1 Grade 8 60.8 68.2 305 64.3 68.2 73.2 AmIn Asian 61.0 69.7 Black 53.8 57.4 Hispanic 50.0 56.7 Subgroup targets addressed White 79.0 82.4 under gap reduction EL 19.4 27.6 Spec Ed 53.6 57.1 F/R Lunch 53.8 58.6 Female 64.7 70.1 Male 60.4 65.4

Priority One: Reading Reading Continuous Improvement Action Plan: (add steps as needed by using tab key) Strategies: What specific strategies will be implemented? BMS teachers will select one of the following literacy skills to embed directly into their instruction: Citing textual evidence to support inferences Determining main ideas Paraphrasing Summarizing Determine meaning of words and phrases as they are used in a text Provide interventions for students who need more direct service based on their assessments and performance. EL teachers will directly teach academic vocabulary in direct service classes. SPED will use Make Sense Strategies to teach literacy skills. Special Ed reading data team will collect and analyze reading growth data three times a year using System 44 and Read 180 Next Generation curriculum. English 7 and 8 will: *conduct goal setting conferences; *teach a generalized version of the INFER strategy for identifying textual evidence to support inferences in fiction and non-fiction text. Adult actions: What adult actions will ensure the strategies are successful? Training, coaching, and implementing literacy skill instruction. Literacy coaches, Special Education Building Coordinator, and EL Department Chair will meet in Trimester 1 and 2 to identify students by analyzing test scores and grades. Teachers will implement Kate Kinsella s academic vocabulary strategies using the data team process. SEBC will meet and share strategies during department meetings. Analyze READ 180 growth reports and plan for differentiation. Chart data and reflections on data team templates. Review data with ELA team. Re-teach students who do not meet post-assessment criteria. Measure student progress: What student data will be collected? Data team results Student schedules Data team template Department meeting notes and student work samples. READ 180 and System 44 reading growth reports. 7 th and 8 th grade English Language Arts Collaborative Planning/ utilizing the Data Team template for Loop 2. Person(s) Responsible: All teachers June Mattson Janet Jones Heather Hanson Angie Vivatson Heather Hanson and Janet Jones, (Literacy Coaches) Tina Voigtlander, (SEBC), S. Houge, (EL Dept. Chair) EL teachers SPED Teachers EL teachers SPED Teachers Reading teachers English teachers

Priority Two: MATHEMATICS Column Header 2014 2015 # Students Fall 2015 Cohort Basic Transformational Definition Measure: MCA Proficiency (Index Rates) 2014 Index rate for students enrolled Oct 1 and tested in 2015 (proficient = 1.0, partial proficiency =.5) 2015 Index rate for students enrolled Oct 1 and tested in 2015 Number of students tested in Spring 2015 and projected for Fall 2015 2015 index rate for students for grade they are projected to enroll in for 2015-16 The second highest score between the MDE index target (reduce nonproficiency by half in two years) and the district average change. The higher of the MDE index target (reduce non-proficiency by half in two years) and the district average change. Group 2014 2015 # Students Fall 2015 Cohort Basic Transformational All Students 63.5 70.7 887 59.4 60.1 69.5 Grade 6 65.9 64.6 292 62.5 58.2 71.9 Grade 7 62.4 68.1 288 49.8 52.5 62.4 Grade 8 64.7 73.5 307 65.3 69.4 74.0 AmIn Asian 68.1 78.3 Black 51.3 57.9 Hispanic 50.0 57.8 Subgroup targets addressed White 76.9 81.3 under gap reduction EL 28.4 47.1 Spec Ed 55.0 60.0 F/R Lunch 51.1 60.5 Female 61.3 69.3 Male 66.2 72.3

Priority Two: MATHEMATICS 2016 Targets for Z-Score minus District Description Baseline Well above district average +.15 and up Above district average +.10 to +.14 Near district average -.09 to +.09 Below district average -.10 and below Measure: MCA Growth (Z-Score - District) Basic Transformational 0.15 0.2 0.1 0.15 0.05 0.1 0 0.1 Growth Z - District Baseline Data 2015-16 Goals and Targets Indicator Group 2013 2014 2015 Basic Transformational Growth All Students -0.06-0.03 0.21 0.15 0.20 Growth Grade 6-0.34 0.00 0.10 Growth Grade 7-0.01 0.10 0.24 0.15 0.20 Growth Grade 8-0.11-0.15 0.18 0.15 0.20 Gap Reduction Am Ind Gap Reduction Asian 0.15 0.07 0.38 0.15 0.20 Gap Reduction Black -0.20-0.17 0.04 0.05 0.10 Gap Reduction Hispanic -0.06-0.01 0.10 0.10 0.15 Gap Reduction White -0.10 0.05 0.26 0.15 0.20 Gap Reduction EL -0.05-0.02 0.28 0.15 0.20 Gap Reduction Spec Ed -0.06 0.08 0.07 0.05 0.10 Gap Reduction F/R Lunch -0.08-0.08 0.15 0.15 0.20 Gap Reduction Female -0.01 0.01 0.28 0.15 0.20 Gap Reduction Male -0.09-0.07 0.12 0.10 0.15

