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Goshen Middle School

PL 221 School Improvement Plan

2010

By providing an engaging environment, Goshen Middle School ensures all students grow academically and socially so they thrive as responsible and productive

citizens.

Mrs. Ann Eaton, Principal 1216 S. Indiana Avenue

Goshen, IN 46526 Telephone: 574-533-0391

Fax: 574-534-3042 www.gms.goshenschools.org

Academic Achievement

& Social Growth

Responsible & Productive

Citizens

Student Engagement

Table of Contents Profile

Goshen Community Schools Profile........................................................................1 Goshen Middle School Profile.................................................................................2

Cultural Competency ...........................................................................................................3 Description and Location of Curriculum .............................................................................4 Description of Assessments .................................................................................................4 Statement of Mission and Vision.........................................................................................5 Summary of Data: ISTEP+ English/Language Arts...............................................................................5 ISTEP+ Mathematics ...............................................................................................8 Newly Adopted Goals..........................................................................................................9 Summary of Goal Data: ISTEP+ Reading Vocabulary.................................................................................10 Comparison of Disaggregated Groups ISTEP+ Reading Vocabulary...................11 Acuity Data Vocabulary ........................................................................................12 Read 180 Lexile Growth........................................................................................14 ISTEP+ Problem Solving.......................................................................................16 Comparison of Disaggregated Groups ISTEP+ Problem Solving.........................17

Acuity Data Problem Solving ................................................................................18 Olweus Survey.......................................................................................................21 Positive Behavior Support .....................................................................................24 Behavior.................................................................................................................27

Ensuring Academic Success ..............................................................................................30 Parent Community Involvement ........................................................................................32 PL221 Professional Development Plan Professional Development Action Plan - Vocabulary ...........................................34 Professional Development Action Plan – Problem Solving ..................................35 Professional Development Action Plan – Behavior...............................................36

1

Goshen Community Schools District Profile

Goshen is located in north central Indiana, about three hours east of Chicago, and three hours north of

Indianapolis. The city of Goshen is home to 29,286 residents and is the county seat for Elkhart County. Goshen Community Schools encompasses all of Elkhart Township. Goshen is an incorporated city, served by a mayor and city council. The city of Goshen encompasses 13.2 square miles. The 2010 tax rate per $100 assessed valuation in the city of Goshen, Elkhart Township, is $2.9665. Goshen has a diversified economy. The chief industries include recreational vehicle manufacturing, a cancer treatment center, Goshen Health System, and a liberal arts college. In addition, Goshen hosts many agribusinesses: dairy, poultry breeding/processing, fruit, corn, and soybeans. Large chain and retail stores such as Wal-Mart, Target, Lowes, Menards, Kohl’s, and Sam’s Club are a part of the business market. The type of employment available in Goshen attracts many young families with children. The largest percent of Elkhart County’s population falls in the 5-14 age range. This range composes 15.9 % of the population. The second greatest concentration of residents is in the 35-44 age range, which is 14.2 % of the population. Goshen’s economy has taken a down turn with the slowing of the U.S. economy. Several of the recreational vehicle manufacturing and manufactured homes industries have closed or laid off employees during this time. The unemployment rate in Elkhart County was 13.6 % as of June, 2010. The Goshen Community School district comprises an area of 36 square miles and has a system-wide enrollment of 6567. The demographics of Goshen Community Schools are represented by 50 % White, 38 % Hispanic, 8 % Multiracial, 2 % Black, and 2 % Asian. The socio-economic makeup for this school corporation is 32 % paid lunch students and 68 % free and reduced lunch students. In addition, there are 1851 limited English proficient (LEP) students. The school corporation has seven elementary schools, one middle school, and one high school, and two alternative schools. Other educational opportunities provided within the Goshen Community School district includes an in-patient school at Oaklawn mental health facility, special needs pre-school, Head Start, and two parochial schools, Bethany Christian School and St. John’s Catholic School. The residents of this school corporation are provided with a plethora of community resources. LaCasa helps families with housing, translation, and emergency assistance. The Maple City Health Clinic and the Center for Healing and Hope provide health care and health education classes. Goshen Hospital provides several health, nutrition, and educational opportunities. Educational opportunities are enhanced through partnerships with Boys and Girls Club, Goshen College, and the Greencroft Retirement Community. Each of these agencies provide individuals who play an integral part in the school community and provide a rich foundation for all students by assisting in the classrooms, tutoring students, and serving as mentors. Through a federal program all residents under the age of eighteen are provided lunches at a variety of locations during winter and summer breaks.

2

Goshen Middle School Profile: Goshen Middle School is a large urban school that serves a richly diverse population. The current enrollment for students enrolled in grades six through eight is 1450. Currently 51% of the students are white, 39% of the students are Hispanic, 8% of the students are multi-racial, 1% of the students are Asian, and 1% of the students are black. In addition, 69% of the students qualify for the free and reduced lunch program. Fifteen percent of the students receive special education services. Approximately 5% of the students are enrolled in the high ability program. Finally, English is not the first language for 38% of the students. The faculty of Goshen Middle School consists of ninety-eight certified teachers, three certified counselors, three collaborators for limited English proficiency students, one full-time and one part-time registered nurse, and one certified media specialist. In total, 64 noncertified and support individuals provide additional services such as assistance for special needs and limited English proficiency students. Also, a parent liaison provides support to students and parents identified as limited English proficient. The ENL Academy provides a sheltered environment for approximately 71 students to help them develop basic levels of English proficiency in order to experience academic and social success in the larger environment of Goshen Middle School. Some LEP students attend sheltered classes in English, Math, Science, and Social Studies. These classes are scheduled by grade and level of English proficiency. The sheltered classes are also project-based so students are afforded the opportunity to learn by experience. LEP students are mainstreamed into general education classes as they progress in English proficiency. ENL Collaborators are present in the mainstream classrooms to ensure continued student success. Collaborators observe the progress of LEP students and work with certified staff to establish appropriate modifications and accommodations to ensure the success of each student. The Summit Academy Alternative program provides approximately 61 seventh and eighth grade students who are significantly below expected grade level in English and mathematics with an opportunity to improve academic and social skills. Since the beginning of the 2003-2004 school year, the faculty of Goshen Middle School has embraced the professional learning community model designed by Richard DuFour. All staff members participate in the GMS professional learning community with smaller professional learning communities representing the content areas of English, mathematics, social studies, science, applied academics, and guidance.

