Improvement Plan

Oregon School Continuous Improvement Plan Template

 

School Year

2019-2020

School

North Marion Middle School

 

School Direction Section

Vision

North Marion Middle School empowers students to lead productive lives as stewards of their

world.

Mission

  • ●North Marion Middle School
    • ○Is a welcoming, respectful, and safe community.
    • ○Holds ourselves accountable to global standards.
    • ○Provides teaching and learning that is challenging, dynamic, and engaging.

Comprehensive Needs Assessment Summary

 

What data did our team examine?

  • State Assessment (Smart Balanced Assessment Consortium) results in Math and English Language Arts
  • iReady District Diagnostic results in Math and ELA-3 times per year
  • Forecast Five
  • Attendance
  • ORIS Needs Assessment with specific focus on 1.1, 4.4, 4.5
  • Discipline
  • Master Schedule (Intervention, accelerated classes)
  • DESSA (Strengths Based Social/Emotional Survey)
  • Academic Grade Data
  • Healthy Teen Survey

 

How did the team examine the different needs of all learner groups?

We analyzed iReady and SBAC scores using the National School Reform Faculty data protocol to determine proficiency and areas with achievement gaps.

We gave the Needs Assessment to various stakeholder groups (Students, Site Council, All Staff, Instructional Leaders) for each ORIS category and focused on our lowest scoring indicators. In addition, staff participated in the following meetings: audit, grade level, PLC, attendance team, and the Multi-Tiered Systems of Support team to examine the different needs of all learners.

 

Were inequities in student outcomes examined?

SBAC and iReady data was examined and was disaggregated based on sub-groups. After reviewing the data, our math scores showed the greatest need for growth. Furthermore, our results showed gaps between all students and our English Learners (EL) and Students with Disabilities (SPED). Additionally, looking at comparable districts, our scores were lower. In addition, the MS examined attendance data which indicated we have a group of students with attendance below our target of 90%.

 

What needs did our data review elevate?

It was determined that our EL and SPED populations were performing at a significantly lower rate in Mathematics. While looking at Math indicators in iReady data, it was determined by Instructional Leadership that some of our Professional Development (PD) would emphasize explicit vocabulary instruction, discourse and implementation of new math pedagogy through Teacher Development Group (TDG) to help improve our overall student achievement for our EL and SPED population. Provided teacher team time to analyze, collaborate and respond to diagnostic, grade and attendance data was purposefully placed in the PLT calendar.

There is a need for an attendance focus at our school based off of a statewide initiative. Our Regular Attender (RA)

rate is higher than the state average as reported in the last year of data available (17-18) of 80%; however, we strive


to set a high bar and will make this an area of focus ensuring that our student body is achieving a RA rate of 90% or greater.

 

Which needs will become priority improvement areas?

Improve Math achievement for all students and historically marginalized youth and increase regular attender rates through SEL (Social Emotional Learning) strategies

 

How were stakeholders involved in the needs assessment process?

The following groups were involved in the ORIS Needs Assessment Process:

Site Council (Admin, Parent, School Staff) analyzed Site Council-Indicators 3.1, 3.2, 3.3 All Staff (Licensed and Classified) analyzed all ORIS indicators

Licensed Staff analyzed Indicator 4.5

Leadership Class of 8th Grade Students analyzed Indicators 1.3, 1.4, 5.1, 5.2 Instructional Leadership Team analyzed Indicator 4.5

Instructional Leadership Team analyzed iReady & SBAC scores PLC completed specific ORIS indicator 4.5

Healthy Teen Survey completed by 8th Graders

Long Term School Goals & Metrics

Goal 1

Increase the percent of all students meeting their math achievement in SBAC from 23% to 39.5% by the year 2022.

Metrics

By 2020

By 2021

By 2022

End of 2020 increase 5.5% for overall student population to 28.5%.

 

Although we were above the state average for EL achievement, our ELs are still significantly lower than our all-school math achievement. Because of that, we set our 4% annual growth goal to eliminate the achievement gap.

 

SBAC Math Baseline Data (From the school year of 2018-2019): When

averaging our three grade levels, using the ODE state report card for the 2018- 2019, our overall student population report card shows 23% of our students are proficient in math. The state average for all students is 39.33%.

End of 2021 increase 5.5% for overall student population to 34%.

End of 2022 increase 5.5% for overall student population to 39.5%.


Goal 2

Increase the percent of historically marginalized youth, specifically English Learners and Students with Disabilities, meeting their math achievement in SBAC. English Learners will increase from 15.3% to 27.3% and Students with Disabilities will increase from 4.7% to

10.7% by the 2022 school year.