Priority Two: Mathematics Mathematics Continuous Improvement Action Plan: (add steps as needed by using tab key) Strategies What specific strategies will be implemented? Implementation of Math 180 Program in 6 th and 7 th grade Adult actions: What adult actions will ensure the strategies are successful? Scholastic Math Inventory (SMI) scores will be collected three times a year. Measure student progress: What student data will be collected? Formative and summative assessments along with Math 180 software. Person(s) Responsible: Celeste Enderle (Math Lit Coach) Implementation of FASTTmath program in 6 th and 7th grade Implement best practices for math in SPED collaborative math classes- Model and Mimic Literacy Strategy Implement best practices for math in EL collaborative math classes- Model and Mimic Literacy Strategy Implement Math Data Teams Provide access to the program on a weekly basis. Monitor progress through Scholastic Achievement Manager Reports Analyze formative and summative assessments. Document adaptations and interventions provided in the classroom. Analyze formative and summative assessments. Provide additional support with reading and vocabulary. Common Pre and Post Assessments Student progress reports in Scholastic Achievement Manager Unit summative assessments and MCA scores. Unit summative assessments and MCA scores. Chart data and reflections on Data Team Templates. Data will be disaggregated by subgroups. Math, EL, & Special Ed teachers Jim Hayden, Wendy Sakry, Cheryl Billodeau, Steve Carling, Amanda Eaton, Katie Leitschuh, Brett Phillips Jackie Hendrickson, Kristina Goetze, Pavlina Tsvetkov, Krista Paterson, Katie Leitschuh, Susan Houge Celeste Enderle, (Math Literacy Coach), and Bryan Scherr, (ATPPS Coach), Math department Special Ed math resource teachers, June Mattson, (Differentiation Coach)

Priority Three: Student Behavior Evidence of Need: There were 752 office referrals for the 2014-15 school year There were 50 suspensions for the 2014-15 school years, resulting in 133 days of suspension. Student Behavior (Example: office referrals, suspensions, etc.) Office Referrals Suspensions Baseline data by target group (Example: ethnicity, socioeconomic, grade level, etc.) 752 office discipline referrals were generated during 2014-15 school year: 7 th Gr (current 8 th ) = 283 50 suspensions for the 2014-15 school year; which resulted in 133 days of suspension Goal We will decrease the percentage of school wide office referrals by 10% Decrease the percentage of suspensions by 10% Student Behavior Continuous Improvement Action Plan: (add steps as needed by using tab key) Strategies: What specific strategies will be implemented? Continue to implement PBIS(Positive Behavior Intervention Supports): The Bulldog Way, Bulldog Bytes, PBIS student committee Develop school wide student management procedures for the classroom. Reflection Room (RR) ATS (Action Toward Success alternative to suspension) Program Teach classroom management strategies via: Developmental Designs Love and Logic Adult actions: What adult actions will ensure the strategies are successful? Evidence of BMS s PBIS: Bulldog Way (Responsible, Respectful, with Integrity) will be presented throughout the building and communicated to all BMS stakeholders throughout the school year. Implement and present/train staff on Staff vs. Office Managed Behaviors. Data will be collected on number of students served, repeat students and behaviors etc. Completion of student reflection sheets, etc. Reduction of Classroom Referrals. Measure student progress: What student data will be collected? PBIS Committee will meet monthly throughout the school year. We will share data collected at periodic staff meetings. Buddy Room Use Reflection Room Office Referrals ATS Meet with Reflection Room and ATS staff throughout the year; review data. Ongoing and as needed. During periodic staff meetings. Individual teacher Person(s) Responsible: Kim Monette, Megan Havelak Administrative Assistants PBIS committee All Staff Kim Monette, Megan Havelak Administrative Assistants Megan Havelak Administrative Assistants Kim Monette Megan Havelak Administrative Assistants

