griffith middle school - griffith public...

GGRIFFITHRIFFITH M MIDDLEIDDLE S SCHOOLCHOOL

PUBLIC LAW - 221SCHOOL IMPROVEMENT PLAN

2008-2011

MISSION STATEMENT

The community, parents, students and staff of Griffith Middle School work together to meet the needs of the diverse learners through a differentiated curriculum in core and exploratory academic areas. Through both traditional and extra curricular opportunities students of the millennium generation are equipped with skills necessary to become mature, responsible and productive citizens.

Vision StatementGriffith Middle School will be a school of academic excellence focused on reinforcing life skills so that every student has opportunity while providing a friendly and dynamic educational environment essential to the education of today’s students for tomorrow’s world.

Belief StatementsWe believe that:1. Every person is valuable.2. All students can succeed.3. Each person is accountable for his or her actions.4. Diversity strengthens individuals and the community. 5. Each person can effect change especially in him or herself.6. The higher the expectations, the greater the achievement.7. Discipline should be structured to create and teach positive behavior.8. Every person deserves respect.9. The first obligation to society is education; life-long learners are created when students value learning.10. All people have the right to live in safety and to be treated equally.11. Excellence is worth the investment through an interdisciplinary approach.12. All people have the right to live life to their fullest potential.13. Anything worthwhile requires hard work.14. Every child deserves a family that cares to build a partnership with the school.15. Student learning should be standards based and student-centered.16. Teachers are knowledgeable, passionate, enthusiastic, motivators of learning. ParametersWe will:1. Make all decisions based strictly on the best interest of the student.2. Not engage in anything that negatively affects our educational opportunities. 3. Not compromise excellence.4. Honor the uniqueness of each person.5. Always treat others as we would like to be treated, and6. Effectively manage and optimize our existing resources and find the resources necessary to achieve our

objectives.

GRIFFITH MIDDLE SCHOOL PL-221 SIP 2008-2011 1

TABLE OF CONTENTS

Mission Statement....................................................................................................................................................1Table of Contents.....................................................................................................................................................2Committees..............................................................................................................................................................3Griffith Community Profile.....................................................................................................................................4School Community Profile......................................................................................................................................5

Technology...................................................................................................................................................6Faculty Profile..............................................................................................................................................7Parental Involvement...................................................................................................................................8High Ability.................................................................................................................................................9Cultural Competency.................................................................................................................................10Safe and Disciplined Learning Environment.............................................................................................11Emergency Procedures Survey..................................................................................................................12

Enrollment Data.....................................................................................................................................................15Total Enrollment........................................................................................................................................15Attendance Rates.......................................................................................................................................16Free and Reduced Lunch...........................................................................................................................17Ethnic Profile.............................................................................................................................................18

Data ISTEP............................................................................................................................................................19Total Passing..............................................................................................................................................19Pass Plus.....................................................................................................................................................22State Comparison.......................................................................................................................................23Subgroups..................................................................................................................................................25Mean IPI.....................................................................................................................................................28

Data ISTEP - Standards Drilldown........................................................................................................................30Language Arts............................................................................................................................................30Math...........................................................................................................................................................34

Data ISTEP - Standards - Special Education.........................................................................................................38Language Arts............................................................................................................................................38Math...........................................................................................................................................................41

Data Analysis Conclusions....................................................................................................................................45Strengths and Weaknesses.....................................................................................................................................46Action Plan.............................................................................................................................................................47

Goal #1 - Multi-Step Problem Solving......................................................................................................47Goal #2 - Reading Vocabulary...................................................................................................................50Goal #3 - Written Textual Response..........................................................................................................52


COMMITTEES:

Principal – Terry MuchaPL221 Chair – Aron Borowiak

Math Committee Language Arts Committee Narrative CommitteeChair – Kathy PlanerJackie DurallCarol Hacker Lynn Lukman Keith MitchellAmy Wilhite

Chair – Danielle BarenieKathy Allard Megan Birger Katrina Bolger Linda EinseleNanette NaranjoMichelle Petersen Tracy Whitman

Alex BrandonMike CornwellMichelle DuffalaJustin FronekKaren HodurekLinda JohnsonMary Ann LopezAlan MagieraLynn RoadesTracy SinesJaime ThomasTravis WallsMike Worosz


GRIFFITH COMMUNITY PROFILE

IntroductionGriffith is a small, well-established community in Lake County, Indiana and it is part of the Chicago metropolitan area. The town covers seven square miles. It was incorporated in 1904 and was established due to the numerous railroad tracks and the trains that came through the town daily.

Our TownBased on the 2000 census Griffith has a population of 17,334 that has decreased 3.2% since the 1990 census. Based on the 2000 census 89% of the population is a high school graduate or above, and of those 15.1% hold a bachelor’s degree or higher. The most common occupations in Griffith are sales and office work (29%), professional and related (25%), and transportation and material moving (17%). The median income is $50,030 per household, and 2.68% are living at poverty level. The average travel to work is 27.4 minutes, which would indicate most people work outside of the Griffith community. The community is diverse in its racial make-up: white (79.25%), African American (10.11%), Hispanic (8.43%), and other races are minimal. There are many active community athletic groups giving the youth a wide array of choices for out of school sports.