3

Cultural Competency All elements of programs at Goshen Middle School are focused on ensuring that all students succeed. We make decisions based on the beliefs that:

o All students can learn o Students learn in different ways. o Students learn in different time frames. o Errors are inherent in the learning process. o Formative assessments drive instruction.

Professional Learning Communities: All teachers, counselors and administrators work collaboratively to create learning activities that will engage students in the learning process. Professional development time is provided each week for staff to learn the specifics of building background knowledge; developing a system of individual student feedback through learning goals; and ensuring effective teaching through the use of high probability teaching strategies. Marzano and Associates: Goshen Community Schools is entering the third year of partnership with Marzano and Associates in an effort to improve student performance. Increasing student academic vocabulary was the initial focus. Grade and subject specific essential vocabulary has been identified and published on the GCS website. The academic vocabulary lists are coordinated across K-12 providing foundation for our guaranteed and viable curriculum. At the beginning of the 2009-2010 school year, audit teams were created to monitor the implementation of the Six Step Process for building background knowledge in grades K – 12. Support for Students: Students are placed in mathematics and English classes based on data collected from a variety of sources. This structure was implemented to help teachers implement specific strategies to support learning for their students. Progress is monitored throughout the school year to determine whether students should be assigned to a higher or lower level. Additional support in the classroom is provided for special needs students who have IEP’s and for ELL students who have ILP’s. These tutors assist students with understanding contextual meaning and with directives for completing work. REACH (Remediation Enrichment Academic Challenge Hour): Each student is assigned to a teacher who is also one of his/her content teachers. The adult’s role is to develop a close relationship with the student and serve as an advocate. The teacher will monitor student performance in all academic areas and discuss the progress with the student, other involved teachers and parents. Students participate in Advisory activities related to school wide goals each Friday during REACH. After Hours Program: Students have several opportunities to receive additional academic support at the end of the school day. Teachers, ELL collaborators, National Junior Honor Society members, Five Star coaches, employees of the Goshen Boys & Girls Club and Ask Rose volunteers are available to assist students with their studies. Attendance Monitoring: Collaboration between school officials representing five of the Elkhart County School Corporations has resulting in the revision of the Elkhart County Attendance Policy. Information regarding students who transfer to/from participating schools is used to provide students with consistent expectations for regular school attendance.

4

Description and Location of Curriculum: The educational program at Goshen Middle School is designed to meet the needs of all students. The majority of students is enrolled in the core content (English, mathematics, social studies, and science) and has multiple opportunities to participate in applied academic classes involving music, technology education, family and consumer science, world languages, physical education, health and art. Students, who have not demonstrated proficiency in English and mathematics, as measured by ISTEP+ scores and Acuity diagnostic assessments, are provided with additional instruction in their area of deficit during the school day. Members of the ENL Academy are involved in an intensive program consisting of reading, writing, grammar, and mathematics with opportunities to experience social studies, science and applied academics. Students who qualify for the High Ability program are offered enrichment in English and/or mathematics. Students are also provided opportunities to earn high school credit in Algebra 1 and 2, Geometry, and World Languages, including French, German and Spanish. Members of each of the professional learning communities have examined the Indiana Standards to select essential learnings in each curricular area, and since then have adjusted those essential learnings to follow the CORE standards for each core content area. Instruction is focused on the identified essential learnings and CORE standards. During weekly meetings, all members of the professional learning community engage in discussion involving vertical and horizontal articulation and best practice strategies. They also share information to help colleagues improve their effectiveness as measured by student learning. Mathematics and English Professional Learning Communities have recently implemented leveling of students by ability. Mathematics leveled students across all three grade levels during the 2007-2008 school year and has continued with this configuration in subsequent years. Due to the success of the leveling initiative in mathematics, the English Professional Learning Community has adopted the process in 7th grade only for the 2008-2009 school year and implemented leveling across all three grade levels for the 2009-2010 school year. Copies of the curriculum are located in the main office at Goshen Middle School. Description of Assessments:

Student learning is assessed by a variety of tools including ISTEP+, Predictive Acuity assessments, LAS Links, Scholastic Reading Inventory, and common assessments created by the faculty of Goshen Middle School. In the 2009-2010 school year, Goshen Middle School transitioned from using NWEA assessments to Predictive Acuity assessments. In addition to measuring student learning, common assessments are used to provide data for faculty to assess the effectiveness of teaching strategies and provide remediation opportunities for students who do not demonstrate an understanding of the essential learnings. In the 2010-2011 school year English and mathematics teachers will use Marzano’s learning goal model to assess and provide feedback to students on their achievement. In the 2010-2011 school year, social study and science teachers will write their learning goals and implement them during the 2011-2012 school year.

5

Statement of Mission and Vision: The mission and vision statements are based on the Richard Dufour format which focuses on six areas: students, attention to individual students, curriculum, personnel, climate, and community partners.

GMS Mission Statement

By providing an engaging environment, GMS ensures all students grow academically and socially so they thrive as responsible and productive citizens.

GMS Vision Statement

Students � All students are engaged in the learning process and accept responsibility for their education. � Students are self-directed and produce quality work. � Students are respectful and responsible as they function in the classroom, school, and community. � Students set personal goals to attain high levels of achievement.

Attention to Individual Students � Students are provided assistance in setting and monitoring goals. � Data is used to guide the academic path of students. � The advisory program provides for specialized attention to the academic and social growth of students. � Opportunities are provided to allow each student to master the standards.

Curriculum

� Curriculum is differentiated to meet the individualized needs of each student. � All students are involved in a rigorous curriculum that includes opportunities for enrichment and

remediation. � The curriculum is enriched through community experiences and applicable life connections. � The curriculum is aligned from grade to grade and subject to subject.

Personnel

� All personnel are committed to the mission of GMS. � All personnel are committed to working collaboratively through professional learning communities. � All teachers are highly qualified and are committed to implement strategies to improve student

learning. � All staff members are committed to staff development that addresses the needs of each student. � All staff model life-long learning.