ENVoY Informal Classroom Walk-throughs Classroom Social Emotional Learning (SEL) Skill development: Cornerstone, Teen Annex: Expect and Respect Curriculum after school group, Social Skills and Grief Groups, Positive Action Advisory Curriculum, Planned SEL activities for Advisory time Students will have access to various groups and classroom opportunities to meet various needs that focus on SEL skills. meetings. Meet with group and classroom facilitators and collect data from teacher and student surveys to assess the effectiveness of the individual programs. Administration, Counselors, All Staff Small group facilitators

SUPPLEMENTARY DOCUMENTS: COLLABORATIVE DECISION-MAKING IMPLEMENTATION PLAN MATRIX

ISD 279 Osseo Area Schools Collaborative Decision-making Implementation Plan (Example Evidence) System/Site/Division/Department: Brooklyn Middle School Submitted by: Kim Monette List at least 5 substantive decisions that directly impact building community, ensuring student learning or creating a safe, healthy, and responsive learning environment that that will be made during the upcoming school year that will require diverse participation. Implementation plan is to be turned in: o Sites (principals and assistant principals) with the site improvement plan, o Programs and departments (directors, coordinators, accountants, supervisors) with your annual goals to your supervisor. Complete each of the five columns for each decision included in the plan. Decision Who should be involved? Type of Decision Decision Maker(s) Site Improvement Plan Administration Teachers Parents Department Chairs Facilitator of Decision Process Collaborative Kim Monette Kim Monette Compensatory Allocation Department Chairs Consultative Kim Monette Kim Monette Conference schedule Brooklyn Middle School Staff Department Chairs Collaborative Kim Monette Kim Monette Building Calendar Administration Teachers Collaborative Kim Monette Kim Monette & Megan Havelak Staffing plan Department Chairs Consultative Kim Monette & Megan Havelak Kim Monette & Megan Havelak Technology Plan Staff Development PBIS STEAM PARENT ADVISORY Janelle Bernards, Administration, Dana Trouth, STEAM Coordinator Administration Teachers Administration Teachers Dana Trouth, STEAM Coordinator Teachers/Administration Consultative Kim Monette & Megan Havelak Kim Monette & Megan Havelak Consultative Collaborative Collaborative Staff Development Committee Christine Weatherman, Janet Jones PBIS Committee, Megan Havelak Kim Monette & Megan Havelak Kim Monette & Megan Havelak Kim Monette Megan Havelak Kim Monette & Megan Havelak

STAFF DEVELOPMENT PLAN FOR 2015-2016

Staff Development Goals 2015-16 Site Staff Development Plan 1. Please list the names and positions of your site s 2015-2016 Staff Development Committee: Christine Weatherman, Janet Jones, Shannon Comisar, Janelle Bernards, Megan Havelak, Kim Monette, Heather Hanson, Dana Trouth, Celeste Enderle 2. Which of these Staff Development Committee members is your site s representative of the District Staff Development Committee? Christine Weatherman 3. Describe your site s process for seeking input on the staff development goals listed below: We align with the district guidelines and areas of focus for ongoing professional development. We have some form of feedback given after our site time. For 2015-16 the intentions for our work are as follows: Building Relationships- We will utilize Advisory, and the Positive Behavior Curriculum and School-wide Positive Behavior Intervention System-District standard -- We will engage students and families as partners to achieve our mission and strategic objectives. We will create transformational system change to ensure equitable student achievement. Data Driven Instructional Strategies-We will continue to use research based tools and the data team process that empower all students. District standard-- We will create transformational system change to ensure equitable student achievement. Equitable Student Achievement- We will incorporate project based learning opportunities in the classroom and through ERA. We will continue to be culturally responsible through our instructional practices that engage all students in their learning. District standard-- We will create transformational system change to ensure equitable student achievement. Digital Learning- Instruction around use of ipads and technology tools for staff and students. District standard-- We will create transformational system change to ensure equitable student achievement. 4. Describe the staff development goal(s) that correspond to each of your site goals: Site Goal #1: Data Driven Decision Making and Standards Based Instruction -Improve Reading skills Staff Development Goal #1: To support the site improvement plan to increase student achievement through a school wide approach in teaching reading strategies in all classes. As a faculty, we are focusing on reading in our content classes tied to the reporting standard for that course. This work will be conducted during daily team collaborative meetings, faculty meetings and professional development days. Through team time staff is trained in using Common Core Standards reading graphic organizers involving higher level thinking. Teachers will continue the data team process, facilitate effective meetings, determine priority standards, and create smart goals around reading in our content classes. During team meeting and our data team time, we examine individual student data and identify subgroups to provide racial equity and culturally relevant practices. We will use Key Instructional Strategies that support ISD 279 staff development goals, vocabulary focused strategies, research based routines, and we will provide support to staff to create, evaluate and closely look at data related to the strategies. We are working closely with implementing with fidelity research based reading strategies and classroom routines from the University of Kansas

