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School Name:

Application – Page 8

Please review the STW™-TCS application procedures packet to assure you have completed each step of the STW™-TCS application process according to directions. Complete the following checklist and attach it to the front of your application packets prior to mailing. Make certain each item is complete, and the application packets are assembled in the following order. 1. This Application Checklist. 2. Fully completed application, including any explanatory paragraphs inserted per the directions. 3. Narrative pages (10 pages, organized by Practice and Programs narrative sections and then

your Focus on the Future narrative.) 4. Supporting Data a. API Growth Reports, CAASPP Report(s) and local achievement data analysis from

2011-12 through 2015-16. b. Printed SSRR Report provided upon completion of the online rubric (mandatory).

c. Schedules of instructional time and course offerings which illustrate your teaming model.

Scan and email ONE complete packet to [email protected] and mail TWO complete packets to: Schools to Watch – Taking Center Stage Program c/o California League of Middle Schools 6621 E. Pacific Coast Highway, Suite 210 Long Beach, CA 90803 All Materials Must Be Received by 5:00 p.m. on Wednesday, October 5, 2016 Selection Timeline:

October 5, 2016 – Applications Due – Confirmation of receipt of application sent via e-mail by Wednesday, October 7.

October 25, 2016 – All schools informed of the status of their application. Some schools will be scheduled for visitations in November and/or December. Schools not scheduled for visitation will receive guidance for later resubmission.

January 5, 2017 (date approximate) – Announcement of 2016-17 STW™–TCS schools made by State Superintendent of

Public Instruction.

February, 2017 – Newly designated STW schools and their district governance teams honored at the CLS Annual Conference North in Sacramento

June, 2017 – Selected schools featured at the National School to Watch™ Conference in Washington, D.C.

Questions? Contact Carole Carlson - [email protected], Dr. Irvin Howard -

[email protected], or CLMS at (800) 326-1880

Application Checklist

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Burlingame Intermediate School


School Contact Information

School District:__________________________________________________________________________

School Name: ___________________________________________________________________________

Street Address: __________________________________________________________________________

City: ________________________________________________ State: Zip:

County: _______________________________________________________________________________

Phone: Fax: Web site:

Name of Principal: Years as Principal at this site:

Principal’s E-mail: Principal’s Phone:

Members of the application writing team: (Names and positions)

1. 5.

2. 6.

3. 7.

4. 8. Evidence of Academic Achievement 1. API: Use API Reports referenced below to complete the following summary. Include API data for allyears.

2. Using available local achievement or SBAC data for 2013-2014 through 2015-16, provide evidence andanalysis of achievement growth for all students. Indicate how achievement data was used in planninginstruction and interventions. Attach a single sheet following page 1.

Application for 2016-2017

Burlingame School DistrictBurlingame Intermediate School

1715 Quesada Way

Burlingame CA 94010

San Mateo

650-259-3830 650-259-3843 http://bi-bsd-ca.schoolloop.com

Pam Scott 10

[email protected] 650-259-3830

Pam Scott, Principal

Tracey Berliner, Assistant Principal

Bronia Whipp, Teacher

Jessica Yen, Teacher

903 903

yes no

2. Using available local achievement or SBAC data for 2013-2014 through 2015-16, provide evidence and analysis of achievement growth for all students. Indicate how achievement data was used in planning instruction and interventions.

Over the years, there has been a gap in achievement for our Hispanic, SES and ELL students. It continues to be a goal in our yearly Site Plan and we monitor progress throughout the year with local common assessments.

In 2013, the last year of the CST assessment, we unfortunately did not meet the target growth for our ELL subgroup. We had only 27% of our ELL students at proficiency and above both ELA and Math. While we saw a slight improvement for our Hispanic students in ELA their achievement in math was still lagging far behind. The same held true for our economically disadvantaged students.

As we transitioned to Common Core standards, we sought support from two main resources, Swun Math and West Ed’s Reading Apprenticeship program. We focused on improving instructional strategies in the classroom first, and we used data from common assessments to evaluate progress. It took time for teachers to understand the demands of the new standards and to create lessons and assessments that matched the increased level of rigor. We also de-tracked our prior ELA and Math programs and in place created an integrated rigorous Humanities courses and Common Core aligned math courses.

The Swun progam is built upon the gradual release model of instruction and requires high levels of student engagement, consensus building and presentations. The eight mathematical practices are built into every lesson. All math teachers have been trained to open a lesson using the conceptual, procedural and discovery models and they all incorporate common lesson structures and strategies while adhering to common pacing guides and assessments. In addition, they integrate sentence stems and vocabulary development into their daily practices as well.

Reading Apprenticeship worked with all Humanities and Science teachers on common reading structures across content areas. Teachers attended a three-day workshop and then met in Collaborative Teams with a coach three to four times each year over the past two years. When meeting, they would review student work, identify common errors or misconceptions and then plan a unit together to improve these areas. The ongoing focus for Reading Apprenticeship has been to develop critical thinkers through a high level of discourse. All Humanities and Science teachers now use the same strategies when reading challenging text.

In 2015, the first year of the CAASPP assessment, we were able to get a new baseline for student achievement. In reviewing our scores from 2016, we were pleased to see growth in all areas. Specifically, 52% or our SES students are now proficient in ELA, an increase from 46% the year before, and 42% are proficient in Math, an increase from 39% the year before. Our EL subgroup increased from 36% to 49% proficient in ELA and from 30% to 45% proficient in Math. Our Hispanic subgroup increased from 55% to 56% proficient in ELA and from 39% to 48% proficient in Math.

School Name:


School Characteristics for 2016– 2017 School Year Characteristics for 2012– 2013 School Year

1. What grades are included in your school?

2. What is the total number of students in your: school? district?

3. Is your school (check all that apply): traditional calendar _____ year-round calendar _____

charter school _____ magnet school _____ academy program _____ urban _____

urban fringe _____ suburban _____ rural _____

4. How many years has the administrative staff been at your school?

Principal _____ Asst. Principal(s) AP #1_____ AP #2_____ AP #3_____ AP #4 ______

5. What counseling services do you have at your school?

(Insert number) _____ full-time_____ part-time counselors Other (specify) 6. How are your instructional minutes organized for each grade level (periods per day, block schedule, self-contained, departmentalized)? You may answer below or attach a single sheet following page 2.

7. What courses are included (core, elective, exploratory wheels) for each grade-level? You may answer below or attach a single sheet following page 2

8. Describe the teaming model at your school, including common planning and articulation opportunities, use of assessment data by teams, etc. You may answer below or attach a single sheet following page 2. You will also need to attach a copy of your schedule which illustrates this teaming model (as directed in Step 6 on page vi of the application instructions.)


6-8

1044 3400

x

x

10 4 2

Academic, Mental Health, Social/Emotional

1 1

We work on a seven period schedule. Three days a week students attend all seven periodsand two days a week they follow a block schedule, attending three classes one day and fourclasses the other. All students take a Humanities core class which contains one period of ELAand one period of SS. In 6th grade, students are also cored for Math and Science. In 7th and8th d th d i d t t li d

see attachment

see attachment

7. What courses are included (core, elective, exploratory wheels) for each grade-level?

All students take a two period Humanities core that consists of one period of ELA and one period of Social Studies with one teacher. All students also choose two elective classes.

In sixth grade, students take a Math/Science two period core with one teacher. They have PE every other week alternating with a class called “Connections”. The Connections class uses a curriculum called Second Step, a research based Social and Emotional Learning (SEL) curriculum with a focus on the five SEL competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision Making. Sixth grade elective choices include:

• World Language: Spanish, Italian, Mandarin • Music: Cadet Band, Jazz Band, Choir • Elective Wheels: STEM, Mini Biz, Art, Think Tank, Impressions, Expeditions, Math Quest,

Spark, Robotics,

In seventh and eighth grade, students are assigned into single period Math and Science classes and take PE daily. Seventh and eighth grade elective choices include:

• World Language: Spanish, Italian, Mandarin • Music: Concert and Symphonic Band, Jazz Band, Choir • Elective Wheels: Spark, Expeditions, Robotics, Stock Market, Biz World, Ceramics, Societies, • Year Long Electives: d.lab (d=Design), Investigations, Art, P.U.L.S.E. (this combines Yearbook,

Leadership and TV production), Launch

In addition, we offer a variety of support classes as elective options as well. In 2013 we created an academy for underperforming students called REACH. Specific students were invited to select an academic support class as one of their electives. We began with one group of 13 students in 7th grade. Four years later, we have grown to now include a REACH Humanities and a REACH Math support class per grade level, six in total. These classes support the work students do in their grade level core Humanities and Math classes. We are also piloting a new REACH Skills class for those students who need additional work on SEL skills.

Our Immersion students receive their Spanish instruction through our Immersion Humanities courses. Therefore, one of their two elective classes is a single period English course.

For our Special Education students who need support in organization, social connections, time management, studying and assignment completion, they are placed into a class called “Skillz” which takes the place of one of their two electives.

8. Describe the teaming model at your school, including common planning and articulation opportunities, use of assessment data by teams, etc.

Teachers belong to two different teaming structures, Collaborative Teams and Communities. BIS teachers work closely in their collaborative teams to align essential questions, target standards, pacing, and assessments. Collaborative teams at BIS are defined as grade-level and content specific groups. Within their collaborative teams, teachers use data protocol and proficiency scales to analyze student data results and determine whether students have mastered the standards or need re-teaching opportunities. Throughout the year, Collaborative teams use release days to calibrate student work, identify areas for growth and design lessons for Lesson Study observations. Second, all staff belong to one of six Communities. There are two Communities per grade level. All students within a Community share the same core teachers. These teams meet once a month on a Tuesday to discuss Community Time team building activities and interventions for students of concern. This year, teachers have expressed a desire to participate in peer observations and classroom rounds. Our Principal’s Cabinet, a team comprised of all Collaborative and Community Leads, is in the process of creating the structure for this to occur.

School Name:


Describe Your Collaborative Process Completing the Schools to Watch™ – Taking Center Stage (STW™-TCS) School Self-Study and Rating Rubric (SSRR) tool and the Schools to Watch™ application, including the Focus on the Future narrative, must be a collaborative one involving the entire school community. Write a paragraph describing the process you used. Include specifics on when you began, how long it took and the level of involvement of teachers, counselors, administrators, the school site council and any others. You may answer below or attach a single page following page 3. List Your School’s Replicable Programs and Practices The Schools to Watch™ – Taking Center Stage program is seeking schools whose programs and practices can be replicated by schools with challenging and diverse populations. List the programs and practices in place at your school which fall into this category. You may answer below or attach a single sheet following page 3.