Individual staff members. Climate

� Students and staff are committed to providing an emotionally and physically safe environment where positive relationships are cultivated.

� Staff members work collaboratively at all levels. � Students, parents, and community members view GMS as an inviting environment.

Community Partnerships

� Goshen Middle School provides resources for parents to help their children grow academically and socially.

� Partnerships are created with businesses in an effort to enhance learning for all students.

5

Summary of Data:

Throughout the 2008-2010 school years

• Percent passing English/Language Arts in Grade 6 has increased by 5%.

• Percent passing English/Language Arts in Grade 7 has increased by 8%.

• Percent passing English/Language Arts in Grade 8 has increased by 2 %.

ISTEP+ English/Language Arts Percent Pass

52 57

51 59

54 56

0

10

20

30

40

50

60

70

80

90

100

Spring 2009 Spring 2010

Perc

en

t

Grade 6

Grade 7

Grade 8

Cohort data for ISTEP+ Percent Passing English/LA

51 56

53 59

57 57

0

10

20

30

40

50

60

70

80

90

100


School Year

Perc

en

t

Class of 2014 Class of 2015 Class of 2016


• Percent passing English/Language Arts in the Class of 2014 has increased by 5%.

• Percent passing English/Language Arts in the Class of 2015 has increased by 6%.

• Percent passing English/Language Arts in the Class of 2016 has not changed. *

*For the Class of 2016, elementary data has been included to show progress.

6

6th Grade English Disagggregated Data

52 47

56

20 22

40

57 54

60

10

30

50

0

10

20

30

40

50

60

70

80

90

100

All Students Male Female Special Education Limited English Proficiency

Free/Reduced Lunch

Perc

en

tag

e

Spring 2009

Spring 2010

7th Grade English Disaggregated Data

57 48

54

20 23

41 49

53

18 23

41

57

0

10

20

30

40

50

60

70

80

90

100

All Students Male Female Special Education Limited English Proficiency Free/Reduced

Lunch

Perc

en

tag

e


ISTEP+ ENGLISH DISAGGREGATED DATA SHOWING GENDER, SPECIAL EDUCATION, LEP,

AND FREE/REDUCED LUNCH

The disaggregated data for 6th grade shows the percentage of students passing in all groups has increased except one.

• Percent passing for all students increased by 5%.

• Percent of free/reduced lunch category passing increased by 10%.

• Percent of special education category passing decreased by 11%.

The disaggregated data for 7th grade shows the percentage of students passing in all groups has increased. Significant increases are in three categories:

• Percent of limited English proficient students passing increased by 20%.

• Percent of females passing increased by 12%.

• Percent of free/reduced lunch students increased by 10%.

The disaggregated data for 7th grade shows the percentage of students passing in all groups has increased except one category that remained the same.

• Percent of males passing remained at 51%.

• Percent of Limited English proficient students passing increased by 13%.

• Percent of free/reduced lunch students passing increased by 8%.

8th Grade Disaggregated Data

54 51

57

18 13

38

56 51

60

20 26

46

0

10

20

30

40

50

60

70

80

90

100

All Students Male Female Special Education Limited English

Proficiency

Free/Reduced Lunch

Perc

en

tag

e

Spring 2009

Spring 2010

7

ISTEP+ Mathematics Percent Pass

68 71

58

67 63 65

0

10

20

30

40

50

60

70

80

90

100

Spring 2009 Spring 2010 P

erc

en

t

Grade 6 Grade 7 Grade 8

Cohort data for ISTEP+ Percent Pass Mathematics

69 65

69 67 68 71

0

10

20

30

40

50

60

70

80

90

100

Spring 2009 Spring 2010 School Year

Percent Class of 2014

Class of 2015

Class of 2016


• Percent passing Mathematics in Grade 6 has increased by 3%.




• Percent passing Mathematics in the Class of 2014 has decreased by 4%.

• Percent passing Mathematics in the Class of 2015 has decreased by 2%.

• Percent passing Mathematics in the Class of 2016 has increased by 3%.*

*For the Class of 2016, elementary data has been included to show progress.

8

6th Grade Math Disaggregated Data

65 68

61

32

45

57

71 75

67

32

55

66

0

10

20

30

40

50

60

70

80


Proficiency

Free/Reduced Lunch

Perc

en

tag

e

Spring 2009

Spring 2010


58 59 57

31

38

51

67 70

65

30

51

59

0

10

20

30

40

50

60

70

80

All Students Male Female Special Education Limited EnglishProficiency

Free/Reduced Lunch

Perc

en

tag

e

Spring 2009

Spring 2010


63 63 62

36

27

49

65 63

67

31

44

57

0

10

20

30

40

50

60

70

80


Proficiency

Free/Reduced

Lunch

Perc

en

tag

e


ISTEP + MATH DISAGGREGATED DATA SHOWING GENDER, SPECIAL EDUCATION, LEP,

AND FREE/REDUCED LUNCH

The disaggregated data for 6th grade shows the percentage of students passing in all groups has increased except one category that the percentage decreased by 1 %. All other categories had a 6% increase or more.

• Percent of special education students passing decreased by 1%.


• Percent 9% more free and reduced lunch students passed.

The disaggregated data for 7th grade shows the percentage of students passing in all groups has increased except one category, special education, remained the same. All other categories increased by 8% or more.


• Percent of male students passing increased by 10%.

The disaggregated data for 8th grade shows the percentage of students passing in all groups has increased except for males, which decreased by 1%.


• Percent of free/reduced lunch students passing increased by 7%.