Metrics

By 2020

By 2021

By 2022

End of 2020 increase 4% for overall EL population to 19.3%.

 

End of 2020 increase 2% for overall SPED population to 6.7%.

 

SBAC Math Baseline Data (From the school year of 2018-2019): When

averaging our three grade levels, using the ODE state report card for the 2018- 2019, our EL population showed 15.3% of students proficient in math. The state average for EL is 4.66% were proficient in Math. Our SPED population showed 4.7% of students at proficient at math. The state average is 10.3%

End of 2021 increase 4% for overall EL population to 23.3%.

 

End of 2021 increase 2% for overall SPED population to 8.7%

End of 2022 increase 4% for overall EL population to 27.3%

 

End of 2022 increase 2% for overall SPED population to 10.7%

Goal 3

Increase the percent of regular attender students from 85% to 93% by 2022.

Metrics

By 2020

By 2021

By 2022

End of 2020 attendance will increase 2.7% to 87.7%.

 

Baseline Data:

Looking at our 2018-2019 data our attendance percentage was 85%. 427 students were regular attenders and 73 were in the chronic absence category. Thirty-eight of the 73 chronically absent students are between 85% to 89.9% daily attendance. The state average for regular attendees for 2017-2018 was 79.5% This

is the last year the state reported attendance data.

End of 2021 attendance will increase 2.7% to 90.4%

End of 2022 attendance will increase 2.7% to 93%


Initiative Alignment to Support School Goals

Examples: Chronic Absenteeism, 21st Century Grant, EL Success Program, etc.

Initiative/Program

How this initiative/program supports the school to meet goals

Professional Development

Educators are expected to deliver, with support, targeted research-based high-leverage instructional strategies differentiated to meet student needs and goals: SIOP, vocabulary development, discourse, organization and routines strategies. This will include work with

the Teacher Development Group targeting Math.

Math Intervention Classes

Grades 6-8

As determined by SBAC and iReady data, students who are identified as not meeting standards, will be placed in Math Intervention classes (MTSS) at all grade levels.

RULER with DESSA

Using the DESSA assessment data to guide intervention, we will implement the 4 components of RULER with staff year 1, with students in year 2 and 3. We will continue to

investigate explicit SEL instructional practices including Trauma Informed Care.

Attendance Committee

This group meets two times per month to analyze and respond to chronically absent students. A year wide plan has been developed. Teachers are provided the data and time

to provide interventions. Incentives will be initiated for student success.

Grade Level Teams

Serving as pathways, the teams meet 2 times per month to analyze and discuss students of concern in the areas of academics, behavior, and/or emotional needs implementing appropriate interventions including SEL strategies.. This is part of the MTSS process for

behavior, academic, and attendance intervention.

After School Enrichment

Opportunities

The After School Homework Help and After School Activity Club provides students with an

opportunity for academic and enrichment support and also provides a free meal.

Culture & Climate

The following groups will support the culture & climate: WEB leaders will mentor 6th graders to foster a safe climate; Advisory classes are designed at grade level teams to build inclusive relationships and to focus on grade level goals; climate/culture committee has been formed and will design opportunities to improve the climate and culture.

Administration will continue to develop stakeholder groups to analyze barriers to advancement, participation, and opportunity to promote inclusive and equitable practices

in all settings.

MTSS

Multi-Tiered System of Support will continue to look at discipline, academic, and attendance data and respond with a menu of tiered interventions and progress

monitoring.

Increased access to Counseling

The addition of a counselor will allow both counselors to use the ASCA framework to design a comprehensive counseling program to respond to student needs including

groups and classroom visits to support career and SEL work.

Data Analysis

Stakeholders including staff, students, and parents will analyze data to make data

informed decisions.

 

Annual Evidence Based Strategies, Measures and Actions (to meet school goals)

District or School Goal this strategy supports

Goal 1: Increase the percent of all students meeting their math achievement on SBAC from 23% to 39% by the year 2022.

 

 

What are we going to do?

Strategy#1.1 Goal 1:

If we implement our math models such as Teacher Development Group and Ready Curriculum, then all math teachers will deliver rigorous core math curriculum and provide math interventions when needed, and students will meet their math achievement on SBAC.


 

 

If we use high leverage instructional strategies from our Professional Development trainings in all content areas, then all teachers will deliver targeted instructional strategies, and students will show academic growth.