We lost many staff members at the end of the 2015-2016 school year for a variety of reasons: movement out of the area, careers shifts, and changes from middle school assignments to elementary or high school assignments. Knowing that we would be hiring new staff, we intentially waited to complete the Schools To Watch survey until the beginnng of the 2016-2017 school year. The Principal worked first with the Leadership Team on August 18th, 2016. They reviewed the criteria and discussed the timeline and the process. Those leads teachers then guided the whole staff through a carousel activity highlighting the different aspects of the rubric on August 22nd, 2016. Information about the Schools To Watch application was shared with Site Council on August 31st, 2016. During their Collaborative Team meetings on August 30th, 2016, lead teachers reviewed the collected responses from the carousel activity with their teams. The Schools To Watch survey window was open from August 30th to September 2nd, 2016 and was completed with 100% participation. The Leadership Team met again on September 12th, 2016 to review and discuss the results and to begin collaboratively writing the rough draft of the application. The final writers of the application were a collection of teachers and administrators.

see attachment

The Schools to WatchTM – Taking Center Stage program is seeking schools whose programs and practices can be replicated by schools with challenging and diverse populations. List the programs and practices in place at your school which fall into this category.

Social Emotional Learning program - Sixth grade students alternate weekly with PE in order to take a “Connections” SEL class. The curriculum is researched based called Second Step. Our counselor pushes into 7th and 8th grade classes to provide Second Step lessons throughout the year.

REACH - intervention program - We have modeled our REACH program after AVID and College Bound. We offer a REACH UP Summer program for incoming 6th graders. During the year, REACH students go on a variety of field trips to local colleges and universities. Students who need extra support in Math, Humanities and SEL can opt for one of these electives.

RTI - We have created a tiered system of academic support. Students can receive extra support through Peer Tutoring, Trojan Time re-teaching or any or our REACH classes. In addition, our Student Study Team (SST) meets regularly to discuss students of concern and suggest alternative strategies/supports to meet his/her needs. For students far below grade level or who score in the lower levels on the CELDT, we offer classes that use READ 180.

Restorative Practices - These practices help develop a sense of belonging and care amongst students and staff. They also help to repair harm when incidents occur. The practices include affective statements, community circles, restorative circles and restorative conferences.

Trojan Time - This occurs weekly for 30 minutes and offers students’ choice and voice. Students can sign up for re-teaching, enrichment or Homework Hall.

Community Time - This occurs weekly for 45 minutes. Every certificated staff member (including administration) meets with an Advisory with the goal to better understanding each other through Community Circles and by participating in broader Community team building. Advisors act as mentors for each of their advisees.

Genius Olympiad – This problem based enrichment opportunity focused on environmental issues is available for all students. Students identify an issue of concern and design a solution to present to a panel of community members.

Spanish Exchange Program – Each Fall, we welcome a group of students and teachers from Spain. They live with families from our Immersion program for two weeks. Our Immersion students then travel to Spain in February to live with the same students. They attend school and travel to historical areas of interest.

You Fair – Organized by the BIS Site Council, this event focuses on physical, social, emotional, and mental health. A variety of community organizations are invited to the school to host booths that educate students how to best take care of themselves. Booths include such topics as healthy food choices, body image messages in the media, and the impact of drugs and alcohol.

School Name:


Demographic Information for the 2016 – 2017 School Year

Total Number in Grade

5th

6th

7th

8th

9th

Total Number of Students

% of Total Enrollment

American Indian (Native American)

Asian/Asian American

Black/African American

Filipino/Filipino American

Hispanic/Latino

Pacific Islander

White (not of Hispanic origin)

Other

Totals

1. Students eligible for free or reduced-price lunch: Number Percentage 2. Students classified as Students with Disabilities: Number Percentage 3. Students classified as English Learners (all levels, including those recently reclassified): Number Percentage Absentee and Suspension Data for the 2015 – 2016 School Year

1. What was the average attendance rate (percent) of all students in your school during the 2015 – 2016 school year? ___________.

2. Complete the table on page 5 detailing your school’s 2015 – 2016 suspension data.


1 1 1 1 .3%

82 84 78 244 23%

4 1 2 7 .7%

74 39 48 161 15%

0 0 2 2 .2%

186 176 170 532 51%

20 31 44 95 9%

367 332 345

96 9%

87 8%

148 14%

96%

School Name:


Total Number of

Students in School

Number of Incidents

In-School Suspensions Out-of-School Suspensions

American Indian (Native American)

Asian / Asian American

Black / African American

Filipino / Filipino American

Hispanic / Latino

Pacific Islander

White (not Hispanic)

Total

Female

Male

Free/Reduced Lunch

Students with Disabilities

English Language Learner 3. Write a paragraph that will help us understand your school’s suspension data, addressing any discrepancies between subgroups. Describe the interventions in place to meet the needs of students suspended either in or out of school. You may answer below or attach a single sheet following page 5.


3246 64 3

138 15

3 1

513 13

1012 38

493 2551 2496 587 9148 4

See attachment

3. Write a paragraph that will help us understand your school’s suspension data, addressing any discrepancies between subgroups. Describe the interventions in place to meet the needs of students suspended either in or out of school.

We have been steadily working over the past five years on reducing our number of suspensions. For the two years prior to last year, we had less than 10 suspensions in total. Last year was a year that challenged us all in many ways. We had several students dealing with serious mental health issues and understanding how best to support them took time. Of the 38 incidents, 9 were from just two students. Of the remaining 29 incidents, 10 were from five students, while 19 others were from separate students. After students have been suspended, they participated in a re-entry restorative circle to transition back into the school community.

At the beginning of the 2015-2016 school year, we began building our collective knowledge on Restorative Practices. As a staff, we completed a book study on Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management by Dominique Smith, Douglas Fisher and Nancy Frey. Several staff also attended a workshop on restorative practices through the International Institute of Restorative Practices. In addition, we worked with a consultant who trained staff in the art of Community Circles and worked with the Administrative team on Restorative Circles and Restorative Conferences. She also trained us in a suspension diversion structure that we now call Peer Council. Peer Council is an option for students whose infraction is less severe. Of the 15 Peer Council referrals last year, 85% of the students did not have a repeat occurrence as opposed to 73% of our suspended students who did not have a repeat occurrence.

Aware that a high number of suspended students were boys, the Principal lead a group of approximately 15 8th grade boys through a “fishbowl” activity for the staff. From these boys, many of whom had experienced trouble throughout the year, staff gained insight into their needs. In summary, they shared how they need increased interactivity in class, opportunities to verbally discuss new learning, mental breaks, and for adults to not assume guilt without a conversation. This year, based on this feedback, we are focused on better meeting the needs of our male students.

We purposely created our weekly Community Time this year as a way to better build positive relationship with our students. Knowing that, based on Maslow’s Hierarchy of Needs, students need to have a sense of belonging before they can access higher levels of learning, we are committed to doing just that. Along with weekly Community Time, we have a program called Peer Talk that allows students a safe place to work out peer issues. We are also piloting a new elective class designed for our students needing additional work on their Social and Emotional Learning. Finally, we just completed a program called Safe School Ambassadors that trained 42 students and 7 teachers on how to intervene effectively when they witness minor misbehavior.

School Name:


Mathematics Course Placement 1. Write a paragraph explaining the process you use to determine students’ initial course placement and a student’s ability to move from one level to another. Please answer in the space provided below.


Prior to Common Core, we struggled as a school in achieving strong academic success in Math. Our students were tracked into several levels per grade. Students performed well in Math in elementary school but would then drop in proficiency levels while enrolled at BIS. When we transitioned to Common Core, we redesigned our math pathways based on the recommendations of Phil Daro, from the Silicon Valley Math Initiative (SVMI), and of the San Mateo High School District. Understanding that the new Common Core standards were more rigorous, and that acceleration should occur primarily at the high school level, we phased out both our Geometry courses and our 6th grade Pre-Algebra courses. In alignment with Common Core, our new pathways consist of: 6th Grade = Math 6 7th Grade = Math 7 and Math 7/8 8th Grade = Math 8 and Math 8/Algebra To help guide us in the transition, we contracted with the Swun Math progam. We began working with Swun in 2013. Our teachers received new curriculum and met monthly with Swun math coaches to review lesson structures, pacing guides, and assessment data. In addition they have observed demonstration lessons modeled by the coaches and have worked as a team to conduct lesson studies. All students in 6th grade are now in heterogenous classes taking a Math 6 course. Based on a summation of assessment data over the course of their 6th grade year, including local and state assessments, students demonstrating a high level of profiency are selected to move into the compacted Math 7/8 course. This equates to approximately 1/3 of our students. The remaining students are enrolled into Math 7. Students who complete Math 7/8 during their 7th grade year move into Math 8/Algebra for their 8th grade year. Math 7 students move into Math 8. Movement into and out of the compacted math courses is fluid and based on data. If students are consistently performing high in Math 7 or Math 8 and would like to take a placement test for the compacted courses, they can. Students who score 90% or higher on the placement test are moved into the more difficult class. To date, we have the highest number of students attaining proficiency in math on the state test. 6th grade = 75%; 7th grade = 73%; 8th grade = 72%


Academic Excellence At Burlingame Intermediate School (BIS) we have a vision that all students will learn at high levels and

this vision drives our decisions. Teachers meet weekly in collaborative teams to plan lessons and common assessments. Rubrics are developed for essential standards and shared with students. Students are taught how to use rubrics to set personal goals and track their growth. (AE1) Teachers communicate expectations through syllabi, back to school night presentations, and by regularly posting information on School Loop. (AE1)

Teachers follow the gradual release of responsibility model to help students see what the expected outcomes look like. Additionally, the staff recently completed working on proficiency scales for essential standards. (AE1) This work is moving us towards more clear communication of how to describe high-quality work while providing explicit models of each level. (AE1)

Humanities teachers use Google Applications in classrooms to provide students with real-time feedback on writing assignments. As students write, teachers asynchronously provide feedback to support students who are struggling with key concepts and encourage students who demonstrate proficiency in learning targets to take the writing to the next level. Math teachers provide students with the opportunity to make test corrections in order to show proficiency in missed concepts. (AE1)

Since 2012, staff has been explicitly working on a long-term plan to commit to high levels of learning for all students. One aspect of this plan has been systematic reevaluation of the goals and how students are progressing towards them. We address this plan both as a staff and during our weekly collaborative team meetings. (AE2) Departments meet to strategically identify essential Common Core Standards and skills to teach at individual grade levels and to share key learning targets to ensure that the level of rigor increases as students progress. (AE2) Parents received pamphlets outlining these skills at Back-to-School Night. Collaborative teams created student-friendly learning objectives and post daily objectives in classrooms. (AE2)

Collaborative teams work together to design common assessments and evaluate results using a systematic data protocol. Struggling students are identified for reteaching in small groups. Teachers also reflect on teaching practices and plan instruction to best meet the varied needs of all students. As a school, academic intervention, such as REACH classes are provided to students with the highest level of need, particularly for students in Special Education or English Learner categories. These teachers work collaboratively, refining the curriculum, and recently adopted a new research-based, common core-aligned curriculum for Humanities Support classes to better support these two groups of students. (AE2)