9

Goals Adopted in 2006 and 2009 The GMS faculty is committed to establishing high standards of learning that communicate that they expect all students to achieve. They have asked questions as they have built a shared sense of purpose. What do we want students to learn? How do we respond when they do not learn? Data indicates the percentage of students passing in all grade levels is increasing in most categories. Significant increases have been in the LEP category. The smallest increase is in the 6th grade English at 8% to the largest increase in the 8th grade math at 17%. Students in poverty have also had significant gains. The lowest gain was 7% in 8th grade math with the highest gain of 10% at the 6th and 7th grade levels in English. Special education students still struggle academically at all levels in both math and English. The highest gain was 2% in 7th grade English. Sixth grade special education students had a decrease of 11% in English. The increasing number of at-risk students requires that Goshen Middle School adopt school wide goals to meet their needs. Consensus was reached among the faculty that significant growth in each goal area will only occur if all staff accepts responsibility for providing students with opportunities to improve skills. After thoughtful discussion, the faculty decided to focus their efforts on maximizing growth in the areas of problem solving and vocabulary development. Research supports the concept that a strong relationship exists between vocabulary development and academic achievement. The faculty also believes that focusing on problem solving will increase students’ reasoning and thinking skills and, consequently, improve achievement in all curricular areas. Beginning the 2009-2010 school year, Goshen Middle School adopted a third goal for demonstrating appropriate behavior. Administration and staff believe this goal will enforce and maintain a safe, secure learning environment for all students. This goal was added based on data received from the Olweus Bullying Prevention Program, shown below. Goal #1: All students will improve their vocabulary skills for application across all curricular areas.

Measurable Objective: Goshen Middle School students passing the vocabulary portion of the ISTEP+

test will increase by 7% over a three year period. Goal #2: All students will improve their problem solving skills for application across all curricular areas.

Measurable Objective: Goshen Middle School students passing the problem solving portion of the

ISTEP+ test will increase by 7% over a three year period. Goal #3: All students will demonstrate appropriate behavior.

Measurable Objective: Suspensions, expulsions, after school detentions, and Friday schools will all

decrease by 6% over a three year period.

10

Reading Vocabulary for ISTEP+ Percent Passing

55 52

56

0

10

20

30

40

50

60

70

80

90

100

Spring 2009

School Year

Perc

en

t


Goal #1: All students will improve their vocabulary skills for application across all curricular areas.

Measurable Objective: Goshen Middle School students passing the vocabulary portion of the ISTEP+

test will increase by 7% over a 3 year period.

*As of 8/16/10, the data for the Spring 2010 ISTEP Disaggregated Data for the Standards was not available, as

some tests were being rescored. Data will be updated as soon as it is available.

Reading Vocabulary Cohort data for ISTEP+ Percent Mastery

56 52 55

0

10

20

30

40

50

60

70

80

90

100

Spring 2009 School Year

Percent Class of 2014 Class of 2015 Class of 2016

11

Grade 6 Reading Vocabulary Disaggregated Data

55 50

60

25 25

44

0

10

20

30

40

50

60

70

80

90

100


Free/Reduced Lunch

Perc

en

t

Spring 2009


52 52 53

23 22

42

0

10

20

30

40

50

60

70

80

90

100


Free/Reduced Lunch

Perc

en

t

Spring 2009


56 54

59

26

15

42

0

10

20

30

40

50

60

70

80

90

100

All Students Male Female Special Education Limited EnglishProficiency

Free/Reduced Lunch

Perc

en

t

Spring 2009

ISTEP+ READING VOCABULARY DISAGGREGATED DATA SHOWING GENDER, SPECIAL

EDUCATION, LEP, AND FREE/REDUCED LUNCH

Disaggregated data for 6th grade

• Percent of all students passing is 55%.

• Percent of Female students passing is 60%.

• Percent of special education and LEP students passing is 25%.



• Percent of Female students passing is 53%.

• Percent of Male students passing is 52%.

• Percent of LEP students passing is 22%.



• Percent of female students passing is 59%.

• Percent of male students passing is 54%.

• Percent of LEP students passing is 15%.

•

12

Acuity- Ave. Percentage Points for Vocabulary (Form C)

45

6173

59 6273

0

20

40

60

80

6th 7th 8thGrade

Pe

rce

nta

ge

2008-2009

2009-2010

Acuity- Ave. Percentage Points for Vocabulary by Cohort

(Form C)

61

45

60

73

62 59

0

20

40

60

80


2008-2009

2009-2010

Acuity Data for Vocabulary

• The average percent obtained by 6th graders in vocabulary increased by 14%.

• The average percent obtained by 7th graders in vocabulary increased by 1%.

• The average percent obtained by 8th graders in vocabulary remained the same.

• The average percent obtained in vocabulary by the class of 2014 increased by 12%.

• The average percent obtained in vocabulary by the class of 2015 decreased by 17%.

• The average percent obtained in vocabulary by the class of 2016 decreased by 1%.

13

Acuity- 8th Grade Vocabulary Ave. Perecentage Points

(Form C)

73 71 7556 60 6873 70 76

5268 70

020406080

All

stu

de

nts

Ma

le

Fe

ma

le

Sp

ec

ial

Ed

uc

atio

n

Lim

ited

En

glis

hP

rofic

ien

t

Fre

e/R

ed

uc

ed

Lu

nc

h

2008-2009

2009-2010

Acuity- 7th Grade Disagregated Vocabulary Ave. Percentage

Points (Form C)

61 60 6138

53 5662 58 6538

53 58

020406080

All

stu

de

nts

Ma

le

Fe

ma

le

Sp

ec

ial

Ed

uc

atio

n

Lim

ited

En

glis

hP

rofic

ien

t

Fre

e/R

ed

uc

ed

Lu

nc

h

2008-2009

2009-2010

Acuity- 6th Grade Disagregated Vocabulary Ave.

Percentage Points (Form C)

45 45 45 36 40 4259 59 59

40 50 56

020406080

All

stu

de

nts

Ma

le

Fe

ma

le

Sp

ec

ial

Ed

uc

atio

n

Lim

ited

En

glis

hP

rofic

ien

t

Fre

e/R

ed

uc

ed

Lu

nc

h

2008-2009

2009-2010

All 6th grade students earned on an average of 14 percentage points higher.

• Females, males and poverty students scored 14 percentage points higher.

• Special education students scored 4 percentage points higher.

Seventh grade students did not demonstrate much growth. All students scored 1 percentage point higher.

• Female students scored 4 percentage points higher.

• Male students scored 2 percentage points lower.

• Special education and LEP students remained the same.

