continuous improvement process plan - redmond...
TRANSCRIPT
Redmond Middle School
10055 166th Avenue NE
Redmond, WA 98052
425-936-2440
http://www.lwsd.org/school/rms
2016 - 2017
Principal Kelly Clapp
Associate Principal Karen Belshaw
Associate Principal Michael Clark
Lake Washington School District
2016 - 2017
Continuous Improvement Process Plan
1 Redmond Middle School
TABLE OF CONTENTS
Activity
Location
Description of School -------------------------------------------------------------------------------- Page 2
District Performance Targets -------------------------------------------------------------------- Page 3
School Performance Over Time ------------------------------------------------------------------ Page 4
CIP Reflection: Evaluate Outcomes ------------------------------------------------------------ Page 5
Annual School Goals -------------------------------------------------------------------------------- Page 8
Strategies to Accomplish Goals ------------------------------------------------------------------ Page 11
Parent, Family, and Community Involvement --------------------------------------------- Page 13
2 Redmond Middle School
DESCRIPTION OF SCHOOL
Provide a description of the school, its performance history, demographic make-up,
academic focus, school culture focus, and parent/family/community engagement
strategies.
The RMS staff is proud of the work we completed last year in our continuous quest to
support all students in their learning. During the 2015-16 school year we implemented
the first year of the AVID program in our school, beginning with a class of 7th grade
students. AVID is a nationwide program designed to support students who are in the
academic middle to ensure they are ready for college. AVID is also about incorporating
best practices in instruction school-wide. All the AVID strategies are based on WICOR
(writing, inquiry, organization, collaboration and reading)) and the mission is to “...close
the achievement gap by preparing all students for college readiness and success .” In
order to improve the social and emotional safety of our school we implemented the Safe
School Ambassadors program. This program is designed to harness the power of positive
student influence to make our campus a more safe and nurturing place. To address the
needs of all students our staff used their early release time to focus on how we can
provide interventions for the students who are struggling to meet standard as well as
those who “already get it.” We are continuing this work for the 2016-17 school year.
This year to address all aspects of school culture for both the staff and students, we have
started to define “The Grizzly Way” which is kindness, honesty and pride. This is the
thread to which we will be tying all our initiatives and actions. As we are now in our
second year of AVID, 7th graders moved up to 8th grade and we have added a new class
of 7th graders. We also have a new cohort of Safe School Ambassadors, both students and
staff. Our focus will be to ensure that we are using strategies to help all our students
show growth in learning from the beginning of the year to the end, We are also learning
how to use the information from the SBA results to help us inform us of next steps to
increase student achievement. Partnering with the PTSA to develop and implement a
plan to become a National PTA School of Distinction.
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DISTRICT PERFORMANCE TARGETS
Indicators Note: Indicators based on
state assessments
District
Baseline
Performance
2014-15
District
Current
Performance
2015-16
District
Target
Performance
2018 8th Graders’
on Track for
Success
% of 8th graders meeting or
exceeding state standards in
Literacy 81.1% 81.7% 92.0% % of 8th graders meeting or
exceeding state standards in
Math 71.5% 73.6% 85.0% % of 8th graders meeting or
exceeding state standards in
Science 83.4% 86.5% 93.0% Grade 6-8 Literacy and Math Data based on the Smarter Balanced Assessment (SBA) and
reported on the OSPI Washington State Report Card (http://reportcard.ospi.k12.wa.us/).
Process to determine District Performance Targets:
Lake Washington School District developed a strategic plan for implementation in 2013-
2018. Part of the strategic plan includes Student Learning Milestones and indicators of
student success. Many of the indicators are measured based on state testing results. A
process was implemented to set performance targets for each indicator. For the 2014-15
school year, the state adopted the Smarter Balanced Assessment (SBA) to measure
student progress in Math and English Language Arts. Due to this change the district
made adjustments to the 2018 performance targets in these areas. The performance
targets were set based on the 2015 SBA results.