Teachers developed essential questions to get students thinking and to promote connectedness between disciplines and real-world skills. The Humanities program was created to teach language arts skills through history content. Students read Newsela articles in the areas of science, health, economics, and politics to practice key literacy skills. Teachers across subject areas were trained in literacy strategies through Reading Apprenticeship to help students work on talking to the text and annotating as they read in order to grapple with challenging texts. (AE3) Additionally, the electives program incorporates the 21st century skills that modern workplaces have designated as most important. (AE3)

Teachers at BIS utilize a variety of instructional strategies to engage learners. Teachers balance direct instruction with student collaboration and independent practice opportunities. Students participate in a variety of activities including using print text materials, online resources, and hands on lab experiences as well as Socratic Seminars and class presentations. (AE4) In science, teachers are implementing Amplify Science from Lawrence Hall of Science, which incorporates multiple simulations and asks for technology integration in classrooms. Teachers also use Google Classroom and Google Drive as well as other software solutions to integrate technology in the classroom. (AE4)

Students experience a variety of elective classes where they practice 21st century learning skills, get the opportunity to learn about a range of topics such as business skills, visual art, music, world languages, robotics, and design thinking. (AE4) Students apply skills learned in their elective classes such as curating art shows and creating an art gallery. (AE4) Students have the chance to participate further in project-based learning through Genius Olympiad, which extends students’ thinking about technology, science, and mathematics. (AE4)

Teachers monitor student progress through ongoing assessment using a variety of measures such as OARS (Online Assessment Reporting System) diagnostic tests in Humanities, weekly quizzes, unit and trimester

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Academic Excellence assessments in Math, unit assessments in Science, and written tests and quizzes in Physical

Education.(AE5) Additionally, the Humanities teachers utilize Newsela to assess students’ reading comprehension skills after they read an article catered to their reading level.

Similarly, students are given a performance task as part of their trimester final in order to assess whether they are capable of compiling their knowledge into one scenario. (AE5) In a more informal setting, teachers also incorporate Cahoot, Jeopardy and Quizlet as review. (AE5)

By comparing pre-assessment and unit assessment data, all teachers are able to determine whether their students have achieved mastery of the material. Data is inputted into OARS so that all teachers can see which category students fall under (intensive, strategic, benchmark, challenge) for an overarching concept. (AE5) Additionally, teachers perform data protocol from looking at OARS data to see students’ strengths and weaknesses. Math teachers conduct weekly quizzes to determine whether students need reteaching or extension activities. (AE5) Some teachers at BIS also use exit slips to gain quick feedback about their students’ understanding of particular key concepts. In math, teachers use whiteboards to check for student understanding throughout each lesson and as a result are capable of providing instant feedback to students or moving forward to extend student thinking to gain student achievement. (AE5)

Students are required to explain their thinking and reflect on their learning across curricular areas in when working through math problems, peer-editing essays in Humanities, or analyzing their growth in Physical Education. (AE5)

BIS uses block scheduling on Tuesdays and Wednesdays to enable students to go deeper over extensive time blocks. (AE6) On Tuesdays, students participate in Community Time, a block of time set aside for students to make connections with their peers and their teachers. (AE6) On Wednesdays, students are provided with the opportunity for re-teaching and extension activities as part of Trojan Time. (AE6) All sixth graders are scheduled under an A/B schedule, which allows them to explore both PE and a Connections class focused on Social Emotional Learning. (AE6) Students participate in two electives, which may include music, a world language, technology class, art or other elective. (AE6)

BIS offers multiple opportunities to meet the needs of its students, both in the classroom and within the master schedule. Students schedules are designed to best meet the needs of each individual student. (AE7) BIS’s RTI program allows students to take academic support/intervention classes in our REACH Academy in Math, Humanities, and in Social Emotional Development subjects. (AE7) Trojan time and peer-tutoring are two ways that students can receive reteaching during the day or after school support in a particular subject area. (AE7)

Students are able to access a variety of outlets to demonstrate academic success and receive extra support. Students utilize academic websites such as: NewsELA, IXL, Read Theory, and Khan Academy in school and at home. Students have opportunities to showcase their knowledge and skills in projects, such as: the Genius Olympiad projects, the annual Spelling Bee and Geography Bee, and student-choice options for Trojan Time if students have shown mastery in their subjects.(AE7)

BIS provides ample opportunities for teachers to reflect, evaluate, and improve their pedagogies. Teachers have daily prep periods that are aligned with their collaborative colleagues. Collaborative teams also have an average of two meetings a month. Community teams, consists of a group of teachers of the same grade-level, who teach the same students, have opportunities at least once a month to collaborate about student achievement and opportunities to teach thematic units. (AE8)

Whether in collaborative teams, communities, or as a whole-staff, BIS prides itself in a collective decision-making process for optimal student achievement. This process has helped BIS determine what specific materials to teach, how to teach it, how to evaluate the finished product, and how to intervene when students do not “get it”. (AE8)

Burlingame Intermediate School offers professional development days several times a year to foster professional growth and development of one’s craft. New BIS teachers are linked with a BTSA support teacher, and they receive continued support from their collaborative and community lead colleagues. BIS teachers have opportunities to observe best practices from their colleagues and receive constructive feedback. (AE8)

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Developmental Responsiveness BIS is a developmentally responsive learning environment. All staff members and students are grouped

into communities (e.g. Oaks, Willows, Cypress, Maples, Redwoods, and Sequoias). There are six communities total, with two communities per grade level. Within these communities, there are four core teachers (Math and Humanities), one special education teacher, one administrator, and one physical education teacher. (DR 1 and 2) Since these teachers all share the same students, they are able to communicate easily with one another regarding any successes, challenges or new practices that can be used to enhance teaching and learning. For example, the math teacher and humanities teacher may experience challenges with a particular unmotivated student, but through meeting with the child’s counselor, they may learn strategies that work and more about the personal issues the child is facing at home that they may not know (DR 1).

Communities are also conducive for parent-teacher conferences, where the same community teachers can meet together with the child’s parent to listen to the parent share any background information necessary for the teacher to know in order to support the child’s intellectual, ethical, social and physical development. (DR 1). An example of this occurred on parent conferences week, when teachers distributed a questionnaire to parents a week in advance that included questions about the child’s greatest strengths, skills, concerns and fears. Then at the conferences, parents and teachers discussed the student’s difficulties and supports needed. (DR 2)

All teachers have gone through the same trainings to recognize and handle student problems. Before school started, all staff members underwent a “Restorative Practices” training with Karen Junker to discuss how students have different types of feelings when needs are met or not met. (DR 2). In addition, all teachers are united in promoting the school motto, “Take care of yourself, each other and this place.” If this behavioral expectation gets violated in any way, teachers understand that there are a series of consequences that must be given with respect to severity (i.e. first warning, buddy room, reflection, then conference). (DR. 2 and 3).

The teachers at B.I.S. strive to incorporate creative and modern teaching styles to enhance standards-based learning. Lessons are specifically planned to address the importance of practicing skills necessary to be successful in the 21st Century One example is how the Science Team for all grade levels are using Amplify, a computer software that students use on a daily basis to read and annotate on articles, watch videos, interact with simulations and undergo common assessments. Also, the Humanities Team integrates the “Reading Apprenticeship Strategy,” where students are asked to talk-to-the-text so that they can analyze the text and voice their confusions. (DR 3). Both Humanities and Science teachers also utilize technology to enhance learning, such as Google Classroom, Edmodo, and Linoit. (DR 3).

In regards to study and organizational skills, students who struggle with this are able to meet with their teachers during Trojan Time to discuss their concerns in a smaller setting. Sixth Grade teachers also distribute homework trackers, calendars, and binders and dividers to help students get organized and ready for middle school. Furthermore, teachers provide multiple opportunities for class discussions in which students can express their point of view. In addition to class discussions, B.I.S. offers Peer Tutoring, Trojan Time, Community and Restorative Circles, Socratic Seminar, Fishbowls, and diverse clubs that offer activities at lunch time throughout the academic year. (DR 3)

Teachers provide multiple opportunities for class discussions in which students can express their point of view. In addition to class discussions, our school offers Peer Tutoring, Trojan Time, Community and Restorative Circles, Socratic Seminar, Fishbowls, and diverse clubs that offer activities at lunch time throughout the academic year. (DR 4)

BIS has established programs that encourage student participation in identifying and solving school challenges. Peer Tutoring, Student Council, Leadership Class, Peer Council, Community Circles are some of the most important initiatives currently present at our school. Students are very involved in the different school communities and that participation is more evident when there are Student Council Elections. You can observe how students campaign for their favorite candidate. (DR4)

There are specific systems in place that facilitate collaboration between teachers, as well as students. The class schedules are designed to allow the same teachers to have a preparatory period at the same time and thus,

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Developmental Responsiveness collaborate in planning the curriculum and other related activities. For instance, many elective teachers allow students to use class resources to complete assignments required in other subjects when the content meets educational goals in both classes. World language teachers adapt what is being learned in core subject areas to the learning of a second world language. (DR 5)

Teachers and staff emphasize the importance of preparing and planning for the future. Lessons are specifically planned to address the importance of practicing skills necessary to be successful in the 21st Century. Teachers incorporate into the lessons conversation activities that allow students to explore and study multiple areas of interests within each subject area. (DR 6)

There are multiple programs that provide students with opportunities to explore and participate in other areas that they might be interested in. Throughout the school year, students can choose to participate in classes or activities such as the Genius Olympiad, School Garden, Self Run Clubs, the Music Program that includes band and choir, the Talent Show, and multiple elective classes that include Hispanic Studies, Robotics, Multimedia Production, Art Classes, and many others. (DR 6)

Teachers assess students’ competency by regularly using formative assessment and informal activities to help them observe if students are learning. Formal assessments are varied and are specific to the subject area, which may include chapter quizzes and District provided online assessments such as OARS. In addition, once a year students are evaluated formally with the summative California Achievement Test. Also, as an established process, throughout the year there are small and large group data talks that include the discussion of student performance and the specific areas that need attention. (DR 6)

There are various ways that students have a voice at school. Programs like Student Council and Trojan Time help students to have an impact on the school or provide choice within their learning. Students have opportunities to vote on things (such as the use of block schedule) in classes. During advisory community circles offer students an opportunity to discuss many relevant topics impacting students at school in order to engage students in collectively focusing on creating a positive school climate. (DR 7) During the year we have student conferences where students are asked to actively participate by showcasing their work samples ahead of time, so that the parents and teachers can refer to the child’s progress. (DR 7)

Working in partnership with families is of great importance to BIS. Throughout the year parents have many opportunities to engage and connect with the school. This happens through back to school night, principal coffee events, information nights that focus on various curricular areas, world language celebration nights, staff vs. student sports activities and family literacy arts evenings. (DR8) Additionally, we have an active PTA and site council, who help put on community programs and activities such as Walkathon, YouFair, and School Olympics. (DR8)