Eighth grade students did not demonstrate much growth. All students earned the same percentage points. All but 2 categories of students remained the same or earned fewer percentage points.

• LEP students scored 8 percentage points higher.

• Special education students scored 4 percentage

• points lower.

14

READ 180 Lexile Growth

2 1 5 6

16

22

1518

23

12

53

0 5

10

15

20

25

9 8 7 6 5 4 3 2 1 0 -1 -2 Years of Growth

Nu

mb

er

of

Stu

de

nts

READ 180 Summary Gain grades 6 - 8

532

774

242

0

200 400 600 800

1000

Mean Pre-test Mean Post-test Mean Lexile Gain

Le

xil

e P

oin

ts

2009-2010

Read 180 Lexile Growth Summary

Goshen Middle School implemented two reading programs, READ 180 and System 44, in September 2009 to support growth in reading comprehension. These Scholastic Programs are scientifically based on research involving best practices. Read 180 focuses on vocabulary, comprehension, and writing skills. Students are provided with guided practice, independent reading, and computer practice opportunities on a regular basis for one period daily. There are scripted lesson plans to teach, model, and provide guided practice for differentiating instruction. Tracking charts, checklists, and conferencing monitor student progress. GMS students had a 3.2 year reading growth during this first year of using the program which encompassed students in grades 6, 7, and 8. Student Lexile scores were used for the group data. The data was exported on 3/3/10 and contained 128 student records with READ 180 use and an SRI pre-test and post-test. SYSTEM 44 is a relatively new program designed to address the needs of students who demonstrate non-reader or beginning reader skills. Students enrolled in System 44 receive instruction in English/Language Arts from a direct special education or ELL teacher as indicated on their Individual Education Plans or Individualized Learning Plans. Individual student growth was evident when reviewing their progress; however, group progress data is not currently available from Scholastic.

GMS used a Lexile score for all students to measure reading growth during the 2009-2010 school year.

• READ 180 students grew by an average of 242 Lexile points which is a 3.2 year gain in reading level.

• 85 of 128 students (66.5%) had 2.0 or more years of reading growth.

• 108 of 128 students (84%) had 1.0 or more years of reading growth.

15

Lexile Scores

671760

850802

854931

0

200

400

600

800

1000

6th 7th 8thGrade

Lexil

e S

co

re

Beginning of the year assessment

End of the year assessment

This chart includes all students in 6th, 7th, and 8th grades.

• Sixth grade students Lexile scores grew by an average of 131 indicating a growth of 1.75 years.

• Seventh grade students Lexile scores grew by an average of 94 indicating a growth of 1.25 years.

• Eighth grade students Lexile scores grew by an average of 81 indicating a growth of 1.08 years.

Comparing all students with READ 180 students

• READ 180 students had an average growth of 3.2 years

• The highest growth for all students was in the 6th grade with an average growth of 1.75 years

16

Goal #2: All students will improve their problem solving skills for application across all curricular areas.

Measurable Objective: Goshen Middle School students passing the problem solving portion of the

ISTEP+ test will increase by 7% over a 3 year period.

*As of 8/5/10, the data for the Spring 2010 ISTEP Disaggregated Data for the Standards was not available, as

some tests were being rescored Data will be updated as soon as it is available.

Problem Solving for ISTEP+ Percent Passing

66 61 64

0

10

20

30

40

50

60

70

80

90

100


Perc

en

t


Problem Solving Cohort data for ISTEP+ Percent Mastery

64 61

65

0

10

20

30

40

50

60

70

80

90

100


Perc

en

t Class of 2014 Class of 2015 Class of 2016

17

Grade 6 Problem Solving Disaggregated Data

66 71

60

35

46

57

0

10

20

30

40

50

60

70

80

90

100

All Students Male Female Special Education Limited English Proficiency Free/Reduced Lunch

Perc

en

t

Spring 2009


61 64 58

34

43

54

0

10

20

30

40

50

60

70

80

90

100


Free/Reduced Lunch

Perc

en

t

Spring 2009


64 67 62

39

28

52

0

10

20

30

40

50

60

70

80

90

100


Free/Reduced Lunch

Perc

en

t

Spring 2009

.

ISTEP+ PROBLEM SOLVING DISAGGREGATED DATA SHOWING GENDER, SPECIAL

EDUCATION, LEP, AND FREE/REDUCED LUNCH

Sixty five percent of all 6th graders passed.

• 71% of male students passed.

• 35% of special educations students passed.

Sixty one percent of all 7th graders passed.


• 34% of special education students passed.

Sixty four percent of the 8th grade students passed.


• 28% of LEP students passed.

18

Acuity- Cohort Ave. Percentage Points for

Problem Solving (Form C)

38

65 64

55

39

66

0

10

20

30

40

50

60

70


2008-2009

2009-2010

Acuity- Ave. Percentage Points Obtained for Problem Solving (Form C)

65

38

49

66

39

63

0

10

20

30 40

50 60

70

6th 7th 8th

2008-2009 2009-2010

Acuity Data for Problem Solving

• The average percent obtained by 6th graders in problem solving increased by 1%.



• The average percent obtained in problem solving by the class of 2014 increased by 25%.

• The average percent obtained in problem solving by the class of 2015 decreased by 26%

• The average percent obtained in problem solving by the class of 2016 increased by 2%.

19

Acuity- Disagregated Grade 8 Ave. Percentage Points for Problem

Solving (Form C)

49 5346

39 40 4655

65 6052 59 57

0

20

40

60

80

All st udent s Male Female Special Educat ion Limit ed English

Prof icient

Free/ Reduced

Lunch

2008-2009

2009-2010

Acuity- Disagregated

Grade 6 Ave. Percentage Points for Problem Solving (Form C)

65 65 66

4857 59

66 66 6754

59 62

0

20

40

60

80

All students M ale Female Special

Educat ion

Limited English

Prof icient

Free/Reduced

Lunch

2008-2009

2009-2010

Acuity- Disagregated Grade 7 Ave. Percentage

Points for Problem Solving (Form C)

38 3936

27 2933

39 39 38

30 3034

0

10

20

30

40

50

60

70

80

2008-2009

2009-2010

All students in the 6th grade earned on average 1 percentage point higher.