SCHOOL COMMUNITY PROFILE

Our SchoolGriffith Public Schools is celebrating its 100th anniversary this year. The school system now consists of four elementary schools (Franklin, Wadsworth, Ready, and Beriger), one middle school, and one high school. The middle school and the high school are housed in the same building. The middle school is composed of seventh and eighth graders. The 7th grade enrollment for the 2007-08 school year was 220 students and the 8th grade enrollment was 244 students.

Students are offered numerous extra-curricular activities through academic competitions, athletics, student council, National Junior Honor Society, and ACES (high ability program). The school meets the needs of special needs students with Individual Education Plans (IEP). These include those with learning disabilities, other health impairments, hearing impairments, emotional disabilities, and severe/moderate disabilities.

Team ConceptEach grade level is divided into two teams with four core teachers and one rotating special. All students on one team share the same teachers for Language Arts, Math, Science and Social Studies. A rotation of careers, physical education, keyboarding, foreign languages, family and consumer sciences, and reading offers students added experiences to their learning. Music, art, choir, and band provide a valuable liberal arts experience for the students. Additionally, each day the team meets in their team PRIDE classrooms where they learn various social and academic lessons.

The middle school concept recognizes the needs of the young adolescent child. Children in transition from elementary grades to middle school are experiencing physical, emotional, and cognitive changes. They need a stable basis to build self-esteem, develop flexible and inquiring minds, build meaningful relationships, learn how to be a member of a valued group, and learn avenues to contribute service.

Teachers function in teams that meet (teaming) daily. Each day an agenda directs the team addressing curriculum, cross-curriculum projects, students, special needs, events, and school improvement. Teaming involves collaborative discussions that address goals, problems, and solutions. Establishing structures that help students succeed is the main goal of each team. Communication with communityA key component of the middle school concept is to link home to school. This is achieved through varied means of communication between parents, staff, and students. Newsletters, web site, mail, e-mail, phone calls, meetings, and news media are examples of communication tools used. Parent involvement in their child’s education does make a difference. They are valued team members.

GAPThis year a new program was started for our students who have difficulty learning in a regular classroom setting (Griffith Alternative Program). The program can house between 10-15 middle school students who come to school for an intensive shortened day. Once these students are able to achieve at their recommended grade level, they are mainstreamed back into the general population.

Outside Support ServicesThose students experiencing problems that require treatment and rehabilitation services are serviced by Southlake Center for Mental Health. They provide service on campus and make special arrangements with families and/or students in need of their support. Families that require can get additional support from the Community Partners service program.


TECHNOLOGY

The middle school is equipped with three computer labs. The computer lab on the first floor is equipped with 28 computers. This lab offers word processing, database, presentations, web cams, and Internet. The second floor lab houses 16 computers that are used by our English classes. These computers offer Internet access as well as word processing. The third computer lab is for our regular computer class. This lab houses 28 computers with Microsoft Office Suite and Internet use. The classroom lab also utilizes scanners and digital cameras. Additionally, the science department has eight laptops for student use. Finally, the library/media center houses a 30-computer lab that offers Internet access as well as capabilities for word processing, database creation, and presentations.

The Griffith middle school alternative program (GAP) also houses 12 computers that utilize the A+ program, word processing capabilities, and Internet access. These computers are the main focus of the programs lesson plans as the student’s activities and progress are based on their success with the A+ program.

Every teacher is equipped with laptops that are networked to allow for communication within our school as well as communication on the Internet. Our teachers are offered training on all current technologies available to them. We use technology for communication, attendance, scheduling, grades and contact with parents. Currently, all teachers post grades for parent access online through the Powerschool software and have personal web pages that can be accessed through the corporation website where daily assignments and future activities are posted.

Projection devices and digital cameras allow teachers to integrate technology into their instruction. Each classroom is equipped with a television, DVD/VCR player, telephone, and a CD burner. Multimedia projectors, compact discs, cassette players, video cameras, digital cameras, and a DVD burner are also available for checkout to the staff through the multimedia center.

To assist staff and students, the Griffith School Corporation has two staff members that are dedicated to the upkeep and maintenance of our technology. The two individuals support all software and hardware issues and needs. They provide specific training for individual programs requested by the teachers. Teachers may request a lesson or a web site to enhance their lessons. The technology coach will show the teacher how to use the technology, assist with classroom lessons, and aid in development of web pages.


FACULTY PROFILE

Our current staff consists of 29 members with 44% having 11 years or more experience and 34% of the faculty possessing a Masters degree.