In regards to collaboration among students, there are multiple opportunities throughout the academic year for the completion of projects that require students to collaborate with peers across different subject areas. For example, last year the Schoolympics activities required students to do research for their respective homeroom country. Although the organization and planning of those activities was initiated inside students’ homeroom, most of the research was completed and supported by teachers in other subject areas. (DR 10)

B.I.S. has established programs that encourage student participation in identifying and solving school challenges. Peer Tutoring, Student Council, Leadership Class, Peer Council, Community Circles are some of the most important initiatives currently present at this school. Students are very involved in the different school communities and that participation is more evident when there are Student Council Elections. (DR 9) There are multiple programs that provide students with opportunities to explore and participate in other areas that they might be interested in. Throughout the school year, students can choose to participate in classes or activities such as the Genius Olympiad, School Garden, Self Run Clubs, the Music Program that includes band and choir, the Talent Show, and multiple elective classes that include Hispanic Studies, Robotics, Multimedia Production, Art Classes, and many others. (DR 9 and 10)

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Social Equity Equal access to social and academic opportunities is important to BIS. Working together, the Principal’s

Cabinet and the entire staff have established a common and consistent set of academic and behavioral expectations, including the creation of proficiency scales to communicate clear definitions of how to both meet and move beyond learning targets. We are in the beginning of a three-year plan to fully integrate these scales into our instruction and grading. (SE1) Three years ago, we completely restructured our core classes, eliminating the tiered English Language Arts and social studies classes in favor of a two-period rigorous Humanities class for all students except those far below grade level. This allowed for the development of a robust, challenging electives department while improving academic parity. (SE2)

Once we changed the master schedule, we made adjustments to further ensure universal access to a rigorous yet supportive and caring academic environment. More than 99% of all students (all but 5) spend at least 50% of their class time in the general population. REACH and SKILLZ elective classes provide academic and life skills to explicitly coincide with and strengthen the mainstream Humanities and math learning. Movement into and out of the support classes is fluid and based on student performance. This year we added a social emotional support class to further support students. Additionally, all teachers and administrators mentor students through their small (17- 22-student) advisory classes. Weekly Trojan Time choice offerings include either reteaching, make-up work, and small group practice with core teachers or a variety of enrichment activities such as Art, Improv, Athletics, Band practice and Dance. One choice activity that continues to be popular is our Spark Talks. We invite community members, former students, District Officer personnel, and staff to give a TedTalk type presentation on a topic of their choice. Some of the topics present have been: transitioning to high school, dealing with peer pressure, architecture, coding, design thinking, innovation, writing books, and learning through failure. These programs help students feel included and empowered. (SE1)

Core and electives classes provide exposure to multiple opportunities and challenges. Our teachers employ adaptive technology, calculators, formula sheets, word walls, multilevel assessments, and assignment scaffolding to assist with differentiating instruction. (SE2) Students have opportunities to revise work until they demonstrate competency. (SE2) Electives offer project-based assignments that support and coincide with core Humanities, math, and science content. (SE2)

Last year, our 6th-grade math team introduced a system of fluid needs-specific instruction. Teachers use the results of weekly formative assessments to assign students to targeted skill practice. These assignments change with each new set of data, and they have contributed to a noticeable increase in our CAASSP results (from 67% proficiency in 2015 to 75% in 2016). (SE1)

We explicitly use our schedule to address academic and social needs. For example, this is our third year of a modified-block schedule, initiated after working with Stanford’s Challenge Success as a way to reduce student stress and build in opportunities for students to go deeper with learning in a given class period. (SE3) This year’s schedule has been further improved to include additional time for community building (Tuesday afternoons) and weekly choice-based activities (Wednesday afternoons), including the option for additional instruction and reinforcement in needed academic skills as well as the chance for students meeting standards to participate in enrichment activities. Teachers collaborate with departments twice a month and with grade-level instructors once a month in order to plan the best instructional plans and modifications for students. (SE 3)

BIS offers students a wide variety of learning approaches and materials, including primary documents, newspaper articles, and complex mathematical and science projects. All students have the opportunity to enroll in two choice-based elective classes each year. These electives have developed a common, STEAM- and 21st -Century-Skills-based scoring rubric in order to ensure engagement, rigor, and relevance. (SE 4)

We are also fortunate that district and PTA funds have supplemented our Bring Your Own Device program; as a result, all science classes and most electives are functioning on a 1:1 student-to-electronic-device ratio. This has enabled our school-wide adoption of Lawrence Hall of Science’s NGSS-tied Amplify curriculum. Students use this exciting online platform to research and learn science from the points of view of different science specialists. (SE 4)

BIS Students are recurrently exposed to multiple perspectives and cultures. The sixth grade Humanities department, for example, incorporates the works of Malala Yousafzai and Gandhi. Fifty percent of our students are

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Social Equity enrolled in foreign language classes, and we offer three classes of Spanish immersion and a Hispanic Studies elective which covers various Latin American issues and viewpoints. We also host many special events. Family and community members have come to campus to present information about Diwali, life in Africa, what it is like to be Muslim in this country, and mental health, for example. Additionally, the World Language Department hosts annual family-student cultural and food events in Chinese (Mandarin), Italian, and Spanish. (SE 5)

Our explicit approach to building a positive BIS community centers on restorative practices and our advisory program. All administrators and teachers have been trained in restorative practices, which we use to resolve conflicts as needed and to build community during the weekly advisory time. (SE 6)

In 2013, we surveyed students about school climate. At that time, 88% of respondents reported that they believed at least one adult on campus knew and/or cared when they had problems. The 2013-14 California Healthy Kids Survey gives us rankings of high for both school connectedness and caring adult relationships. We believe that our restorative practices and advisory programs will lead to even higher rankings this year. (SE 6)

BIS strives to be a welcoming, participatory environment for all families. We are easily accessible by public transportation, foot, bike, and skateboard. All of our regular outreach newsletters and phone communications are provided in English and Spanish. IEP, 504, and SST meetings are translated by one of our many bilingual staff members. In addition to standard academic communication, we have many inclusive special events. This year, staff members worked together to call all families who were not able to attend our beginning-of-the-year conferences. Our site council, which includes parents as well as staff members, hosts the annual Walk a Thon and You Fair, and members of the community participate regularly in “Spark Talks” and each trimester’s Genius Olympiad. (SE 7)

Our multi-tiered reward system includes “Shout Out” forms and positive phone calls and emails home. “Shout Outs” can be sent from teacher to teacher, teacher to student, student to student, and administration to teacher and student. We also have formal trimester awards; grade level leaders distribute collaborative online documents to ensure wide distribution. Award categories include model citizenship, bright light, inquisitiveness, outstanding participation, and notable improvement. (SE 8) At the end of the year, BIS hosts an award night to recognize students who have participated and succeeded in academics, attendance, school clubs, and special programs such as REACH and Immersion.

Approximately 20% of our staff is bilingual (mostly Spanish and English, but some staff members speak Mandarin, Italian, or Russian). Many of the teachers are alumni of BIS, and many more live in the community. As a result, teachers have built strong relationships with the BIS families. (SE 9)

School rules, consequences, and the BIS Motto are clearly posted and available in multiple locations, including all classrooms, the office, the school website, and beginning-of-the-year classroom handouts. In conjunction with our Restorative Practices training, staff is trained in community-building circles, which nurture and build connections. We have developed a Peer Talk program geared towards supporting students who are having peer to peer conflicts so that they would have a safe space to productively talk through conflicts. Last year, we initiated a suspension diversion program called Peer Council as an alternative to a more traditional, punitive approach to student misbehavior. A group of 40 students, a teacher facilitator and the administrative staff were trained in following a protocol aimed at helping students take responsibility for their choices, repair the harm they caused and learn from their mistakes. Students are provided with a program, put together by their peers and overseen by the teacher facilitator, they must complete in order to avoid the suspension. The student meets every two to three days with the teacher facilitator to ensure successful completion of the program. (SE 10) As an administrative staff we regularly use restorative circles to address a variety of student misbehaviors that happen on campus. As a result of this clarity and the strengthening of our community, our suspension rate of .9 (according to the CDE 2014-2015 figures) is much lower than the county’s rate of 3.0 and the state’s rate of 3.8. (SE 10)

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Organizational Structures and Processes BIS is committed to ensuring that all students learn at high levels; this vision drives organizational and

structural decisions. The school leadership team continually refines organizational structures to better support all students in areas of academics and social emotional development. Three years ago we started working with the Challenge Success program at Stanford University. A team of administrators, counselors, parents, teachers, and students attended workshops developed to promote a better, more student-centered (less-stressed) environment. This helped us to implement an advisory program, a modified block schedule that allows for choice time for students on a weekly basis and a new, research-based homework policy as well as to incorporate a Social Emotional Learning component into the schedule of each sixth grader (OSP1) We developed a school motto and set of shared expectations for all students. This has helped give us a common language for talking with students about expectations, which are posted in all classrooms throughout the school. (OSP1)

The principal and administrative team work collaboratively with staff to create systems that enable BIS to continually grow and develop. Teachers at BIS have many leadership opportunities. They serve as community leads, collaborative leads, and members of site council. Through ongoing weekly collaborative, community and whole staff meetings, our school-wide vision is a consistent focus of the work at these meetings. (OSP2) Structures such as Principal’s Cabinet, Site Council, PTA and Administrative Team meetings, plans for school improvement are discussed on an ongoing basis and input is elicited regularly. Multiple measures of communication such as weekly Principal newsletters, the school web site, weekly staff newsletters help to convey important information and seek input from stakeholders. (OSP2) The principal begins developing the master schedule for the following year in late winter/early spring making adjustments based on need and student interest and actively communicates with staff about this.(OSP2) As a school we participate in a variety of professional development opportunities to build staff capacity in the areas of Restorative Practices, Reading Apprenticeship, CALL training, SWUN Math, and Amplify . (OSP2)

All teachers are part of a collaborative team with other teachers who teach the same subject or elective type of class. Time is built into the schedule with teachers sharing a common prep and having time on weekly early dismissal day to collaborate and align instructional practices, examining data and making adjustment to teaching as needed. (OSP3) Our current schedule builds in time for community circles which supports our work on Restorative Practices and builds in opportunity for students to build empathy and be reflective. (OSP3) Trojan Time, a flexible period built into the weekly schedule, allows students to receive reteaching in an academic area of need or participate in one of several choice time activities. (OSP3)

BIS is a place where continuous growth and development is fostered and encouraged. The school culture has a growth mindset focus. Ongoing staff development opportunities are provided and taken advantage of by staff and teachers. A few examples where teachers are given release time to learn about and implement programs are Reading Apprenticeship, SWUN Math, Amplify Science Program which collectively covers all core academic learning areas. In addition, just about every teacher has participated in professional development around restorative practices. Some have also participated in VAPA, technology, World Language professional development. (OSP4) The Reader’s Apprenticeship program through West Ed changed our school’s practice to more closely align with reading strategies that are integral to common core curriculum. This program involves coaching, collaboration, peer coaching, and peer observation to help support teachers as they implement new strategies for teaching reading. (OSP4) As a school we provide support for supplemental teaching resources such as Newsela or IXL for Math. (OSP4)