• Special education students scored 6 percentage points higher.

• Male and female students scored 1 percentage point higher.

Students in the 7th grade scored on average 6 percentage points higher.

• Each category scored at least 11 percentage points higher.


• Poverty students scored 11 percentage points higher.

Students in the 8th grade scored on average 6 percentage points higher. All categories scored at least 9 percentage points higher.

• Each category scored at least 9 percentage points higher.


• Poverty students scored 9 percentage points higher.

20

Goal #3: All students will demonstrate appropriate behavior.

Measurable Objective: suspensions, expulsions, after school detentions, and Friday schools will all

decrease by 6% over a three year period.

The staff of Goshen Middle School is committed to providing students with opportunities to learn and demonstrate healthy behavior in order to provide a safe and orderly learning environment. The Olweus Bullying Prevention Program along with Positive Behavior Support (PBS) are designed to help students and staff achieve an understanding of behaviors that support academic and social success. Staff implemented the Olweus Bullying Prevention Program with students during the 2009-2010 school year. Olweus curriculum was implemented including, the four no bullying rules, class meetings and lessons designed to build positive relationships among students and staff. Staff were trained in PBS during the 2009-2010 school year and will implement the program with students in the 2010-2011 school year. Students are expected to demonstrate respect for themselves and others, help students who are the targets of bullying behavior and tell adults when they are aware of bullying situations. Students are assigned to a REACH/advisory program where students are assigned to a teacher who builds relationships with the students, monitors grades, homework, behavior, and holds class meetings. Both programs:

o Focus on positive ways to address negative social behaviors o Are school wide systems change programs o Provide a means for data collection to target strategic interventions o Are multi-year in length and require commitment from those who are involved o Provide ongoing training for all staff o Use positive reinforcement o Establish predictable negative consequences for inappropriate behavior

The Olweus Bullying Prevention Program student survey was administered to all students in December of the 2008-2009 school year in January and to a random sample of 600 students during the 2009-2010 school year. During the 2009-2010 school year students were trained in the four no bullying rules and participated in class meetings.

21

Olweus Survey

3024

81

41

1823

19

86

39

14 1415

0

20

40

60

80

100

How often are

you afraid of

being bullied byother students?

Students have

been involved

with bullying as atarget and/or a

bully

I feel sorry and

want to help the

target of bullying.

Students try to

help if they see

someone beingbullied.

"I just watch"

when they see

someone beingbullied.

yes or mayby yes

I could join in

bullying.

Students' responses:

Perc

en

tag

e o

f

stu

den

ts r

esp

on

din

g

2008-2009

2009-2010

Conclusions:

• 23% fewer students reported that they were afraid of being bullied.

• 20.8% fewer students reported that they were involved either as a target or as displaying bullying behavior.

• 6% more students reported that they feel empathy for the target.

• 4.9% more students reported that they “try to help when they see or know of someone who is being bullied”.

• 6.7% more students reported that they “just watch” when they see someone being bullied.

• 22% fewer students reported that they could join in when someone else is displaying bullying behavior.

22

Conclusions:

• The percentage of students in 9 of the 10 categories for both males and females reported that types of bullying has decreased.

• Cyber-bullying has increased by 1% for girls and remained the same for males.

• Data indicates that verbal bullying and rumors are still the two most common methods of bullying for both boys and girls.

• Boys bully in a physical way more frequently than girls.

0 % 1 0 % 2 0 % 3 0 %

V e rb a l

E x c lu s io n

P h y s ic a l

R u m o rs

D a m a g e

T h re a t

R a c ia l

S e x u a l

C y b e r

A n o th e r W a y

1 7 %

9 %

5 %

1 4 %

3 %

3 %

7 %

1 1 %

4 %

8 %

1 9 %

9 %

1 3 %

1 3 %

6 %

5 %

1 0 %

9 %

3 %

9 %

G i r ls B o y s

G r a p h 7 . W a y s o f b e in g b u l l ie d , f o r s t u d e n t s w h o r e p o r t e d b e in g b u ll ie d " 2 -3 t im e s a m o n t h "o r m o r e (Q 4 )

G o sh en M id d le S ch oo l

D e ce m be r 20 08

0 % 2 % 4 % 6 % 8 % 1 0 % 1 2 % 1 4 % 1 6 % 1 8 % 2 0 %

V e rb a l

E x c lu s io n

P h ys ic a l

R u m o r s

D a m a g e

T h re a t

R a c ia l

S e xu a l

C yb e r

A n o th e r W a y

1 2 %

6 %

4 %

1 0 %

1 %

2 %

5 %

5 %

5 %

5 %

1 3 %

6 %

7 %

1 0 %

4 %

4 %

6 %

7 %

3 %

8 %

G ir ls B o y s

G r a p h 7 . W a y s o f b e in g b u ll ie d , fo r s tu d e n ts w h o r e p o r te d b e in g b u ll ie d " 2 -3 t im e s a m o n th "o r m o r e (Q 4 )

G o s h e n M id d le S ch o o l

J a n u a ry 2 0 1 0

23

Olweus Data

16

41

48

28

12

41

35

54

0

10

20

30

40

50

60

they have

been bullied

2-3 times in

the last month

adults often or

almost always

try to stop

bullying

behavior

the teacher

has done little

or nothing to

fairly little to

stop bullying

behavior

a teacher has

talked with

them once or

more about

their bullying

other students

All students reporting:

Perc

en

tag

e o

f stu

den

ts r

ep

ort

ing

2008-2009

2009-2010

Conclusions:

• Boys and girls at all grade levels report they have been bullied less during the 2009-2010 school year.

• Students reported a 25% over all decrease in bullying between the 2008-2009 and the 2009-2010 school years.

• Students reporting that adults at GMS “often or almost always try to stop bullying behavior” remained the same.

• Students reporting that the teacher has “done little or nothing or fairly little to stop bullying behavior” decreased 35%.

• Students displaying bullying behavior reporting that “a teacher has talked with them once or more about their bullying behavior towards other students” increased 48%.