FACULTY

MEMBER

DEGREE YRS

EXPERIENCE

FACULTY

MEMBER

DEGREE YRS

EXPERIENCEKathleen Allard MA 38 Tracy Mis BA 10Danielle Barenie BA 3 Keith Mitchell BA 11Meghan Birger BA 0 Nanette Naranjo MA 20Katrina Bolger BA 3 Brian Orkis BA 3Aron Borowiak BA 8 Jason Pearman BA 4Alexander Brandon BA 8 Michelle Petersen BA 0Michael Cornwell BA 16 Katherine Planer MA 14Michelle Duffala BA 8 Lynn Roades BA 17Linda Einsele MA 24 Patricia Sadler MA 27Justin Fronek BA 6 Jaime Thomas MA 0Carol Hacker MA 34 Travis Walls BA 15Linda Johnson BA 10 Tracy Whitman BA 3Mary Ann Lopez MA 35 Amy Wilhite BA 14Lynn Lukmann MA 18 Michael Worosz BA 9Alan Magiera MA 32

GMS Faculty Profile

28%

28%

44% 0-4 Yrs

5-10 Yrs

11 or More Yrs


PARENTAL INVOLVEMENT

Parents are an integral part of the curricular and extra-curricular activities at Griffith Middle School. Parents are partners with the school. We, the Griffith Middle School Staff, along with the Griffith School Board, recognize, need, and solicit the support of parents in the education of their children.

The following is a list of curricular and extra-curricular activities our parents are active in: Academic Competitions Aces Programs Athletic Booster Club Band Boosters Concert Appearances Dances Field Trips Fundraisers Parent-Teacher Committee Parent-Teacher Conferences Spirit Wear Sales Student Registration and Orientation Textbook Adoption Committee

Parent Teachers CouncilThe Griffith Middle School PTC has been in existence for over 30 years. They hold monthly meetings where teachers, administrators, and parents attend and work on fundraising activities to give back to classroom teachers and the whole school building. They have played key roles in the aforementioned list of activities.


HIGH ABILITY

Program DescriptionThe “High Ability” program is a seminar-based program that provides the students with academic and creative enrichment activities. The students attend 1.5 hour-long seminars during the school day, once a month. GHS teachers, GMS teachers, and/or members of the community present the seminar topics. The topics, which are not part of the regular curriculum, range in ideas from photography to disability awareness.

Identification ProcessStudents invited to participate in the testing for the HA program will have met one or more of the following requirements:1. ISTEP + scores in Reading and/or Math.2. 80% or higher in Reading and Math on STAR test.3. In the range of 120 or above on the IQ test.4. Teacher recommendation.5. Labeled GT.

PlacementOnce identified as qualified for the program, students are evaluated on:1. Renzulli Evaluation Form (completed by the 6th grade teachers).2. IOWA Test of Basic Skills.3. ISTEP + scores.4. Finish in the top 3-5% when results are combined.

Students who move into GPS after 7th grade will enter the program if…1. …they were already enrolled in a GT program in an Indiana school.2. …the student took the Midwest Talent Search (SAT), and tested and/orscored at or above the average score as the 8th grade HA students onthe same test (this will be a one time opportunity).

Program ContinuationAt this point in time, the students who enter the program continue on into the high school program.

RemovalStudents may be removed based on the following criteria:1. Behavior problems within the classroom.2. Failure to participate in the seminars.3. Grades falling below average.


CULTURAL COMPETENCY

To improve the cross-cultural connections and academic performance at Griffith Middle School we strive to develop and maintain a climate that encourages a set of congruent behaviors and policies providing all stakeholders the opportunity for success. Our goal is to provide training for staff members in the following areas:

Addressing the needs of all children across all socioeconomic, ethnic, gender, and cultural lines with differentiated instruction.

Being sensitive to our diverse population and provide education that teaches the meaning and value of culture and its diversity.

Identify the racial, ethnic, language-minority, cultural, exceptional learning, and socioeconomic groups that are included in the school’s student population.

Incorporation culturally appropriate strategies for increasing educational opportunities and educational performance for each group identified.

Planning professional development activities necessary to increase cultural competency in the educational environment of Griffith Middle School.

Intervention Strategies to Promote Cultural Competency:

Focus on multiculturalism within literature and in classrooms. Foreign culture courses provided in French and Spanish. Black History Month- Activities in classrooms. Hispanic History Month- Activities in classrooms. Disabilities Awareness Month – Activities in the classroom and school wide. Translators available for conferences. Differentiated instruction to meet the needs of all children across all socioeconomic, ethnic, gender, and

cultural lines. Individual and small group instruction for ELL learners. School counselor and mediation services to help students with coping skills. Southlake Counseling services provided to assist students with specific needs. Monthly meeting with Apartment complex owners to aid families that require special assistance. Team meetings with parents to efficiently assess and evaluate needs of students. Orientation services provided to help families with transition to middle school. Targeted students placed in a transitional math course in order to provide basic math skills necessary for

success on the ISTEP. Study skills courses provided to special education students to assist them with preparation in and out of

the classroom. Teachers forum to discuss A Framework for Understanding Poverty by Ruby Payne. The knowledge

gained from this study will aid teachers in differentiating instruction and understanding the environment of student subgroups.

Continually assess and evaluate the demographics of our school community. Administrators will continue the use of a three-minute walk through in order to obtain information on

research-based reflective thinking to increase student achievement.