As a school, BIS works with the district, larger Burlingame community and surrounding areas to support our students. We work with the elementary schools within our district and our nearby high school district on articulation so that our incoming sixth graders and outgoing eighth graders experience a positive transition as they begin middle or high school. We have many events on campus and with the great Burlingame community that help foster a sense of school and community pride, such as the BIS Schoololympics, YouFair and the BCE 5K Run. (OSP5) Our work with the Challenge Success program at Stanford helped us to develop our current modified block schedule, advisory program and homework policy. We also partnered with Stanford’s d.school (the Hasso Plattner Institute for Design). This partnership has led to several school-wide design challenges and new

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Organizational Structures and Processes elective offerings for all grades. (OSP5) BIS partners with the Amity Institute to secure interns from Spanish speaking countries who plan on becoming teachers. These interns actively participate in the school’s Spanish Dual Immersion Program by assisting in the classroom every day. Last year, this class took a week long trip to Spain, giving them an opportunity to use their skills in a real-life setting. (OSP5)

As a school we continually examine and refine our instructional practices in order to support all students in collaborative teams. Using regular assessment data collected in OARS, our data software program, and our data protocol we look at data to see how students are performing on benchmark and trimester assessments. This enables us to provide reteaching opportunities and refine how we are addressing concepts in the classroom. (OSP6) Trojan Time builds in additional weekly reteaching time, and communities meet on a regular basis to collectively consider ways to support students who may be struggling. (OSP6)

The belief that all students can learn at high levels pushes us to continuously evaluate and refine our program, working through challenges in creative ways. One recent barrier that our staff encountered was a change to the new, common core-based testing system. This was a large shift in instructional and assessment practice, and it required a good amount of perseverance on our part. We understood that it was important for us to meet this challenge, though, because our students depended on us. We took a long view, meeting as departmental groups to establish target standards and creating shorter-term learning targets. We started to post and communicate those targets explicitly, and we developed a program of shorter-term formative assessments so that tracking progress become more targeted and seamless.(OSP 7) In addition our work with data protocols, implementation of Trojan Time and putting a tiered homework support system in place helped to address student needs. (OSP7)

We actively partner with our nearby colleges and universities. Three years ago, we began our school’s partnership with the Challenge Success program at Stanford University. A team of administrators, counselors, parents, teachers, and students attended workshops developed to promote a better, more student-centered (less stressed) environment. As a result of these workshops, we have implemented an advisory program, a modified block schedule, and a new, research-based homework policy. (OSP8) We recruit for new staff early, going to job fairs at college campuses and the community. Last year our administrative team attended job fairs at UCSF, Notre Dame, San Francisco State, and the San Mateo County Office of Education Job Recruitment Fair. (OSP8) We work with supervisors of any teacher who is an intern to make sure they are well supported. Many of our teachers participate in BTSA; we regularly communicate with BTSA coordinator. (OSP8) Each year we hold a new teacher orientation in order to help familiarize teachers with the school policies and procedures and provide each new teacher with an administrative mentor to help them acclimate to BIS. (OS8)

We have active community membership in our PTA, our school site council, our Green Team, and our REACH program to help support our vision of all students learning at high levels. (OSP9) We shifted our fall parent conferences this year so that we could communicate either in person or via phone with a parent of every child at our school to gather background information on each child. We have many family event and information nights, such as World Language Nights, Family Math Night, Arts education, and Ability Awareness events. (OSP9) Community members also participate in and help mentor our Genius Olympiad projects and weekly SPARK Talks. (OSP9)

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Focus on The Future At BIS, we have worked on a continuous cycle of improvement. During the 2011-2012 school year, the

principal and three teachers attended an RTI conference and learned the importance of changing the school culture in order to improve student achievement. Therefore, throughout the 2012-2013 school year we built our collective knowledge around WHY all students must be prepared to continue their education beyond high school. By the end of that year, we all locked arms and declared our commitment to high levels of learning for all students . Moving forward into the 2013-2014 school year, we worked with Challenge Success at Stanford University to identify student stress points and goals for improvement. This partnership resulted in an improved Homework Policy. The following year, 2014-2015, we piloted and adopted our Modified Block Schedule, implemented Social Emotional Learning classes for sixth graders, and developed student/teacher communities for increased school spirit and student support. Last year, 2015-2016, we strengthened our responses to student behavior through a variety of restorative practices. Trojan Time was expanded to included a number of student enrichment and intervention choices. Peer Talk, Peer Tutoring and Peer Council engaged our student leaders as problem solvers and critical thinkers. Teaching Teams experimented with a range of instructional strategies and rotated students amongst teachers based on need. Through our work to lower student stress, build stronger positive relationships, and develop a more systematic approach for both enrichment and intervention, we continue to learn better HOW to ensure all students achieve at high levels. Data Analysis

Our current data illustrates that we are progressing towards our goal of ensuring high levels of learning for all students. Based on the recent CAASPP data, every significant subgroup has improved and our achievement gap is closing. In comparing data from the past two CAASPP assessments, our EL subgroup improved from 36% to 49% proficiency in ELA and from 30% to 45% proficiency in Math. Our Hispanic subgroup improved from 55% to 56% in ELA and from 39% to 48% in Math. Our students who are classified as Economically Disadvantaged improved from 46% to 52% in ELA and from 39% to 42% in Math. We are also pleased to share that the numbers of students exceeding standard performance on the CAASPP is also improving. Percentages in that top band have increased from 39% to 48% in ELA and from 45% to 52% in Math. Over the years, we have also monitored our CELDT data. In 2013-2014 school year, only 8% of our students were redesignated. Our goal has been to increase that redesignation number to 15%. In 2014-2015 we exceeded our goal by reclassifying 52% of our EL students. At the end of the 2015-2016 school year we again reclassified 50% of our EL students.

We attribute our overall improvement to our laser beam focus on ensuring high levels of learning for all. Data drives our instruction and identified needs drive our program development. Understanding Maslow’s Hierarchy of Needs, we know students must feel safe and a sense of belonging in order to learn. We continually refine our work each year to create the conditions and supports necessary to achieve our goal. Self-Study/Rating Analysis

When analyzing the Self-Study and Rating Rubric, we noted several areas for growth. We are piloting a co-teaching model this year in 6th grade Humanities (AE 7). One Special Education teacher is currently working fluidly with two teachers for two periods. The classrooms share a joint collaboration space so all three teachers rotate students amongst them based on need. The success of this pilot will determine how to expand in the upcoming years. In reference to after school tutoring (AE 7) we did open up Peer-Tutoring after school last year. Attendance was not consistent; therefore,we have streamlined the system and will be more explicit about this support. When working towards building staff capacity on research based best practices, staff have expressed a desire to participate in peer observations (AE 8) and instructional rounds. Our Principal’s Cabinet is currently working on a structure that is agreeable to all. Teachers observing each other will enhance and improve everyone’s teaching and in turn improve student learning.

As our school continues to grow and student mental health issues increase, we are all challenged to understand how to best meet the needs of all students. (DR 2). We are continuing our work on Restorative Practices, inviting our consultant to work directly with teachers in their classrooms. To gain insight into student perspectives, we will continue our “Fishbowl” activities. Including parent education during this shift is crucial for ongoing success. (DR 2) Our PTA Council has two upcoming Parent Education events this year, one by Dr. Dan

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Focus on The Future Siegel, author of BRAINSTORM Discover the Power and Purpose of the Adolescent Brain and the other by Michael Gurian, author of Boys and Girls Learn Differently . While there is a cost associated with these presentations, the PTA Council is offering all staff and any families in need to attend free of charge.

This year, we have revamped our Student Council to include more officers from each grade level (DR 7). Instead of only four 8th grade officers, we now have one Student Body President and three officers per grade level. They meet weekly with the principal to discuss concerns and areas for growth. Among other things, this council is planning on creating school wide service projects to be completed by each Advisory class. (DR 8) This type of project creates a common purpose for students, something of interest and a way for them to expand their perspectives.

We are a multicultural school who would greatly benefit from highlighting our school’s diversity (SE5) by inviting families to come and share their traditions and beliefs. While this happens in individual classrooms, creating a school wide event would help with inclusion and acceptance. It would strengthen students sense of belonging which in turn supports learning. Commitment to Systemic Improvement

For the next three years, the BIS staff remains committed to achieving high levels of learning for all students. There are several areas based on our analysis of the Self-Study and Rating Rubric that we would like to either refine or innovate.

After attending a two day workshop last year by Tammy Heflebower, author of A School Leader's Guide to Standards-Based Grading, our staff began the process of creating Proficiency Scales for our selected essential standards. Teacher clarity of learning objectives translates to student clarity which in turn will support and guide student goal setting and student led conferences. Working together as a leadership team, teachers outlined a three year plan to move the school towards a more informative report card. (AE 1,5,7) This year our plan includes creating and revising quality classroom assessments and creating a system for tracking student performance. In addition, we hope to surface staffs’ current beliefs and attitudes about grading and want to seek out schools who are already leading this change to see what we can learn. For the following year it is our goal to encourage small group experimentation, research report card formats, establish core beliefs and educate parents and our school board. We plan to pilot a new report card format in the 2018-2019 school year.

Our collective work over the past three years on Social and Emotional Learning is another area we are committed to continuing to refine and improve. (DR 4) Our teacher leaders have identified an SEL rubric and have outlined a roll out plan for this year with the long term goal that these competencies are included on our report card for 2017-2018. Our plan this year includes staff becoming familiar with the rubric, then guiding students through a self assessment using the rubric and then piloting teacher and student feedback of the SEL competencies towards the end of this year. We recognize the value added when students, staff and parents have clear information regarding the development of these competencies.

Ensuring student safety and fostering a strong sense of belonging will remain a central focal point for BIS. Our recent training of 40 students and 7 staff members for the Safe School Ambassador program holds great promise. It will engage students in the development of a positive school culture. With our community structures and with the addition of weekly Community Time, we are confident that our connections with students will be stronger. We want to work towards more frequent inclusion of our parent community through a range of opportunities: Parent Conferences, Multicultural Fair, Parent Education Nights, PTA and Site Council events, Trojan Time, Genius Olympiad and other school related events.

Finally, we are dedicated to refining our Trojan Time. Currently, students sign up weekly using a web based program to choose either reteaching/small group work, enrichment or homework help. Moving forward we are exploring alternative online programs and re-thinking the weekly sign-ups for monthly sign-ups. What will remain central to our changes is a focus on the needs of our struggling students and ensuring they have the time and space to get support.

The BIS staff, student and parent community work in partnership to reach our goals. We continuously take risks, iterate, and reiterate before we are satisfied. Ultimately, when we know more students are learning more, we know we are on the right path.