24

Positive Behavior Support Positive Behavior Support is a systems approach to establishing social culture and individualized behavior supports that are needed for students to achieve social and academic success. Goshen Middle School has identified five school wide expectations for students’ social behavior. They include respect, responsibility, productivity, integrity, and courage. Faculty is committed to providing a continuum of school wide instructional and positive behavior supports. The PBS leadership team will continue to collaborate with PBS trainers from Indiana University to create interventions at each of the three levels. Level 1 Primary Prevention: Create school and classroom systems that address the behavior and academic success of students and staff. Level 2 Secondary Prevention: Create positive behavioral systems of support for students who demonstrate at-risk behaviors. Level 3 Tertiary Prevention: Create specialized and individualized positive behavior supports for students who are demonstrating high-risk behaviors. Students, parents and staff participated in a climate survey to establish baseline data in May 2010. Data will be used to measure growth on a yearly basis.

Goshen MS Student Average Ratings

1.97

1.521.68

1.441.7 1.77 1.77

0

0.5

1

1.5

2

2.5

Average across Questions

Te

ach

er

to S

tude

nt

Rela

tio

ns

Stu

den

t to

Stu

den

t R

elat

ion

s

Stu

den

t C

on

du

ct

Lik

ing

of

Sch

oo

l

Fai

rnes

s o

f R

ule

s

Sch

oo

l S

afet

y

PB

S

25

Goshen MS Home Survey Results

1.97

1.661.51

1.97

1.721.88 1.87

1.48

0

0.5

1

1.5

2

2.5

Average Across Data

Questions

Tea

cher

to

Stu

den

t R

elat

ion

s

Stu

den

t to

Stu

den

t R

elat

ion

s

Stu

den

t C

on

du

ct

Stu

den

ts L

ike

Sch

oo

l

Fai

rnes

s o

f R

ule

s

Sch

oo

l S

afet

y

Tea

cher

to

Par

ent

Rel

atio

ns

PB

S

26

Goshen MS Teacher Averages Ratings

2.14

1.75

1.992.07

1.82 1.811.93

0

0.5

1

1.5

2

2.5

Teacher to

Student

Relations

Student to

StudentRelations

Student

Conduct

Liking of

School

Fairness

of Rules

School

Safety

Teacher to

ParentRelations

Averages Across Questions

27

Behavior for All grades, All Students 2009-2010

41

585

465

309278

0

100

200

300

400

500

600

700

Comm.

Serv.

ASD Fri Sch OSS ISS

Student Behavior by Grade 2009-2010

1

105

166108

6631

260

13887

121

9

220161

114 9141

585

465

309278

0

100

200

300

400

500

600

700

Comm. Serv. ASD Fri Sch OSS ISS

Nu

mv

er

of

stu

de

nts

as

sig

ne

d

6th Grade

7th Grade

8th Grade

Total

Behavior This is the first year to track behavior by consequence assigned. The two most common consequences assigned were after school detentions and Friday schools. The least used consequence was community service. The benchmark is a 6% decrease in suspensions, expulsions, after school detentions, and Friday schools over a 3 year period.

28

Detailed Suspensions

17 6 3

30

5

215

61

36

280

96

121

14 152

22

8393

43

8879

113

23

3

177 3

150

177

1

40

12

81

49

5

0

50

100

150

200

250

300

Alcoh

ol

Dru

gs

Dea

dly W

eapo

ns

Tobac

co

Oth

er

Fight

ing

Batte

ry

Intim

idat

ion

Verba

l Agg

ress

ion

or P

rofa

nity

Def

ianc

e

Attend

ance

Des

tructio

n of

Por

perty

Reason for Suspension

Nu

mb

er

of

Su

sp

en

sio

ns

2007-2008

2008-2009

2009-2010

Suspension totals by year:

• A total of 752 suspensions occurred during the 2007-2008 school year.

• A total of 676 suspensions occurred during the 2008-2009 school year.

• A total of 545 suspensions occurred during the 2009-2010 school year. An examination of suspension data over the past three years shows inconsistencies in both number and reason for a suspension. The “Other” category includes a broad range of student behaviors including the following sub-categories: gangs, stealing, chewing gum, contract violation, sexual harassment, sexual behavior, chronic violation of school rules and disrespectful behavior.

29

Goshen Middle School Attendance Rate

96.6 96.5 95.6

0

10

20

30

40

50

60

70

80

90

100

2007-2008 2008-2009 2009-2010

Goshen Middle School Attendance Rate

GMS Tardy Statistics

929780

655

1626

1437 14301298 1319

1237

0

2364

0

4493

0

3854

845

585673

854 895

1265

906 978

1303

0

2103

0

3014

0

3187

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

6th Trim

este

r 1

6th

Trimes

ter 2

6th

Trimes

ter 3

6th

Total

7th

Trimes

ter 1

7th

Trim

este

r 2

7th

Trimes

ter 3

7th Tota

l

8th

Trimes

ter 1

8th

Trimes

ter 2

8th Trim

este

r 3

8th

Total

Grade

Ta

rdie

s

2008-2009

08-09 Total

2009-2010

09-10 Total

Conclusions:

• Attendance has remained relatively stable for the past three years.

• Administrators continue to monitor attendance and communicate with parents and students regarding the Elkhart County Attendance Policy.

30

Ensuring Academic Success

The faculty of Goshen Middle School is committed to providing an engaging environment to ensure that all students grow academically and socially so they thrive as responsible and productive citizens. We must ask ourselves, “What is it we expect our students to learn, and how will we fulfill our collective responsibility to ensure that this learning takes place for all students?” In order to accomplish this, we must create a continuum of services that will meet the needs of all students. All students receive the following services to help ensure academic success:

• Parent Connect, online data system to communicate with parents

• Progress reports – distributed each six weeks (or more frequently if requested)

• Parent conferences, telephone contact, email contact

• Advisory Period - build student/staff relationships, building community within school

• Emphasis on essential learnings and academic vocabulary

• Classroom strategies – Ruby Payne Framework, SIOP (Sheltered Instructional Operation Procedures), problem solving, vocabulary development,

• Tutoring (after school, during lunch period)

• ISTEP score analysis

• Media Specialist support

• Extra-curricular activities – i.e. Science Olympiad, Academic Super Bowl, Spelling Bee, BotBall

• Incentives – Bronze/Silver/Gold cards, Academic Awards, Kiwanis recognition, field trips

• REACH - Remediation Enrichment Academic Challenge Hour – Structured study hall used to monitor student academic progress

• Olweus Bullying Prevention Program

• Positive Behavior Support Program

• Monitoring student attendance through the Elkhart County Attendance Program

• Leveled classes in mathematics and English

• Boys and Girls Club Power Hour – after-school academic assistance

• Acuity Testing so teachers can target specific skill deficiencies Students who are not successful with the above services or need additional challenges to maximize their academic success have access to additional services.