 

If we analyze data to target students who are not meeting achievement on SBAC, by providing a multi-tiered systems of support, then students will be placed in intervention classes based on needs, and will experience growth towards math achievement on SBAC.

 

If we share authentic student data with stakeholders, including parents during student led conferences, then students will develop ownership and autonomy for their math achievement, and will experience growth towards math achievement on SBAC.

 

 

How we will know the plan is working

Measures of Evidence

Fall

i-Ready diagnostic in math and growth monitoring checks to establish baseline.

Winter

i-Ready diagnostic in math and growth monitoring checks to show growth.

Spring

i-Ready diagnostic in math, growth monitoring checks, and preliminary SBAC results

 

 

Leveled iReady lessons.

 

Leveled iReady lessons.

 

 

 

Leveled iReady lessons.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How we will get the work done

Person or Team Responsible

Action Steps To

be completed this year

Due Date

Instructional Leadership

Team

1. Using data, research, identity, and implement via a 3-year Professional Development Plan, high-leverage

cross-curricular instructional practices identified.

 

Ongoing

Math Instructional Coach

2. Teach. monitor, and refine identified high-leverage cross-curricular instructional strategies.

Provide support for Math teachers on implementation

of math curriculum and strategies from TDG.

 

Ongoing

Grade Level Teams

3. Teachers analyze SBAC and iReady data.

Teachers analyze students to implement tier 1 and 2

interventions.

Fall & Spring of every school year.

Parents/ Guardians/Stu dents

4. Students will write goals based on their iReady data and present those goals to their parent/guardian during Fall and Spring student conferences. They will continue to monitor their growth with the assistance

of the Advisory teacher to reach their goals.

 

Fall & Spring of every school year.

PLC Teams

5. Content teams with align curriculum maps which coincide with school and district priorities will implement curriculum, common assessments and data analysis creating a continual cycle of curriculum,

instruction and assessment to determine individual needs.

 

 

Ongoing

Math/ SPED Teachers

6. Plan and analyze instruction, using assessment data, and TDG strategies to create individualized, engaging, and rigorous curriculum. They will continue to receive

continuous support using Math Studio.

 

Ongoing


 

Administrator

7. Using the educator effectiveness rubric, administration will monitor the use of aligned and agreed upon high leverage instructional strategies and school routines to ensure equity of instruction and

access to the curriculum.

 

 

Ongoing

 

 

ORIS Domain Alignment

ORIS

Domain(s) this strategy supports

X Leadership

X Talent Development

X Stakeholder Engagement and Partnership X Well-Rounded, Coordinated Learning

X Inclusive Policy and Practice

 

Additional strategies may be added to support this goal (example: Strategy 1.1, 1.2, 1.3 etc.)

 

District or School Goal this strategy supports

Goal 2: Increase the percent of historically marginalized youth, specifically English Language Learners and Special Education Students, meeting their math achievement. English Language Learners will increase from 15.3% to 27.3% and Special Education Students will increase from 4.7% to 10.7% by the end of the school year 2022.

 

 

 

 

 

 

What are we going to do?

Strategy 2.1

Goal 2:

If we implement our math models from Math Studio (TDG) and Ready Curriculum, then all math teachers will deliver rigorous core math curriculum and provide math interventions when needed, and students will meet their math growth goals towards achievement on SBAC.

 

If we use and monitor high leverage instructional strategies, from our Professional Development trainings, then all teachers will deliver targeted instructional strategies, and students will show growth from having common strategies amongst all content areas.

 

If we target under-represented students who are not meeting growth or achievement on the SBAC by providing equitable multi-tiered systems of support at the Tier 1 level, then students will be placed in intervention classes based on needs,

and will meet their math growth goals towards achievement on SBAC.

 

 

How we will know the plan is working

Measures of Evidence

Fall

i-Ready diagnostic in math and growth monitoring checks to establish baseline.

 

Leveled iReady lessons.

Winter

i-Ready growth monitoring checks in math demonstrating growth.

 

Leveled iReady lessons.

Spring

i-Ready diagnostic in math, growth monitoring checks, and preliminary SBAC results

 

Leveled iReady lessons.

 

 

 

 

 

How we will get the work done

Person or Team

Responsible

Action Steps To

be completed this year

Due Date

Instructional Leadership

Team

1. Using data, research, identify, and implement via a 3-year Professional Development Plan, high-leverage

cross-curricular instructional practices identified.

 

Ongoing

Math Instructional Coach

2. Teach. monitor, and refine identified high-leverage cross-curricular instructional strategies.

Provide support for Math teachers on implementation of math curriculum and strategies from TDG.