SAFE AND DISCIPLINED LEARNING ENVIRONMENT

Safe EnvironmentGriffith Middle School is a safe learning environment for students, teachers and staff.On site we have the following procedures in place:1. Exterior doors are locked during the regular school day. 2. Visitors are on camera at the main entrance of the school building and are required to come directly to the

office to check in.3. Cameras have been installed in and around the building and are monitored by the school resource officer

assigned to our building.4. Telephones have been installed in all classrooms with an emergency number in place.5. An e-mail system is in place for communication within the school system.6. A short wave radio system is in place between office staff and custodial staff.7. A crisis container is stocked with emergency preparedness materials such as student information, flashlights,

first aid kit, bullhorn, batteries, evacuation plans, phone numbers, etc.8. Regular fire, lock down, and severe weather drills are routinely practiced.9. An emergency plan is covered in a flip chart strategically located in each classroom that covers the

following:a. Dealing with the mediab. Utility outage/failurec. Medical emergencyd. Lost/missing childe. Hazardous material spillsf. Weapon on school groundsg. Suicide attempt or threat

h. Intruder/dealing with difficult personi. Verbal/physical altercationj. Bomb threats/suspicious packagek. Fire/explosionl. Tornado/severe weatherm. Lock downn. Evacuation

10. First responders have received building maps.11. A School Safety Committee has been identified.12. Table top exercises are practiced13. Building Administrator is identified as School Safety Specialist14. One Call system is in place for quick communication.15. Automated External Defibrillator’s (AED) have been purchased and are strategically located throughout the

building.16. Staff has received fire extinguisher training.17. Background checks are performed on all volunteers.


Emergency Procedures SurveyThe following emergency procedures staff survey was conducted in Fall 2007 that assessed building and staff preparedness.

ScenarioFeel prepared and

knowledgeable

Feel somewhat prepared but would like to know more.

Am aware, but don’t feel

comfortable in an emergency.

Definitely need retraining

Have no idea what I’m doing in

this situation.1. A student in the hallway needs

CPR3 5 9 5

2. How to use the AED (Defibrillator)

1 7 3 11

3. Lockdown 20 1 14. Fire Drill 225. Tornado Drill 19 1 26. I see a student in the hallway

with a handgun1 14 4 3

7. The power goes out 14 7 18. The police are conducting a

drug locker search18 3 1

9. The newspaper calls me and begins asking questions about a recent incident

10 8 2 2

10. A student begins having convulsions

5 9 4 4

11. Two students begin fighting in my room

9 12 1

12. A student writes about blowing up the school.

9 10 2 1

13. One of my students is in the bathroom during lockdown.

9 9 1 3

14. My class is outside on the track during a lockdown.

8 6 2 6

15. My class is in the library when the school goes on lockdown

10 8 4

16. I am supervising the cafeteria when the school goes on lockdown.

6 9 2 5

17. My substitute teacher knows what to do in an emergency.

7 7 4 4

18. A student tells me that she knows someone who has a bomb at school

9 11 1 1


Emergency Procedures Survey: Percentages by specific answer.

Scenario Feel prepared and knowledgeable

Feel somewhat prepared but would like to know more.

Am aware, but don’t feel

comfortable in an emergency.

Definitely need retraining

Have no idea what I’m doing in

this situation.

1. A student in the hallway needs CPR

14% 23% 41% 23%

2. How to use the AED (Defibrillator)

5% 32% 14% 50%

3. Lockdown 91% 5% 0% 5%4. Fire Drill 100% 0% 0% 0%5. Tornado Drill 86% 5% 0% 9%6. I see a student in the hallway

with a handgun5% 64% 18% 14%

7. The power goes out 64% 32% 0% 5%8. The police are conducting a

drug locker search82% 14% 0% 5%

9. The newspaper calls me and begins asking questions about a recent incident

45% 36% 9% 9%

10. A student begins having convulsions

23% 41% 18% 18%

11. Two students begin fighting in my room

41% 55% 5% 0%

12. A student writes about blowing up the school.

41% 45% 9% 5%

13. One of my students is in the bathroom during lockdown.

41% 41% 5% 14%

14. My class is outside on the track during a lockdown.

36% 27% 9% 27%

15. My class is in the library when the school goes on lockdown

45% 36% 0% 18%

16. I am supervising the cafeteria when the school goes on lockdown.

27% 41% 9% 23%

17. My substitute teacher knows what to do in an emergency.

32% 32% 18% 18%

18. A student tells me that she knows someone who has a bomb at school

41% 50% 5% 5%

Conclusion of Emergency Procedures Survey The results of the survey show a need for staff CPR/AED training due to the fact that 64% of the staff does

not feel comfortable in an emergency situation requiring application of procedures. The staff feels prepared and knowledgeable in lockdown, tornado, and fire crisis. Over half of the staff agreed that they would at least like to know more in situations where a fight breaks out

in the room, a student is carrying a weapon, a student goes into convulsions, and various lockdown situations outside the norm.