• Modifications – i.e. extra time to complete/turn in assignments,

• Schedule adjustment

• Summer School – math and/or English

• Tutoring – NJHS members

• Individual Learning Plan for limited English proficient students

• ENL collaborator support

• ENL Academy

• High Ability Program

• Referral for special education assessment

• Monthly academic and behavior meetings with student, parent, and administrator – 7th grade

• Alternative placement - Summit Academy

• Mentor - Goshen High School or Goshen College

• Creation of specific interventions by teachers, counselor, and administrator

• Mentor – Goshen High School and others

• ISTEP Prep mathematics classes

• READ 180

• System 44

31

• Inclusion in RtI Program In the most severe cases students who continue to experience academic difficulty will be provided with the following services.

• Review by Goshen Agency Resource Team

• Reduced schedule

• Alternative placement – Bashor Elementary Program, The Crossing, homebound instruction

• Residential placement Three major intervention initiatives were introduced during the 2009 -2010 school year at Goshen Middle School:

1. READ 180 is an intensive reading intervention program that helps students with low levels of literacy on multiple fronts, using technology, print, and professional development. It is proven to meet the needs of struggling readers whose reading achievement is below proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Students enrolled in READ 180 are also enrolled in an English/Language Arts class.

2. System 44 is a foundational reading and phonics program using technology which is designed for the

most challenged, struggling readers. It is used within our special education classes at GMS. Intentionally meta-cognitive, this program helps students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered.

3. Response to Intervention is a three tiered system in which schools identify students at risk for poor

learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness. Through this process, ongoing data collection is used to recognize students who are in need of additional support.

32

Parent Community Involvement Goshen Middle School parents have the opportunity to learn more about academic and extra-curricular programs through the monthly Coffee with the Principal. Meetings are scheduled to accommodate parents’ schedules at 10:00 am, 4:00 pm, and 7:00 pm. Parents also participate in numerous activities including parent conferences, Wax Museum (6th grade), incoming 6th grade transition, It’s Your Life (8th grade), field trips (all grades), ENL Academy celebration (all grades), picture day, fund raiser, sports and new staff interviews. Community members support students through mentoring, tutoring, and providing worksites for the Summit students. Translators are provided for parents during all activities. Goshen College students serve as mentors and tutors for GMS students. There are more than 250 parents and community members who volunteered their time to help Goshen Middle School during the 2009-2010 school year. Parents may access Parent Connect through the GMS website. Parent Connect gives parents access to attendance, assignments, and grades for their children. Parents can easily monitor their child’s progress throughout the school year.

33

Provision to Maintain a Safe and Disciplined Learning Environment for Students and Teachers: Student learning is directly impacted by the climate of the school. In fact, “students who feel connected to their school do not commit acts of violence, and do not create problems at school. Students who feel connected and cared about are comfortable at school and have a sense of belonging. It is a fact that students who feel connected to their school do not dropout, do not commit acts of violence, and do not create problems at school. Students who feel connected and cared about are comfortable at school and have a sense of belonging.” (Boyte, 2000) Over the past four years, Goshen Middle School has shown tremendous growth in the area of making students feel connected. Goshen Middle School offers 9 different sports, 3 sports clubs and intramural programs, and 12 clubs. For the 2009-2010 school year there were 796 students participating on 40 athletic teams that include boys’ and girls’ teams in grades 6, 7, and 8. Students also have the opportunity to join a variety of organizations including Builders Club, Spelling Bee, Academic Super Bowl, BotBall, Chess Club, Yearbook, Student Council, National Junior Honors Society, Teen Court, 5 Star, Jazz Band, and Ski Club. Sixth graders are have the opportunity to participate in intramural basketball and track club. Tennis Club is provided for all grade levels. Incentive trips to water parks and amusement parks are offered to encourage students to exhibit appropriate behavior at school. The GMS staff committed, during the 2009-2010 school year, to implementing a system of Positive Behavior Supports (PBS) for the future to help ensure a safe environment in which consistent and positive disciplinary actions are taken across all areas of the building and with all adults in the building. A core PBS team, made up of teachers, the building principal, school behavior consultant, school psychologist, and Elkhart County special education personnel worked throughout the 09-10 school year to develop a system of school wide behavioral expectations, staff expectations, and reward and infraction systems. These guidelines were presented to the wider staff throughout the process in order to gain feedback and commitment. The final draft of these systems was presented to the staff in May 2010 with the implementation date set for the beginning of the 2010-2011 school year. A significant partner in our commitment to building safety is an on-site School Resource Officer. Primary duties are to ensure that the facility is safe; make recommendations for improvement of building/campus safety; facilitate emergency drills; and make connections with students to help the students and parents feel more connected with school. During the past three years, Goshen Community Schools has continued partnerships with several local private agencies to provide alternative educational placements for students whose behavior interferes with the education of others. Mental health providers work collaboratively with educators housed at the agencies to address both the academic and emotional needs of individual students with the intent of preparing them to return to their original educational setting. As a result of the external crisis tabletop exercise between Goshen Community School administrators and Goshen City Police and Fire Departments, emergency medical technicians, and the Elkhart County Emergency Management Team, Goshen Middle School has implemented many new procedures. Since the exercise in June of 2006, Goshen Middle School has practiced and refined evacuation procedures for situations that require staff and students to evacuate during lunch and passing periods and also evacuate the campus, if necessary. Conclusions:

• Attendance has remained relatively stable for the past three years.

• Administrators continue to monitor attendance and communicate with parents and students regarding the Elkhart County Attendance Policy.

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