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kee

p in

min

d th

at s

taff

wer

e as

ked

topr

ovid

e ra

tings

that

refle

ct th

eir p

erce

ptio

ns fo

r you

r who

le s

choo

l, no

t for

thei

r spe

cific

cla

ssro

om, g

rade

leve

l, or

sub

ject

.

We

hope

you

find

you

r Sch

ools

To

Wat

ch S

elf-S

tudy

and

Rat

ing

Rub

ric F

eedb

ack

Rep

ort i

nfor

mat

ive

and

usef

ul in

you

r con

tinuo

us s

choo

lim

prov

emen

t effo

rts. P

leas

e co

ntac

t Nan

cy F

low

ers

at C

PRD

(nflo

wer

s@illi

nois

.edu

or t

oll f

ree

877-

255-

7078

) if y

ou h

ave

any

ques

tions

.

Than

k yo

u fo

r you

r par

ticip

atio

n!

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

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efo

rm

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oo

ls T

o W

atch

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elf-

Stu

dy

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url

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rmed

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oo

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oo

l Yea

r

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od

uct

ion

to

th

e S

cho

ols

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Wat

ch S

elf-

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dy

and

Rat

ing

Ru

bri

c

The

Scho

ols

To W

atch

Pro

gram

is a

cop

yrig

ht p

rote

cted

pro

gram

of t

he N

atio

nal F

orum

to A

ccel

erat

e M

iddl

e-G

rade

s R

efor

m. C

riter

ia e

stab

lishe

d by

the

Nat

iona

l For

um is

use

d as

the

basi

s fo

r the

For

um's

Sch

ools

To

Wat

ch P

rogr

am, w

hich

focu

ses

on s

choo

l im

prov

emen

t effo

rts c

hara

cter

ized

by

a co

ntin

uous

traj

ecto

ry to

war

d su

cces

s. T

he S

elf-S

tudy

and

Rat

ing

Rub

ric m

ay b

e us

ed fr

eely

by

any

mid

dle

grad

es o

r sec

onda

ry s

choo

l to

stud

yan

d ra

te it

s pr

actic

es. N

o ad

apta

tions

to th

e se

lf-st

udy

and

rubr

ic m

ay b

e us

ed w

ithou

t writ

ten

perm

issi

on fr

om th

e Sc

hool

s To

Wat

ch C

omm

ittee

and

Boar

d of

the

Nat

iona

l For

um to

Acc

eler

ate

Mid

dle-

Gra

des

Ref

orm

.

This

is a

con

tinui

ng im

prov

emen

t too

l as

wel

l as

a m

anda

tory

sel

f-rat

ing

for s

choo

ls in

tere

sted

in a

pply

ing

for a

sta

te S

choo

ls T

o W

atch

des

igna

tion.

Scho

ols

appl

ying

for a

STW

des

igna

tion

shou

ld b

e co

nsis

tent

ly a

vera

ging

sco

res

betw

een

3.4

and

4.0

in a

ll se

ctio

ns a

nd c

ompo

nent

s.

The

rubr

ic is

div

ided

into

four

dom

ains

: Aca

dem

ics

Exc

elle

nce

, Dev

elo

pm

enta

l Res

po

nsi

ven

ess,

So

cial

Eq

uity

, and

Org

aniz

atio

nal

Str

uct

ure

san

d P

roce

sses

. Und

er e

ach

dom

ain

ther

e ar

e ge

nera

l crit

eria

follo

wed

by

deta

iled

exam

ples

of p

ossi

ble

evid

ence

of t

he c

riter

ia. I

t is

impo

rtant

to n

ote

that

the

deta

iled

exam

ple

evid

ence

und

er e

ach

gene

ral c

riter

ia is

not

a c

ompr

ehen

sive

, all-

incl

usiv

e lis

t of p

ract

ices

for t

hat c

riter

ia, b

ut ra

ther

are

exam

ples

. Sch

ool s

taff

are

aske

d to

sel

f-rat

e th

eir s

choo

l on

its le

vel o

f im

plem

enta

tion

for e

ach

gene

ral c

riter

ia a

nd e

ach

deta

iled

exam

ple

evid

ence

of th

e cr

iteria

. Sel

f-rat

ings

sho

uld

refle

ct p

erce

ptio

ns fo

r the

who

le s

choo

l, no

t for

the

indi

vidu

al s

taff

mem

ber's

cla

ssro

om, g

rade

leve

l, or

sub

ject

. The

ulti

mat

e g

oal

is to

be

cons

iste

ntly

exc

elle

nt a

nd ra

te a

wel

l-evi

denc

ed s

core

of 4

in e

very

com

pone

nt (g

ener

al a

nd d

etai

l) of

eve

ry s

ectio

n. E

ven

whe

n th

e ul

timat

e go

al is

reac

hed,

a tr

ue h

igh

perfo

rmin

g m

iddl

e sc

hool

will

cont

inue

to s

eek

way

s to

impr

ove

as n

ew c

halle

nges

aris

e.

A sc

ore

of 4

in a

ny g

ener

al a

nd d

etai

l com

pone

nt m

eans

the

prac

tice

is h

ighl

y an

d co

mpl

etel

y im

plem

ente

d, s

yste

mic

, coh

eren

t in

ever

y cl

assr

oom

,by

eve

ry te

ache

r, ac

ross

the

scho

ol.

A sc

ore

of 3

in a

ny g

ener

al a

nd d

etai

l com

pone

nt m

eans

ther

e is

a h

igh

degr

ee o

f mat

urin

g qu

ality

of i

mpl

emen

tatio

n th

at is

sys

tem

ic, b

ut it

may

not

be c

oher

ent o

r of t

he h

ighe

st q

ualit

y in

eve

ry c

lass

room

and

by

ever

y te

ache

r, bu

t cer

tain

ly b

y m

ost,

75 p

erce

nt o

r bet

ter.

A sc

ore

of 2

in a

ny g

ener

al a

nd d

etai

l com

pone

nt m

eans

that

ther

e is

a m

ixed

, fai

r, im

mat

ure

qual

ity o

f im

plem

enta

tion.

A s

core

of 2

als

o m

eans

that

prac

tices

may

incl

ude

man

y te

ache

rs b

ut n

ot th

e m

ajor

ity. T

he p

rogr

am m

ay b

e to

o ne

w to

hav

e re

aliz

ed a

ccou

ntab

le re

sults

or t

o be

eva

luat

ed a

sef

fect

ive.

A sc

ore

of 1

in a

ny g

ener

al a

nd d

etai

l com

pone

nt m

eans

that

the

prac

tice

may

just

hav

e go

tten

star

ted,

ver

y im

mat

ure,

or i

s on

ly p

ract

iced

by

aha

ndfu

l of p

ract

ition

ers.

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

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oo

ls T

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atch

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elf-

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ort

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rap

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t o

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mar

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sch

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t res

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danc

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If th

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hav

e se

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ed m

ore

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one

resp

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Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

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oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

Aca

dem

ic E

xcel

len

ce S

elf

Rat

ing

sH

igh-

perfo

rmin

g sc

hool

s w

ith m

iddl

e gr

ades

are

aca

dem

ical

ly e

xcel

lent

. The

y ch

alle

nge

all s

tude

nts

to u

se th

eir m

inds

wel

l.G

ener

alC

rite

ria

Det

aile

d E

xam

ple

Evi

denc

e of

Cri

teri

aSe

lf-R

atin

g (1

-4)

1. A

ll st

uden

ts a

re e

xpec

ted

to m

eet h

igh

acad

emic

sta

ndar

ds.

3.7

Ave

rage

3.6

Expe

ctat

ions

are

cle

ar fo

r stu

dent

s an

d pa

rent

s.3.

7

Teac

hers

pro

vide

stud

ents

with

exe

mpl

ars o

f hig

h qu

ality

wor

k th

at m

eet t

he p

erfo

rman

ce st

anda

rd o

r lev

el so

that

stud

ents

kno

ww

hat h

igh

qual

ity w

ork

shou

ld b

e lik

e.3.

5

3.3

2. C

urri

culu

m, i

nstr

uctio

n, a

sses

smen

t, an

d ap

prop

riat

e ac

adem

ic in

terv

entio

ns a

re a

ligne

d w

ith h

igh

stan

dard

s.3.

8

Ave

rage

3.6

3.6

the

impo

rtanc

e of

wha

t the

y ar

e le

arni

ng.

3.5

3.6

3.6

3. T

he c

urri

culu

m e

mph

asiz

es d

eep

unde

rsta

ndin

g of

impo

rtan

t con

cept

s an

d th

e de

velo

pmen

t of e

ssen

tial

ski

lls.

3.7

Ave

rage

3.6

appl

ying

wha

t the

y ha

ve le

arne

d to

solv

e re

al-w

orld

pro

blem

s.3.

5

liste

ning

, and

spe

akin

g).

3.7

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

Aca

dem

ic E

xcel

len

ce S

elf

Rat

ing

s (C

on

tin

ued

)

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

4. I

nstr

ucti

onal

str

ateg

ies

incl

ude

a va

riet

y of

cha

lleng

ing

and

enga

ging

act

ivit

ies

that

are

cle

arly

rel

ated

to th

e gr

ade-

leve

lst

anda

rds,

con

cept

s, a

nd s

kills

bei

ng ta

ught

.3.

8

Ave

rage

3.7

3.9

3.8

3.6

3.4

3.6

5. T

each

ers

use

a va

riet

y of

met

hods

to a

sses

s an

d m

onit

or th

e pr

ogre

ss o

f stu

dent

lear

ning

(e.g

., te

sts,

qui

zzes

,as

sign

men

ts, e

xhib

itio

ns, p

roje

cts,

per

form

ance

task

s, p

ortf

olio

s, s

tude

nt c

onfe

renc

es).

3.7

Ave

rage

3.6

3.7

3.4

6. T

he fa

cult

y an

d m

aste

r sc

hedu

le p

rovi

de s

tude

nts

tim

e to

mee

t rig

orou

s ac

adem

ic s

tand

ards

.3.

6A

vera

ge3.

53.

6

inqu

iry-b

ased

lear

ning

.3.

5

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

Aca

dem

ic E

xcel

len

ce S

elf

Rat

ing

s (C

on

tin

ued

)

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

7. S

tude

nts

are

prov

ided

the

supp

ort t

hey

need

to m

eet r

igor

ous

acad

emic

sta

ndar

ds.

3.7

Ave

rage

3.4

3.5

3.2

3.6

3.1

3.4

8. T

he a

dult

s in

the

scho

ol a

re p

rovi

ded

tim

e an

d fr

eque

nt o

ppor

tuni

ties

to e

nhan

ce s

tude

nt a

chie

vem

ent b

y w

orki

ng w

ith

colle

ague

s to

dee

pen

thei

r kn

owle

dge

and

to im

prov

e th

eir

stan

dard

s-ba

sed

prac

tice

.3.

5

Ave

rage

3.4

met

hods

, and

eva

luat

ion

of s

tude

nt w

ork.

3.6

impr

ovem

ent.