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SCHOOL PERFORMANCE OVER TIME
2014-15 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21
6th Graders’
on Track for
Success
% of 6th graders
meeting or exceeding
state standards in
Literacy 70.5% 83.3%
% of 6th graders
meeting or exceeding
state standards in
Math 60.7% 73.3%
7th Graders’
on Track for
Success
% of 7th graders
meeting or exceeding
state standards in
Literacy 71.4% 77.2%
% of 7th graders
meeting or exceeding
state standards in
Math 66.0% 69.0%
8th Graders’
on Track for
Success
% of 8th graders
meeting or exceeding
state standards in
Literacy 76.9% 75.2%
% of 8th graders
meeting or exceeding
state standards in
Math 68.1% 72.2%
% of 8th graders
meeting or exceeding
state standards in
Science 79.6% 82.1%
Grade 6-8 Literacy and Math Data based on the Smarter Balanced Assessment (SBA) and
reported on the OSPI Washington State Report Card (http://reportcard.ospi.k12.wa.us/).
The following steps have been taken to achieve a 95% participation rate for state assessments:
Common language on the importance of state testing is used by all schools in the district with links to the main
district website. Links on the website provide access to the ReadyWA documents.
Late start schedules have been developed to ensure students that are testing are not missing other courses.
The district is using the recommended refusal procedures and form developed by the Washington Educational Research Association. The language of “refusal” is being used instead of “opt out.
5 Redmond Middle School
CIP REFLECTION: EVALUATE OUTCOMES
2015-16 CIP Goals and 2016 Outcomes:
Data:
Goal Achievement
(Achievement Level Descriptor)
Literacy:
6-8 ELA 79% will meet or exceed
standard on the SBA.
79% met or exceeded standard on the
SBA.
Math:
6-8 Math 68% will meet or exceed
standard on the SBA.
72% met or exceeded standard on the
SBA.
Science:
8 Science 71% will meet standard on the
MSP.
81% met or exceeded standard on the
MSP. Achievement
Gap Increase the percentage of all
free/reduced students who
demonstrate proficiency in
math from 34% to 50%.
37% met or exceeded standard on the
math SBA.
College and
Career
Readiness
We will work to increase the
number of free/reduced
students who are enrolled in
high level math courses for
the 2016-17 school year
We have enrolled 9 of our AVID
students in either algebra or geometry
this year. Of those 9, 5 qualify for
free/reduced lunch.
School
Effectiveness: We will work to increase the
percentage of parents who
agree that is there is frequent
2 way communication
between the school and
parents from 63% to 73%
based on the Nine
Characteristics Survey.
At the time we are doing this
reflection, we do not have any data
from the survey. However, in
partnership with our PTSA we
conducted a survey and there will 5
question about school and family
communication to give us a baseline to
use as goal setting for this year. Attendance
and Discipline: For discipline our goal was to
reduce the number of office
referrals from 150 to100 by
spring of 2016.
For attendance we wanted to
reduce the number of students
who were missing class due to
anxiety.
We did not track our data accurately to
get a number, but anecdotally we
believe our numbers actually went up
due to an increase of referrals of
Special Education student
By the end of the year, our number of
students who received attendance
accommodations was 18. This is close
to the same number we had at one
point during the school year last year.
6 Redmond Middle School
Narrative Reflection:
Narrative Reflection Process:
There were multiple scheduled activities to support the explanation of
implementation of the CIP:
Use of LEAP time for whole group review and learning or staff
Department and team meetings,
Homeroom,
Release days for core content area teachers,
The process used to analyze school and team level data included
analyzing formative and summative assessments, as well as SBA data
Specifically, teachers compared and contrasted baseline data with
summative assessments to determine student growth.
School goals were determined collaboratively, beginning with our
Builidng Leadership Team. Different departments took the lead on
different goals such as counseloring and admininstrators working on
discipline and attendance.
The process used to monitor progress throughout the year included the
following: Common Assessments; Pre-assessments and post-
assessments; Grade level team meetings, and PGE teams.