Discipline EnvironmentGriffith Middle School has a disciplined learning environment for its students.We have the following procedures in place to ensure a disciplined environment.1. Our student handbook is revised as needed.2. Our teams have their individual discipline plans to deal with their students. 3. Students sent to the office have a referral form filled out by the teacher to keep track of student behavior and

consequences of that behavior.4. Our goal is provide a good positive learning environment for all students in our care.5. A discipline committee that meets monthly to review current procedures.6. Staff and administration are assigned supervision roles that ensure visibility throughout the building.7. Staff models positive relationships for the student body through.8. Procedures and protocols are made clear to the students, staff, and parents through the reading of the

handbook during PRIDE and requirement of parental/guardian signatures.9. Providing an alternative program, Griffith Alternative Program (GAP), for at-risk students who are falling

behind academically.10. Emphasis on the use of differentiated instructional methods within the classroom in order to increase time-

on-task, engage learning, and reduce negative behavior.11. To promote strong relationships between staff and staff, staff and students, and students with students

through planned social activities that promote collaboration and cooperation.


ENROLLMENT DATA

The total enrollment for 2007-08 saw a slight decline from the previous two school years. The total enrollment has continued to remain above the 450 mark since the 2002-03 school year.

Total Enrollment

0

100

200

300

400

500

600

Series1 392 437 466 454 451 479 468 456

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08


ATTENDANCE RATES

The information on the Attendance Rates graph was derived from the DOE annual reports. The graph spans 10 years of data. Griffith Middle School historically has a high attendance rate. The data indicates a relatively static attendance rate above the state average of 95% over the 10-year span of the data.

We will maintain this high level of attendance by continuing our corporation’s strict policy of parent contact if a student is absent and honoring those students with outstanding attendance.

Attendance Rate

93.00%

94.00%

95.00%

96.00%

97.00%

98.00%

99.00%

2006-07

2005-06

2004-05

2003-04

2002-03

2001-02

2000-01

1999-00

1998-99

School Year

Pe

rce

nt 95th Percentile

State Avg (Public and Nonpublic)

Griffith Middle School


FREE AND REDUCED LUNCH

Due to Griffith Middle School’s fairly high socio-economic status, a modest percentage of the student population receives free/reduced lunches. Although the middle school average has ranged from 7% - 32%, trends show an increase since the 2002-03 school year. The 2007-08 school year reported 32% receiving free and reduced lunches. Despite this number being the highest in school history, Griffith Middle School still remains below the state average of 40%.


ETHNIC PROFILE

For the past ten years, Griffith Middle School has steady increases in Black, Hispanic, and Multi-Racial populations.

Griffith Middle SchoolEthnic Breakdown

Year Native Am. Black Asian Hispanic White Multi-Racial2007-08 0% 19% 0% 14% 62% 5%2006-07 0% 19% 0% 10% 66% 4%2005-06 0% 17% 0% 12% 66% 4%2004-05 0% 14% 0% 13% 67% 6%2003-04 0% 13% 0% 9% 73% 5%2002-03 1% 11% 0% 6% 78% 4%2001-02 0% 10% 0% 9% 78% 3%2000-01 0% 10% 1% 7% 81% 2%1999-00 0% 8% 0% 6% 84% 2%1998-99 0% 8% 1% 7% 82% 2%

2007-2008 ETHNIC BREAKDOWN

Native Am.0% Black

19%

Asian0%

Hispanic14%

White62%

Muti-Racial5% Native Am.

Black

Asian

Hispanic

White

Muti-Racial


DATA - ISTEP

The data team assessed the following information in determining school strengths and weaknesses to guide our action plan.

Are we showing growth in ISTEP results over time?

Successive cohorts – same grade level, each successive year

Total Passing % Gr. 7

80

76

74

76

8485 85

82

68

70

72

74

76

78

80

82

84

86

LA2004

LA2005

LA2006

LA2007

MATH2004

MATH2005

MATH2006

MATH2007

Total Passing % Gr.8

76

81

76

72

79

85

78

81

65

70

75

80

85

90

LA 2004 LA 2005 LA 2006 LA 2007 MATH2004

MATH2005

MATH2006

MATH2007

Total Passing % Gr. 9

68

72

81

75

69

73

79

74

60

65

70

75

80

85

LA2004

LA2005

LA2006

LA2007

MATH2004

MATH2005

MATH2006

MATH2007


Same group cohorts – following the same group of students to each grade level

Class of 2011 - 2012 % Passing

83

7472

86 85

81

65

70

75

80

85

90

Gr. 6 2005LA

Gr. 7 2006LA

Gr. 8 2007LA

Gr. 6 2005MATH

Gr. 7 2006MATH

Gr. 8 2007MATH

Class of 2010-2011 % Passing

78

73

7675

8182

78

74

68

70

72

74

76

78

80

82

84

Gr. 62004LA

Gr. 72005LA

Gr. 8.2006LA

Gr. 92007LA

Gr. 62004

MATH

Gr. 72005

MATH

Gr. 8.2006

MATH

Gr. 92007

MATH

Class of 2009-2010 % Passing

83

8081 81

8584

85

79

7677787980818283848586

Gr. 62003LA

Gr. 72004LA

Gr. 82005LA

Gr. 92006LA

Gr. 62003

MATH

Gr. 72004

MATH

Gr. 82005

MATH

Gr. 92006

MATH


Analysis: Are we showing growth in ISTEP results over time?

Language Arts:Successive cohorts:

o Gr. 7 scores increased thus reversing the trend of decreasing scores.o Gr. 8 has seen a fall from 81% to 72% since 2005.o Gr. 9 scores decreased thus reversing the trend of increasing scores.o Overall, 2007 scores were lower than corporation goal of 85%.