3.3

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

Dev

elo

pm

enta

l Res

po

nsi

ven

ess

Sel

f R

atin

gs

Hig

h-pe

rform

ing

scho

ols

with

mid

dle

grad

es a

re s

ensi

tive

to th

e un

ique

dev

elop

men

tal c

halle

nges

of e

arly

ado

lesc

ence

.G

ener

alC

rite

ria

Det

aile

d E

xam

ple

Evi

denc

e of

Cri

teri

aSe

lf-R

atin

g (1

-4)

1. T

he s

taff

cre

ates

a p

erso

naliz

ed e

nvir

onm

ent t

hat s

uppo

rts

each

stu

dent

's in

telle

ctua

l, et

hica

l, so

cial

, and

phy

sica

lde

velo

pmen

t.3.

7

Ave

rage

3.6

lear

ning

.3.

7

3.6

mid

dle

scho

ol e

xper

ienc

e.3.

3

2. T

he s

choo

l pro

vide

s ac

cess

to c

ompr

ehen

sive

ser

vice

s to

fost

er h

ealt

hy p

hysi

cal,

soci

al, e

mot

iona

l, an

d in

telle

ctua

lde

velo

pmen

t.3.

4

Ave

rage

3.3

3.2

3.3

3.5

3.1

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

Dev

elo

pm

enta

l Res

po

nsi

ven

ess

Sel

f R

atin

gs

(Co

nti

nu

ed)

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

3. A

ll te

ache

rs fo

ster

cur

iosi

ty, c

reat

ivit

y an

d th

e de

velo

pmen

t of s

ocia

l ski

lls in

a s

truc

ture

d an

d su

ppor

tive

env

iron

men

t.3.

7

Ave

rage

3.6

3.6

3.6

3.4

3.7

4. T

he c

urri

culu

m is

bot

h so

cial

ly s

igni

fica

nt a

nd r

elev

ant t

o th

e pe

rson

al a

nd c

aree

r in

tere

sts

of y

oung

ado

lesc

ents

.3.

6A

vera

ge3.

43.

3

3.4

5. T

each

ers

use

an in

terd

isci

plin

ary

appr

oach

to r

einf

orce

impo

rtan

t con

cept

s, s

kills

, and

add

ress

rea

l-w

orld

pro

blem

s.3.

4A

vera

ge3.

13.

3

2.7

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

Dev

elo

pm

enta

l Res

po

nsi

ven

ess

Sel

f R

atin

gs

(Co

nti

nu

ed)

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

6. S

tude

nts

are

prov

ided

mul

tipl

e op

port

unit

ies

to e

xplo

re a

ric

h va

riet

y of

topi

cs a

nd in

tere

sts

in o

rder

to d

evel

op th

eir

iden

tity

, lea

rn a

bout

thei

r st

reng

ths,

dis

cove

r an

d de

mon

stra

te th

eir

own

com

pete

nce,

and

pla

n fo

r th

eir

futu

re.

3.5

Ave

rage

3.4

3.4

3.4

3.4

7. S

tude

nts

have

opp

ortu

niti

es fo

r vo

ice

- pos

ing

ques

tion

s, r

efle

ctin

g on

exp

erie

nces

, and

par

tici

pati

ng in

dec

isio

ns a

ndle

ader

ship

act

ivit

ies.

3.4

Ave

rage

3.2

3.1

3.4

2.9

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

Dev

elo

pm

enta

l Res

po

nsi

ven

ess

Sel

f R

atin

gs

(Co

nti

nu

ed)

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

8. T

he s

choo

l sta

ff m

embe

rs d

evel

op a

llian

ces

wit

h fa

mili

es to

enh

ance

and

sup

port

the

wel

l-be

ing

of th

e ch

ildre

n.3.

5A

vera

ge3.

43.

3

3.5

9. S

taff

mem

bers

pro

vide

all

stud

ents

wit

h op

port

unit

ies

to d

evel

op c

itiz

ensh

ip s

kills

, to

use

the

com

mun

ity

as a

cla

ssro

om,

and

to e

ngag

e th

e co

mm

unity

in p

rovi

ding

res

ourc

es a

nd s

uppo

rt.

3.4

Ave

rage

3.2

3.2

3.1

10. T

he s

choo

l pro

vide

s ag

e-ap

prop

riat

e, c

o-cu

rric

ular

act

ivit

ies

to fo

ster

soc

ial s

kills

and

cha

ract

er, a

nd to

dev

elop

inte

rest

s be

yond

the

clas

sroo

m e

nvir

onm

ent.

3.6

Ave

rage

3.5

oppo

rtuni

ties,

and

a ric

h pr

ogra

m in

the

visu

al a

nd p

erfo

rmin

g ar

ts.

3.7

3.4

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

So

cial

Eq

uit

y S

elf

Rat

ing

sH

igh

perfo

rmin

g sc

hool

s w

ith m

iddl

e gr

ades

are

soc

ially

equ

itabl

e, d

emoc

ratic

, and

fair.

The

y pr

ovid

e ev

ery

stud

ent w

ith h

igh-

qual

ity te

ache

rs,

reso

urce

s, le

arni

ng o

ppor

tuni

ties,

and

sup

ports

. The

y ke

ep p

ositi

ve o

ptio

ns o

pen

for a

ll st

uden

ts.

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

1. T

o th

e fu

llest

ext

ent p

ossi

ble,

all

stud

ents

, inc

ludi

ng E

nglis

h le

arne

rs, s

tude

nts

wit

h di

sabi

litie

s, g

ifte

d an

d ho

nors

stud

ents

, par

tici

pate

in h

eter

ogen

eous

cla

sses

wit

h hi

gh a

cade

mic

and

beh

avio

ral e

xpec

tati

ons.

3.6

Ave

rage

3.4

3.6

adap

tatio

ns, s

uppl

emen

tal c

lass

es a

nd o

ther

sup

ports

.3.

5

3.1

2. S

tude

nts

are

prov

ided

the

oppo

rtun

ity

to u

se m

any

and

vari

ed a

ppro

ache

s to

ach

ieve

and

dem

onst

rate

com

pete

nce

and

mas

tery

of s

tand

ards

.3.

5

Ave

rage

3.5

3.4

3.6

3.6

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

So

cial

Eq

uit

y S

elf

Rat

ing

s (C

on

tin

ued

)

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

3. T

each

ers

cont

inua

lly a

dapt

cur

ricu

lum

, ins

truc

tion

, ass

essm

ent,

and

sche

dulin

g to

mee

t the

ir s

tude

nts'

div

erse

and

chan

ging

nee

ds.

3.6

Ave

rage

3.5

3.7

3.5

basi

s.3.

3

4. A

ll st

uden

ts h

ave

equa

l acc

ess

to v

alue

d kn

owle

dge

in a

ll sc

hool

cla

sses

and

act

ivit

ies.

3.8

Ave

rage

3.7

unde

rsta

nd h

ow to

solv

e co

mpl

ex p

robl

ems.

3.7

3.7

3.6

5. S

tude

nts

have

ong

oing

opp

ortu

niti

es to

lear

n ab

out a

nd a

ppre

ciat

e th

eir

own

and

othe

rs' c

ultu

res.

3.3

Ave

rage

3.3

3.5

3.5

2.9

3.5

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

So

cial

Eq

uit

y S

elf

Rat

ing

s (C

on

tin

ued

)

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

6. T

he s

choo

l com

mun

ity

know

s ev

ery

stud

ent w

ell.

3.3

Ave

rage

3.4

3.7

3.4

3.2

7. T

o th

e fu

llest

ext

ent p

ossi

ble,

the

facu

lty

wel

com

es a

nd e

ncou

rage

s th

e ac

tive

par

tici

pati

on o

f all

its

fam

ilies

and

mak

essu

re th

at a

ll it

s fa

mili

es a

re a

n in

tegr

al p

art o

f the

sch

ool.

3.4

Ave

rage

3.2

scho

ol e

vent

s.3.

1

3.1

3.4

3.3

info

rmat

ion

abou

t stu

dent

pro

gres

s, m

akin

g m

eani

ngfu

l con

nect

ions

to th

e cu

rric

ulum

).3.

2

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

So

cial

Eq

uit

y S

elf

Rat

ing

s (C

on

tin

ued

)

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

8.

3.6

Ave

rage

3.6

3.6

3.6

9. T

o th

e fu

llest

ext

ent p

ossi

ble,

sta

ff m

embe

rs u

nder

stan

d an

d su

ppor

t the

fam

ily b

ackg

roun

ds a

nd v

alue

s of

thei

r st

uden

ts.

3.8

Ave

rage

3.7

3.6

3.7

10. T

he s

choo

l rul

es a

re c

lear

, fai

r, a

nd c

onsi

sten

tly

appl

ied.

3.4

Ave

rage

3.3

3.3

sing

led

out b

y cl

assr

oom

and

sch

ool s

taff

.3.

3

resi

lient

, hea

lthy,

safe

, and

resp

ectfu

l of o

ne a

noth

er.

3.2

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

Org

aniz

atio

nal

Str

uct

ure

s an

d P

roce

sses

Sel

f R

atin

gs

Hig

h-pe

rform

ing

scho

ols

with

mid

dle

grad

es a

re le

arni

ng o

rgan

izat

ions

that

est

ablis

h no

rms,

stru

ctur

es, a

nd o

rgan

izat

iona

l arra

ngem

ents

tosu

ppor

t and

sus

tain

thei

r tra

ject

ory

tow

ard

exce

llenc

e.G

ener

alC

rite

ria

Det

aile

d E

xam

ple

Evi

denc

e of

Cri

teri

aSe

lf-R

atin

g (1

-4)

1. A

sha

red

visi

on o

f wha

t a h

igh-

perf

orm

ing

scho

ol is

and

doe

s dr

ives

eve

ry fa

cet o

f sch

ool c

hang

e.3.

5

Ave

rage

3.4

3.5

purp

ose.

3.4

3.3

2. T

he p

rinc

ipal

has

the

resp

onsi

bilit

y an

d au

thor

ity to

hol

d th

e sc

hool

-impr

ovem

ent e

nter

pris

e to

geth

er, i

nclu

ding

day

-to-

day

know

-how

, coo

rdin

atio

n, s

trat

egic

pla

nnin

g, a

nd c

omm

unic

atio

n.3.

5

Ave

rage

3.5

3.4

3.5

3.5

3. T

he s

choo

l is

a co

mm

unity

of p

ract

ice

in w

hich

lear

ning

, exp

erim

enta

tion,

and

the

oppo

rtun

ity fo

r re

flect

ion

are

the

norm

.3.

6

Ave

rage

3.6

3.5

3.6

3.7

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

Org

aniz

atio

nal

Str

uct

ure

s an

d P

roce

sses

Sel

f R

atin

gs

(Co

nti

nu

ed)

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

4. T

he s

choo

l and

dis

tric

t dev

ote

reso

urce

s to

con

tent

-ric

h pr

ofes

sion

al le

arni

ng, w

hich

is c

onne

cted

to r

each

ing

and

sust

aini

ng th

e sc

hool

vis

ion

and

incr

easi

ng s

tude

nt a

chie

vem

ent.