The challenges our school faced was trying to prioritize our time to
make sure this work got done in the time teams had. Our teams do not
have common planning time, so that means that all meeting time is
done during LEAP, staff meetings and times before or after school
agreed upon by individual teams. Literacy:
6-8 ELA Our CIP target for 2015-2016 for all students in 6-8 was 79%
proficiency on the end of year Smarter Balanced Assessment. At
end of year, achievement was as follows: 8th - 75.2% 7th - 77.2%
6th - 83.3%. 6th grade students exceeded the target goal for the
2015-2016 school year. 7th and 8th grade students were within
5% of the proficiency target.
Instructional strategies that have worked well and increased
achievement:
Marking the text strategies.
Text-based evidence: highlighting evidence used in a response,
explicitly teaching what text evidence is.
Independent reading projects including: analysis of story
elements, selecting and explaining evidence from text, writing to
a prompt.
Using context clues to determine vocabulary across content
areas.
7 Redmond Middle School
Collaborating across content areas to create appropriately
formatted (MLA) citations.
Note-taking strategies from informational texts: Cornell style
notes, helping kids recognize central ideas and details.
Use of multi-media resources (eg. Audio, video, pictures,
photographs, etc.)
Social studies – primary source analysis.
Math:
6-8 Math Our CIP target for 2015-2016 for all students in 6-8 was 68% at or
above standard on the SBA and we achieved 71.6% proficiency. At the
end of last year, the achievement was as follows: 8th – 72.2% 7th - 69%
6th – 73.4%.
Classroom/Small group/ individual interventions
Based on pre-assessments, formative assessments and
classroom observations, students are provided with extension
activities, additional practice or re-teaching opportunities.
Differentiated instruction:
Large group instruction
Video tutorial
Self-pacing groups
One on one instruction
Peer to peer mentors
Modified assignments based on student understanding
Modified formative and summative assessments
Student/parent conferences
Meeting with family and student to support student’s progress
towards academic as well social and emotional growth.
Re-teaching/student reflection/test re-take
Students that are still approaching standard on summative
assessments have the opportunity to reflect and re-learn specific
topics to improve to at or above standard with a retake exam.
Co-taught classes
Students with IEPs received instruction in the grade level math
classes with general education teacher and SPED teacher.
One class in each grade level with these circumstances
Safety net
Smaller class sizes
Extra math supports outside of students’ general math class.
Science:
8 Science We noticed a drop in scores related to science application so we
will continue to focus on application and inquiry.
We reflected on grading practices over the last two years and
realized maybe we are not grading as much written work as we
had in the past, particularly at the 8th grade level.
We addressed missing work last year by developing and
implementing a 6-8 science intervention day where students
were grouped based on what they needed to do to catch up or
participate in an enrichment activity.
8 Redmond Middle School
Achievement
Gap This continues to be an area of focus for us: all means all. We have
been working in multiple ways to provide all students with the
appropriate instruction, structure and safe environment where they
can be successful.
Implementation of AVID
Implementation of Safe Schools Ambassadors.
Increasing the number of leadership classes: all students are
welcome to enroll.
As a staff we began identifying the strategies teachers needed to
use to ensure that all students were moving toward proficiency.
This includes becoming more skilled in differentiating
classroom lessons and then providing appropriate interventions
when students aren’t learning. College and
Career
Readiness
Every student enrolled in our first year of AVID (7th grade only) showed
improvement in their grades from 6th to 7th . This includes math, where
in some previous years, we did not have a single student who qualified
for free/reduced enrolled in either algebra or geometry. School
Effectiveness: Communication was a focus for us last year.
Reminders for teachers to contact parents as soon there are
issues
Reminders to parents to communicate directly with teachers
when they have questions. We said this in meetings and I sent
out reminders via SchoolMessenger.
We had building agreements about how we use Haiku as a
communication tool, and many teachers use weekly emails to
parents regarding upcoming classroom activities and
assignments. Attendance
and Discipline: Attendance: For attendance we had a number of students who would
come to the office for breaks to due anxiety and other school-refusal
issues. We had a confidential list that we circulated among
adminstrators, counselors, and other need-to know staff that described
each student’s break expectations and when they should go back to
class. Discipline:
ANNUAL SCHOOL GOALS
2016-17 Annual School Goals: SMART Goals
Literacy:
6-8 ELA
80% will meet or exceed standard on the 2017 SBA.