Same group cohorts:o A decreasing scores trend exists as no class scored higher than their 6th grade year.

Math:Successive Cohorts:

o Gr. 7 scores have remained consistently in the 80s.o Gr. 8 scores have ranged between 78% and 85%o Gr. 9 scores decreased thus reversing the trend of increasing scores.

Same group cohorts:o A decreasing score trend exists for each class as each class achieved its lowest score from the most

recent test data.


Are we showing growth with students reaching the Pass Plus level?


PASS PLUS (%) - Successive Cohorts

9 8

14

8 86

36 5

17 17

24

1512 13

911 12

0

5

10

15

20

25

30

Gr.

7/LA

2005

Gr.

7/LA

2006

Gr.

7/LA

2007

Gr.

8/LA

2005

Gr.8

/LA

2006

Gr.8

/LA

2007

Gr.

9/LA

2005

Gr.9

/LA

2006

Gr.9

/LA

2007

Gr.

7/MATH

200

5

Gr.

7/MAT

H 2

006

Gr.

7/MAT

H 2

007

Gr.

8/MATH

200

5

Gr.8

/MAT

H 2

006

Gr.8

/MAT

H 2

007

Gr.

9/MATH

200

5

Gr.9

/MATH

200

6

Gr.9

/MATH

200

7


PASS PLUS (%) - Same Cohorts

9

6 5

86

17

12 12

17

13

02468

1012141618

Gr. 7/LA 2

005

Gr. 8/LA

2006

Gr. 9/LA 2

007

Gr. 7/LA 2

006

Gr.8/LA 2

007

Gr. 7/M

ATH 200

5

Gr. 8/M

ATH 200

6

Gr. 9/M

ATH 200

7

Gr. 7/M

ATH 2006

Gr.8/M

ATH 2007

Analysis: Are we showing growth with students reaching the Pass Plus level?

Language Arts:Same group cohorts show a trend of decreasing scores as no class scored higher than their 7th grade score.

Math:For successive cohorts, Grade 7 and 9 Math scores continued to increase between 2005 – 2007.Same group cohorts show a trend of decreasing scores as no class scored higher than their 7th grade score.


How does our performance compare with overall State results?

2007-2008 Results



Analysis: How does our performance compare with overall State results?

Language Arts:2007 ISTEP results for Griffith Middle School outperformed the state in both 7th and 8th grades.Same group cohorts outperformed state averages anywhere from 3% to 9%.

Math:2007 ISTEP results for Griffith Middle School outperformed the state in both 7th and 8th grades.Same group cohorts outperformed state averages anywhere from 6% to 8%.


Are we showing growth within our subgroups?


SUBGROUPS - Gr.8 LA (Successive Cohorts)

38

63

44

66

78

100

67

76

52

70

57

86

80

75

77

21

73

77

70

84

92

75

87

0 20 40 60 80 100 120

Special Education

Free/Reduced Lunch

Black

Hispanic

White

Multiracial

Male

Female

2005

2006

2007

SUBGROUPS - Gr. 8 Math (Successive Cohorts)

50

77

62

72

86

100

84

78

43

73

57

95

81

75

80

29

79

67

84

88

100

83

87

0 20 40 60 80 100 120

Special Education

Free/Reduced Lunch

Black

Hispanic

White

Multiracial

Male

Female

2005

2006

2007


SUBGROUP Gr. 7 LA (Successive Cohorts)

50

77

62

72

86

100

84

78

33

74

49

70

80

100

64

83

36

58

50

94

77

68

78

Special Education

Free/Reduced Lunch

Black

Hispanic

White

Multiracial

Male

Female

2005

2006

2007

SUBGROUP - Gr. 7 Math (Successive Cohort)

50

77

62

72

86

100

84

78

56

88

62

89

89

90

82

86

39

73

60

94

86

81

83

Special Education

Free/Reduced Lunch

Black

Hispanic

White

Multiracial

Male

Female

2005

2006

2007


Analysis: Are we showing growth within our subgroups?

Special education scores were the only scores to be at or below 50% in all categories for 2007.

Language Arts:8 LA

Special education and black students were the only groups to score at or below 50% for 2007.Special education scores decreased from 2006 to 2007 by 14%.Black scores decreased by 33% from 2005 to 2007 (77% to 44%).Hispanic scores declined 20% from 2006 to 2007 (86% to 66%)

7 LASpecial education students were the only group to be at or below 50% for 2007.Special education scores increased by 17% from 2006 to 2007 (33% to 50%).Free / reduced lunch scores consistently increased from 2005 to 2007 (58% to 77%).Hispanic scores decreased by 22% from 2005 to 2007.

Math:8 Math

Special education students were the only group to be at or below 50% for 2007.Special education scores consistently increased from 2005 to 2007 (29% to 50%).Female scores consistently declined from 2005 to 2007 (87% to 78%).Hispanic scores declined 23% from 2006 to 2007 (95% to 72%)

7 MATHSpecial education students were the only group to be at or below 50% for 2007.Hispanic scores decreased by 22% from 2005 to 2007.Female scores declined 8% from 2006 to 2007 (86% to 78%).