3.4

Ave

rage

3.4

3.4

less

ons,

etc

.).3.

4

clas

sroo

m.

3.4

5. T

he s

choo

l is

not a

n is

land

unt

o it

self

; it i

s a

part

of a

larg

er e

duca

tion

al s

yste

m (i

.e.,

dist

rict

s, n

etw

orks

and

com

mun

ity

part

ners

hips

).3.

5

Ave

rage

3.4

3.3

com

mun

ities

, and

pro

fess

iona

l lea

rnin

g fo

cuse

d on

mid

dle

grad

es im

prov

emen

t and

ach

ieve

men

t.3.

4

anal

ysis

, and

acc

ount

abili

ty fo

r stu

dent

ach

ieve

men

t.3.

5

6. T

he s

choo

l sta

ff h

olds

itse

lf a

ccou

ntab

le fo

r st

uden

t suc

cess

.3.

7

Ave

rage

3.7

3.7

3.7

3.6

Nat

ion

al F

oru

m t

o A

ccel

erat

e M

idd

le-G

rad

e R

efo

rm

Sch

oo

ls T

o W

atch

Sel

f-S

tud

y an

d R

atin

g R

ub

ric

F

eed

bac

k R

epo

rt:

Bu

rlin

gam

e In

term

edia

te S

cho

ol,

2016

-201

7 S

cho

ol Y

ear

Org

aniz

atio

nal

Str

uct

ure

s an

d P

roce

sses

Sel

f R

atin

gs

(Co

nti

nu

ed)

Gen

eral

Cri

teri

aD

etai

led

Exa

mpl

e E

vide

nce

of C

rite

ria

Self

-Rat

ing

(1-4

)

7. D

istr

ict a

nd s

choo

l sta

ff p

osse

ss a

nd c

ulti

vate

the

colle

ctiv

e w

ill to

per

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BIS Bell Schedules 2016-2017

8:30 – 9:17 9:20 – 10:07 10:07 – 10:17 10:20 – 11:07 11:10– 11:57 11:57 – 12:30 12:33– 1:20 12:00 – 12:47 12:47 – 1:20 1:23 – 2:10 2:13 – 3:00

Period 1 Period 2 RECESS Period 3 Period 4 LUNCH (7th and 8th Grade) Period 5 (7th and 8th Grade) Period 5 (6th Grade) LUNCH (6h Grade) Period 6 Period 7

47 Minutes 47 minutes 10 Minutes 47 Minutes 47 Minutes 33 Minutes 47 Minutes 45 Minutes 33 Minutes 47 Minutes 47 Minutes

8:30 – 9:45 9:45 – 9:53 9:56 – 11:11 11:11 – 11:44 11:47 – 1:02 1:02 – 1:10 1:13 – 2:00

Period 2 RECESS Period 4 LUNCH Period 6 BREAK Community Time

8:30 – 9:45 9:45 – 9:53 9:56 – 11:11 11:11 – 11:44 11:47 – 1:02 1:02 – 1:10 1:13 – 2:28 2:31 – 3:00

Period 1 RECESS Period 3 LUNCH Period 5 BREAK Period 7 Trojan Time

ROOM Teacher 1 2 3 4 5 6 7104 Hughes 6 Prep103 McNally 6 Prep6-3 Halpin 6 Math Sci Math Prep Sci Math Sci6-2 Park 6 Math Sci Math Prep Sci Math Sci3-4 Sinnott 6 Math Sci Connections Prep Math Quest 6 Math Sci3-2 Gil 6 Math Sci Math Prep Sci Math Sci3-1 Mclean 6 Math Sci Math Prep Sci REACH 6 Math Math Quest 6102 Yen 6 Prep105 Contreras 6 Prep5-2 Darbonne 7 Prep5-3 Wilson 7 Prep7-5 Shaffner 7 Math 7/8 Math 7 Math 7/8 Math 7 Math 7 Prep Math 72-1 DeGregorio 7 Sci Prep Sci Sci Sci Sci Sci202 Sanchez 7 Prep6-4 Whipp 7 Prep7-4 Miller 7 Math 7 Math 7 Math 7 Math 7/8 Math 7 Prep Math 7/82-2 Von Tersch Sci Prep Sci Sci Sci Sci Sci206 Tinkham 8 Prep204 Polcik 8 Prep8-1 Monney 8 Math 8 Math 8/Alg Math 8 Math 8 Math 8/Alg Prep Math 88-3 Felipe 8 Sci Prep Sci Sci Sci Sci Sci203 Hall 8 Prep205 Northover 8 PE 7 PE 8 Prep8-2 DeWolfe 8 Math 8 Math 8 Math 8/Alg Math 8 Math 8 Prep Math 8/Alg8-4 Osberg 8 Sci Prep Sci Sci Sci Sci Sci201 Aldana 8 Hispanic Stdy Hispanic Stdy Prep

Gym Haas 8 PE 8 PE 8 PE 6 PE 6 Prep PE 8 PE 8Mat Room Clemente 7 PE 7 PE 7 PE 8 PE 7 Prep PE 7 PE 7MP Room Visalli 7 PE 7 PE 7 PE 6 PE 6 Prep PE 7 PE 7Auditorium Hawthorne 6 PE 8 PE 8 PE 6 PE 6 Prep PE 8 PE 8

4-2 Camp 6 Sp 1 Sp 1 Sp 1 Sp 1 Sp 2 Prep Sp 14-1 Marquez 8 Sp 2 Sp 2 Sp 3 Sp 2 Sp 3 Prep Sp 34-3 Biccari 7 It 1 Prep It 2 It 2 It 3 It 1 Prep4-4 Tsai 6 Mand 2 Mand 1 Mand 1 Mand 2 Mand 36-1 Salzman ELD Prep1-1 Coleman 6 Spark 7 Prep Connections Connections Spark 6 P.U.L.S.E 7/8 Spark 8215 Ramos 8 REACH 7 H 8th Eng Im REACH 6 H Prep REACH 8 H1-2 Ansara 7 Stem 6 Think Tank 6 Investigations 8 Prep Think Tank 6 P.U.L.S.E 7/8 Stem 63-3 Sher 7 7th Skills 6th Skills Prep 8th Skills 7th Skills 6th Skills 8th Skills7-2 Giusti 7 Mini Biz 6 REACH 7Math Prep Biz World 8 Stock 7 Mini Biz 6 BizWorld 87-3 O'Neil 7 Art 6 Art 8 Prep Ceramics 8 Art 7 Art 6 Art 72-3 Birrell 8 Peer Talk Impressions 6 Connections Connections Impressions 6 P.U.L.S.E 7/8 Prep101 OKeane 6 Expeditions 7 Expeditions 6 Prep Expeditions 8 Expeditions 7 6th Eng Im Expeditions 65-4 Bosnich 7 7th Eng Im Launch 7 Connections Connections Societies 7 Prep Societies 81-3 Fabris 6 Robotics 7 d.lab 7 d.lab 8 REACH 8 Math d.lab 8 Robotics 6 PrepM1 Simon Jazz 7/8M1 Yamamoto Concert 7 Cadet 6 Prep Symphonic 8 Cadet 6M2 Collares Choir 6/7/86-1 Auclair 6 PUSH IN Prep Skillz5-1 Bowling 8 Math Func SAI Math 8 SAI Math 6 Prep PUSH IN SAI Math 7 Skillz2-4 Mondfrans 8 PUSH IN Prep Skillz7-1 Talo 7 Prep Sci Func Skillz

HumanitiesHumanitiesHumanitiesHumanities

HumanitiesHumanities

Aide Monitor/SupportHumanities SAI FuncHumanities SAI 8

Humanities Humanities Immersion

Humanities Support 6

Humanities Support 7/8


Humanities

Humanities SAI 6

Humanities SAI 7

Co-Teaching 6th Grade



Humanities

HumanitiesHumanities Immersion


Humanities HumanitiesHumanities

Humanities Humanities

Humanities

Humanities Immersion Humanities Humanities

HumanitiesHumanities Humanities

Humanities

HumanitiesHumanitiesHumanities

Humanities

BIS Meeting Schedule 2016-2017 We will meet as a staff every Tuesday at 2:30pm in the main downstairs entrance of Building 10 for 15 minutes. We will then break into team meetings until 4:30pm.

Collaborative Teams - Teachers in the same grade level who teach the same content.

Community Teams - Grade Level teachers who share the same students in core subjects and through Advisory.

8/24 Staff 8/30 Collab 9/6 Community

● Plan Community Time Activities for Sept - Oct.

● Prepare for Parent Conferences - brainstorm questions to ask parents

9/13 Collab ● Data Protocol (Math)

9/19 Collab (*Monday*) ● Data Protocol (Humanities)

9/27 Staff 10/4 Collab 10/11 Collab 10/18 Community

● Plan Community Time Activities for Nov - Dec 10/25 Collab 11/8 Staff 11/15 Collab 11/29 Collab

● Data Protocol (Humanities) 12/6 Community

● Plan Community Time Activities for Jan - Feb 12/13 Collab

● Data Protocol (Math) 12/20 Staff 1/10 Staff 1/17 Collab 1/24 Collab

1/31 Community ● Plan Community Time Activities for March -

April 2/7 Collab 2/14 Staff 2/28 Collab

● Data Protocol (Humanities) 3/7 Community

● Prepare for Parent Conferences - which students need a mandatory conference

3/13 Collab (*Monday*) ● Data Protocol (Math)

3/21 Collab 3/28 Staff 4/11 Community

● Plan Community Time Activities for May - June

4/18 Collab 4/25 Community

● Plan for End of the Year Activities 5/2 Collab

● Data Protocol (Humanities) 5/9 Staff 5/16 Collab 5/23 Community

● Plan for End of the Year Awards Night 5/30 Community

● Organize End of Year Field Trips 6/6 Staff 6/13 Staff Celebration

Below you will find the 6th grade elective descriptions for the 2016-2017 school year.This page should be used in conjunction with the elective form that indicates the sets of classes you can choose from.

Jazz Explorative If you choose to participate in the Jazz Explorative after school on Tuesdays then you must also enroll in Cadet Band during the school day. However, the Jazz Explorative is optional, Students in Cadet Band do not have to enroll in the Jazz Explorative. In other words, you can take Cadet Band by itself or you can take the Jazz Explorative and Cadet Band together.

Below you will find the 7th grade elective descriptions for the 2016-2017 school year.This page should be used in conjunction with the elective form that indicates the sets of classes you can choose from.

Below you will find the 8th grade elective descriptions for the 2016-2017 school year.

This page should be used in conjunction with the elective form that indicates the sets of classes you can choose from.

leagueofschools.orgleagueofschools.org/clms/stw/schools/2017/burlingame 2016-17.pdf · printed ssrr...

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