Math:
6-8 Math
76% will meet or exceed standard on the 2017 SBA.
9 Redmond Middle School
Science:
8 Science
81% will meet or exceed standard on the 2017 MSP.
Achievement
Gap Increase the number of free/reduced lunch students who meet or
exceed standard on the Math SBA from 36% -50%. College and
Career
Readiness
We will prepare our current 7th grade students so that we have 100%
of them enrolled in either algebra or geometry in their 8th grade year.
School
Effectiveness:
We will improve family engagement in our school by participating in
the National PTA School of Excellence program. Improvement will be
measured by results of family survey given in the spring, compared to
the results of the same survey given in the fall.
Attendance:
We will provide education for both staff and our parents this year in
understanding what anxiety looks like in middle school and how to
mitigate the effects in order to reduce lost school/classroom time for
students suffering from anxiety. Discipline: Develop systems and procedures to decrease the number of out of
school suspensions for our Hispanic and Special Education male
students for physical aggression and willful disobedience.
Annual School Goals: Academic Math: Our entire math department met together to review data and determine goals
based on what would be reasonable to achieve this year.
This year we have a new curriculum.
o Glencoe Math 6-8 aligned with CCSS.
o Frequent opportunities for student self-assessment towards learning targets.
o Utilizing new ALEKS tool in all math classes
Computer adaptive instruction.
Differentiated assignments based on student understanding.
Assessments with immediate retake opportunity.
Immediate feedback to students including achievement certificates.
School wide math intervention.
o Based on pre-assessments, formative assessments and classroom observations,
students below standard are provided with targeted re-teaching.
Implementation of new co-taught safety net classes.
o 7th and 8th grade safety net classes are implementing a new co-taught model
where one general education teacher and one safety net teacher provide
modified instruction.
ELA: The entire department met to determine goals. They looked at the SBA data from
the last two years.
Leveled common assessments based on SBA writing performance tasks. Writing
scores use common rubric so students can show growth and teachers can track
growth.
Continue with work started last year in vertical alignment 6-8.
Expository and Argument formal writing assignments – tracking student scores
using common leveled rubrics aligned to CCSS.
10 Redmond Middle School
Renewed emphasis on full graded narratives (because 1/3 of students will get
narrative SBA prompt). Common assessments and rubrics.
Check-ins on larger projects to make sure students are progressing with their
work.
Pre- and post- assessments to compare performance after instruction and practice.
Monitoring source analysis and evolution of thesis statements in large history
research project.
Potential use of the District Interim SBA pilot to monitor student achievement on
the SBA and adjust instruction and support students prior to the final test.
Science: These goals were selected based on the science MSP scores published from 2015-
2016 school year. This goal gives us room to maintain proficiency given the possibility for
un-alignment on the assessment (NGSS is not assessed on the MSP even though we align
our curriculum to NGSS). The entire department reviewed data for individual students
as well as the whole class.
The science department determined that they would continue a focus on reading
and writing for content in science when they noticed that no 8th grade science
student scored showed a lower proficiency than their corresponding ELA score.
Examples include: peer to peer feedback, technical writing and formal lab reports.
Students are assessed in a variety of modalities. These assessments are aligned
to the NGSS.
The science department provides differentiation within the curriculum. On all
major assessments and assignments, there is an opportunity for students to
attempt level 4 work related to each standard. Assignments are also modified for
students.
Science curriculum is scaffolded between grade levels to support students
Students are allowed the opportunity to reflect on learning and participate in
retakes when applicable.
Annual School Goals: Achievement Gap All departments are working on learning to differentiate for all students by
participating in staff learning opportunities and/or creating differentiated
learning activities with colleagues during their team time.
We have targeted some of our struggling learners to attend our after-school Study
Lab where they receive assistance from tutors.