Center for Research on Learning. Brooklyn Middle was awarded a SIM Impact school by the University of Kansas for implementing with fidelity research based tools and routines in classes. Site Goal #2: Positive Behavior Intervention Framework Staff Development Goal #2: We continue to incorporate Positive Student Behavior Intervention Framework that helps all students and guides our work with school-wide behavioral expectations. This is our seventh year working on intensive interventions for all students, and the team works collaboratively with the school, parents and the community to offer ongoing support for all groups that will impact our students in a positive way both emotionally and academically. We have specifically focused on our Bulldog Way framework that emphasizes student responsibility, respectfulness and having integrity. We will continue our work Love and Logic approach in working with students and strategies that engage all students in course work. The Love and Logic model teaches us how to guide students gently toward problem solving, making strong choices and helps staff to continue to build positive relationships with students without power struggles by learning self-management. Throughout the school year, staff will be offered a Love and Logic breakfast that provided a small amount of treats while discussing and learning a new aspect of the Love and Logic model. Ongoing work with PBIF will be incorporated into our monthly instructional faculty meetings. Last year, all staff had received the book called Mindset: the New Psychology of Success by Dr. Carol Dweck, and we will continue to utilize the content of that book for ongoing training. In addition, we will continue to bring all new staff members along with Love and Logic, Mindset and This We Believe. Site Goal # 3: Data Driven Decision Making and Standards Based Instruction- Improve Math Skills Staff Development Goal #3: To support the site improvement plan to increase student achievement through a school wide approach in math skills by incorporating training opportunities for staff. Our math team has worked extensively to align curriculum, set priority standards and use effective interventions for all students. We continue to offer a wide variety of challenging math options at BMS and provide a structured support for students. Our work will continue to work aligning our formative and summative assessments and reporting those using our standards based grading. We will continue our Math 180 program and have trained six staff to work with the students. School efforts helped purchase the program, provide laptop and headsets for several classrooms, including EL and Special Education. The program uses a growth mindset approach and ties in real world examples of math in the world of work. Our math coach works with Special Education teachers on best practices for Math instruction. In addition, staff collaborates on how to integrate math concepts in all content areas guided by our curriculum leader, Dana Trouth and literacy math coach, Celeste Enderle. If applicable, please list other site and staff development goals: E-Team - We will be incorporating the Courageous Conversations protocols of the 4 Agreements, 6 conditions and the Compass in talking about race. We will be collaborating and presenting to our staff on meeting the needs of our students in the areas of vocabulary instruction, cultural awareness and culturally relevant practices to impact our work with EL students. This is year two of continuing the E-Team training team with support from Courtney Caldwell and Amery Gaines. The team meets on a regular basis to provide training for staff and to support our students and community. Advanced Placement - Our school is entering the ninth year of continued professional development in Advanced Placement strategies for all students; staff has received on-going training in utilizing these strategies. In addition the district provided pre-ap strategies during an all day workshop day last spring. These strategies are used in most content areas with our students, and we offer continued ongoing collaboration of pre-ap work. Staff continues to work collaboratively in teams, across departments and the district. Key Instructional Strategies- The work of Robert Marzano continues to impact how we teach and work with students by using research based high impact strategies. The key ones we focus on are as follows: Identifying Similarities and

Differences, Summarizing and Note Taking, Nonlinguistic Representation, Student Collaboration, Formative Assessment, and Differentiation. All of our SIP goals incorporate these strategies in our professional work and our work with students. STEAM Value Added Standards-As a STEAM focused school, we have the theme of Engineering a Global Perspective with the focus trimester one on the concept of process. We continue to provide in-service on the value-added STEAM standards and have weekly grade level cross curricular collaborative meetings to facilitate this work. Digital Learning-We are embracing digital learning by establishing active teacher webpages, ongoing training in use of ipads, Trifit monitors in physical education, clicker systems, and training in use of a variety of technology tools. We have offered after school classes in different topics for staff and have had training during our monthly faculty meetings.