DATA – ISTEP – MEAN IPI

The data team next looked at specific standards for Math and Language Arts by breaking down the Mean IPI into data matrices.

LANGUAGE ARTS

Grade 7Reading

VocabularyReadingComp.

Lit Resp. &Analysis

WritingProcess

WritingApplications

LanguageConventions

07 76.8 67.7 75.1 71.9 63.1 77.306 76.3 74.7 70.0 73.0 59.6 78.305 78.1 71.5 70.6 63.1 54.3 71.304 67.2 72.6 78.6 66.6 65.2 74.8

Grade 8Reading

VocabularyReadingComp.

Lit Resp. &Analysis

WritingProcess

WritingApplications

LanguageConventions

07 78.7 72.5 69.2 60.8 62.2 78.406 76.2 78.9 75.7 60.7 69.8 81.805 78.1 76.3 79.1 66.7 64.9 84.304 73.5 74.1 78.9 63.1 59.3 79.3

MATH

Grade 7NumberSense Comp.

Algebra &Functions Geometry Measuremt.

ProblemSolving

Data Anal.& Prob.

07 62.8 53.7 65.3 60.6 69.9 46.3 52.306 62.7 49.9 62.7 66.8 75.5 29.4 53.505 57.5 46.1 64.2 54.4 74.0 35.9 56.504 54.2 49.7 66.9 59.2 54.2 33.7 48.5

Grade 8NumberSense Comp.

Algebra &Functions Geometry Measuremt.

ProblemSolving

Data Anal.& Prob.

07 71.5 51.4 58. 6 65.8 44.4 35.3 57.406 71.1 45.6 59.0 58.7 42.5 32.4 57.505 70.1 49.5 55.7 67.3 61.9 42.6 62.904 59.7 50.2 57.8 55.1 52.2 28.6 67.1


Analysis: What are our strengths and weaknesses in Language Arts?

Strengths:Reading Vocabulary and Language Conventions scored the highest in 2007 for grades 7 and 8.Reading Vocabulary was the only score to increase for both grades 7 and 8 from 2004 to 2007.

Weaknesses:Literary Response and Analysis scores showed consistent decline in grade 8 falling from 78.9 to 69.2. This score also marks the greatest decline in scores from 2004 to 2007.Literary Response and Analysis was the only score to decline for both grades 7 and 8 from 2004 to 2007.Reading Comprehension reached its lowest scores in 2007 for both grades 7 and 8.Writing Process and Writing Application consistently had the lowest overall score for both grades 7 and 8.

Analysis: What are our strengths and weaknesses in Math?

Strengths:Measurement scored the highest in 2007 for grades 7.Number Sense scored the highest in 2007 for grade 8.Number Sense scored consistent improvement for both grades 7 and 8 from 2004 to 2007.Problem Solving scores increased over 16% for grade 7 from 2006 to 2007.

Weaknesses:Data Analysis and Problems scores showed consistent decline in grade 8 falling from 67.1 to 57.4. Data Analysis and Problems and Measurement were the only two categories to score lower in 2007 than 2004 for grade 8.Problem Solving consistently had the lowest overall score for both grades 7 and 8.


DATA – ISTEP – STANDARDS DRILLDOWN

The data team next looked at specific standards for Math and Language Arts to determine strengths and weaknesses.

What are our strengths and weaknesses in Language Arts?

GRADE 9 LA


GRADE 8 LA


GRADE 7 LA


Analysis: What are our strengths and weaknesses in Language Arts?

Language Arts:Across grades 7-9, scores did not vary greatly by standards.Lit Response Analysis and Reading Vocabulary stood out the most as the lowest scores for grade 8 when compared to the state average.Writing Applications and Language Conventions scored the lowest for grade 9 when compared to the state on average score.


What are our strengths and weaknesses in Math?

GRADE 7 Math


GRADE 8 Math


GRADE 9 Math


Analysis: What are our strengths and weaknesses in Math?

Math:Gr. 9

In grade 9, when compared to the state average, Data Analysis and Problems, Algebra and Functions, and Problem Solving scored the lowest.In addition to the aforementioned, Geometry scored low on the percentage mastered compared to the state for grade 9.

Gr. 8Problem Solving and Measurement scored the lowest on average scores.Number Sense scored the lowest on percentage mastered.

Gr. 7Algebra and Functions, and Data Analysis and Problems scored the lowest on average scores.Problem Solving, Data Analysis, and Algebra and Functions scored the lowest on percentage mastery.


DATA – ISTEP – STANDARDS DRILLDOWN – SPECIAL EDUCATION

The data team next looked at specific standards for Special Education students due to our concern for their low subgroup scores.

What are our strengths and weaknesses in Language Arts for Special Education?

GRADE 7 Language Arts – Special Education


What are our strengths and weaknesses in Math for Special Education?

GRADE 7 Math – Special Education


Analysis: What are our strengths and weaknesses in Special Education?

Language Arts:Relative to the minimum passing score, Reading Vocabulary and Literary Response Analysis score consistently as the areas for needed improvement in grades 7-9.Writing Process proves to be the area of greatest strength.