2nd Year of AVID (Advancement Via Individual Determination) implementation
As a school staff we are spending time learning more at culturally responsive
instruction.
We are incorporating more school-wide strategies about what it means to be an
organized student during our PACE (homeroom) time.
Annual School Goals: College and Career Readiness
We will continue to examine our processes and systems that unintentionally
create barriers/gates for some students such as how and when we test for algebra
entrance and what the criteria for entrance are.
We will continue with classroom-based discussions during the AVID elective class
on how math is needed in high school and beyond.
11 Redmond Middle School
Annual School Goals: School Effectiveness
We are working closely with our PTSA to offer more parent education
opportunities such as how to address anxiety with their students.
We are increasing opportunities for families to attend meetings with the principal
(Coffee with Kelly) by scheduling evening sessions in addition to the morning
ones.
The expectation is that all teachers are contacting parents about their individual
students when there is either an academic or behavioral concerns.
We have ensured that all staff have access to our interpreter service so that all
families can be contacted.
Annual School Goals: Attendance Counselors and administrators are working together to provide more information
to staff and parents about understanding how anxiety affects student performance
and attendance.
Each student who is experiencing anxiety issues has an individual plan written
for them by counselors. That plan is communicated to staff on a need to know
basis and is designed to reduce the amount of time the student is out of
school/class.
Annual School Goals: Discipline
We have a team that is focusing on furthering their learning about the social-
emotional needs of our students. This is in response to a presentation we had
from a speaker during August training and is designed to prevent behavior issues
from occurring in the classroom.
We use data from our Safe School Ambassador program to preempt emerging
behavior concerns such as exclusion and teasing.
Many teachers have students fill out reflection forms when there is a behavior
issue in order to provide them with the time to see the implication of the choice
they made.
Administrators are focused on making each meeting with a student about a
discipline issue an educational opportunity.
INSTRUCTIONAL STRATEGIES AND REQUIRED RESOURCES
Goal Area Math Strategy to
support goals
Differentiated lessons and more frequent interventions
Professional
Learning
needed
They need time to become familiar with all the new material and options associated
with the Glencoe curriculum.
There is a small team that is using time allotted during staff meetings to dig further
into the curriculum and develop differentiated lessons.
The 6th grade team is using a data teams process to determine interventions
needed.
Several Math teachers have attended trainings in how to use ALEKS effectively.
The team is regularly sharing materials and strategies with colleagues from other
schools.
12 Redmond Middle School
Resources
needed
Time
Responsible
individual or
team
All math teachers
Goal Area Literacy Strategy to
support goals
Marking the text and explicit teaching of what text evidence is
Professional
Learning
needed
None
Resources
needed
Time to work with grade level teams
Responsible
individual or
team
All ELA and AVID elective teachers.
Goal Area Science Strategy to
support goals
Alignment of assessment to Next Generation Science Standards (NGSS)
Professional
Learning
needed
Attend content specific conferences such as the National Science Teacher’s
Association
Attendance at District level curriculum trainings
Knowledge of changes in state standards associated with the NGSS
Resources
needed
Time to meet with team members and compare data on common leveled
assessments.
Time to develop activities and assessments associated with new curriculum
Responsible
individual or
team
All science teachers
Goal Area School Effectiveness Strategy to
support goals
Work with the PTSA to find ways to better engage our families with RMS
Professional
Learning
needed
None
Resources
needed
Survey Data and time to share with staff.
Responsible
individual or
team
PTSA Presidents, RMS Staff
PARENT, FAMILY, AND COMMUNITY INVOLVEMENT
13 Redmond Middle School
Strategies to involve parents, families, and the community in the Continuous Improvement
Process
We will share goals during both our PTSA meetings and Coffee with Kelly and ask for
input about how we are working to ensure progress toward meeting the goal.
Strategies to inform parents, families, and the community about the Continuous
Improvement Process
We will post the CIP to our website and inform our families when it is ready for
viewing via SchoolMessenger
We will have a copy of our CIP in the main areas of our office (Attendance/ASB
window and Student Services) for parents and community members to look at while
they are in our school.