 

Ongoing

Grade Level Team

3. Teachers analyze SBAC and iReady data.

Teachers analyze students to implement tier 1 and 2 interventions.

Fall & Spring of every school year


 

PLC Teams

4. Content teams with align curriculum maps which coincide with school and district priorities will implement curriculum, common assessments and data analysis creating a continual cycle of curriculum, instruction and assessment to determine individual

needs.

Ongoing

Parents/ Guardians/Stu dents

5. Students will write goals based on their iReady data and present those goals to their parent/guardian during Fall and Spring student conferences. They will continue to monitor their growth with the assistance of

the Advisory teacher to reach their goals.

 

Fall & Spring of every school year.

Math/ SPED Teachers

6. Plan and analyze instruction, using assessment data, and TDG strategies to create individualized, engaging, and rigorous curriculum. They will continue to receive

continuous support using Math Studio.

Ongoing

Administrator

7. Using the educator effectiveness rubric, administration will monitor the use of aligned and agreed upon high leverage instructional strategies and

school routines to ensure equity of instruction and access to the curriculum.

Ongoing

 

 

ORIS Domain Alignment

ORIS

Domain(s) this strategy supports

X Leadership

X Talent Development

X Stakeholder Engagement and Partnership X Well-Rounded, Coordinated Learning

X Inclusive Policy and Practice

 

Additional strategies may be added to support this goal (example: Strategy 2.1, 2.2, 2.3, etc.)

 

District or School Goal this strategy supports

Goal 3: Increase the percent of Regular Attender students from 85% to 93% by 2022.

 

What are we going to do?

Strategy # 3.1

 

Goal 3:

 

If we implement a school-wide focus on attendance, then attendance averages for all students will increase and a greater number of students will be at school to receive instruction; therefore, resulting in improved achievement.

How we will know the plan is working

Measures of Evidence

Fall

-Attendance data analyzed for baseline

Winter

-Attendance data analyzed with responses as necessary

Spring

-Attendance data analyzed with responses as necessary

 

 

 

How we will get the work done

Person or Team Responsible

Action Steps To

be completed this year

Due Date

Attendance Team

1. Meet bi-monthly to analyze data for students below 90% regular attender rate and work with students and families therefore improving attendance. Attendance letters will be sent to parents and students in their

home language at each grading period for all students.

 

 

Ongoing


 

Attendance

Team

Develop incentives (celebrations) for students meeting

attendance goals.

Ongoing

Teachers & Grade Level Teams

2. Teachers will make phone calls home for students with attendance below 90% using a script and translators for Spanish speaking families.

Students of concern regarding attendance, will be discussed at grade level meetings and a plan will be put in place.

 

 

Ongoing

Advisory Teachers

3. Develop relationships with students in smaller Advisory classes using SEL strategies and monitor students listed as chronically absent; communicate with parent/guardian if attendance is below 90%; use Naviance curriculum, which vertically aligns with High School career curriculum and allows for student portfolio creation, to identify and explore career interests creating buy-in for academic success. Advisory teachers will communicate attendance concerns (below 90%) with parents two times per year

during student led conferences.

 

 

 

 

 

Ongoing

Instructional Leadership Team

4. Examine attendance and grade data regularly and conduct an in-depth data dive each trimester to coordinate with efforts accomplished by grade level

teachers.

 

Ongoing

Instructional Assistants

5. IAs will also identify, monitor, and build relationships with students who have attendance below 90% to help improve attendance.

Bilingual IA’s will contact parents whose regular attendance is below 90% and whose native language is Spanish.

 

 

Ongoing

 

Family & Community Outreach

Committee

6. Plan inclusive community outreach events that improve school climate all cultures and instill equitable access with translators.

 

Ongoing

 

Student Leadership

Team

7. Student WEB leaders will plan engaging lunch activities to build relationships and improve motivation

to come to school.

 

Ongoing

 

Administrator

8. Create and continue to communicate the importance of attendance with all stakeholders through bulletin boards, communication letters, etc.

Provide attendance data to relevant teams.

 

Ongoing

 

 

ORIS Domain Alignment

ORIS

Domain(s) this strategy supports

X Leadership

X Talent Development

X Stakeholder Engagement and Partnership X Well-Rounded, Coordinated Learning

X Inclusive Policy and Practice

 

Additional strategies may be added to support this goal (example: Strategy 3.1, 3.2, 3.3 etc.)
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