Math:Measurement and Number Sense scored the lowest in various categories the greater number of times.Number Sense scored the lowest in grades 8 and 9 in percent mastery.Problem Solving scored the highest in all categories for average score relative to minimum passing score in grades 7-9.


Data Analysis: Conclusions1. Successive Cohorts

a) Total passing Gr. 7: Math ISTEP scores have remained consistently in the 80s.b) Total passing Gr. 8: LA consistently decreased from 05-07c) Total passing Gr. 9: LA/Math consistently increased from 04-06 but decreased in 07.

2. Same Cohortsa) Total passing from Gr. 6-8 in the class of 2011-12 steadily declined in LA/Mathb) Total passing from Gr. 7-9 in the class of 2010-11 steadily declined in Mathc) Gr. 9 LA defied state trend of drop off

3. Pass Plus % a) Same Cohorts consistently declined for classes 2010-2011 and 2011-2012 in LA/Math.b) Gr. 7 and Gr. 9 Math scores have consistently increased.

4. Statea) Our ISTEP performance consistently outperforms state averages in LA/Math

5. Subgroupsa) Special education scores were the only scores to be at or below 50% in LA and Math for 2007.b) Black LA scores decreased 33% from 2005 to 2007 in grade 8.c) Female and Hispanic Math scores declined in both grades 7 and 8. d) Free/reduced lunch LA scores increased 19% from 2005 to 2007 in grade 7. e) Special Education Math scores increased 21% from 2005 to 2007 in grade 8.

6. Mean IPIa) Reading Vocabulary and Language Conventions scored the highest in LA in 2007 for grades 7

and 8.b) Measurement scored the highest in Math in 2007 for grades 7.c) Number Sense scored the highest in Math in 2007 for grade 8.d) Literary Response and Analysis scores showed consistent decline in grade 8 falling from 78.9 to

69.2. This score also marks the greatest decline in scores from 2004 to 2007.e) Literary Response and Analysis was the only Math score to decline for both grades 7 and 8 from

2004 to 2007.f) Problem Solving consistently had the lowest overall Math score for both grades 7 and 8.g) Data Analysis and Problems scores showed consistent decline in grade 8 falling from 67.1 to

57.4.7. Standards Drilldown

a) Literary Response Analysis and Reading Vocabulary scored low compared to state averages for grade 8.

b) Writing Applications and Language Conventions scored low compared to state averages for grade 9.

c) Problem Solving was in the lower categories for grades 7-9 when looking at average scores and percentage mastery compared to the state.

d) Number Sense scored low grade 8.e) Data Analysis and Problems, and Algebra and Functions scored low for both grades 7 and 9.

8. Special Education Concernsa) Reading Vocabulary and Literary Response Analysis score consistently as the areas for needed

improvement in grades 7-9.b) Measurement and Number Sense scored the lowest in various categories the greater number of

times.


STRENGTHS AND WEAKNESSES

During staff development meetings, the following were determined as strengths and weaknesses based off ISTEP data, STAR data, and teacher evaluation.


Language Arts:

Strengths

Writing scoresWriting ProcessLanguage ConventionsReading Comprehension

Weaknesses

Literary Response. Students may be able to comprehend the text but are not able to pull from the text in order to answer questions. Reading Vocabulary. Students showed weak vocabulary in subject area knowledge as well as ISTEP scores.Special Education and Black subgroups showed consistently low scores.Student motivation to read. Many students try to take advantage of SSR time.Declining Hispanic scores.

Math:

Strengths

Improving Special Education scores.

Geometry scores.

Math scores remain consistently near or above the corporation benchmark of 80% in grades 7-8.

Weaknesses

Problem solving. There was a consensus that problem solving skills affected overall scores in other areas such as measurement and algebra.Females have showed a downward trend.Special Education and Black subgroups showed consistently low scores.Algebra and Functions.Declining Hispanic scores.


ACTION PLAN

GOAL: To increase competence in multi-step problem solving across the curriculum.MEASURABLE BENCHMARKS:

Same group cohorts will improve overall ISTEP Math scores by 3% each year Same group cohorts will increase ISTEP problem solving scores by 3% each year Subgroup: Special Education, same group cohorts will increase ISTEP problem solving scores by 4% each year. Using Math Department Rubrics, the overall student body will demonstrate a 15% increase on their end of the year post test

score as compared to their beginning of the year pretest score with writing the steps involved in solving multi-step word problems.

Targeted Goal: Strategies AccountabilityTimeline for Implementation

ProfessionalDevelopment Benchmarks

Increasing overall problem solving scores

Daily Warm-up Activities:Math teachers will include daily warm-up activities at the beginning of class that reinforce basic skills needed to solve multi-step word problems.Word problems will resemble the ISTEP format.

STAR Method:All teachers will include multi-step problems in their assignments, quizzes, tests, labs, and/or projects at least twice a month. These problems will be solved using the STAR method.

Posters:All classrooms will display posters of “Problem Solving Strategies: and the STAR Method for solving problems.Strategies: Find a pattern, make a table, work backwards, make a list, guess and check, write a number sentence.STAR: Search, Translate, Answer, Review

Problem Solving Day: All Pride classes will have a Problem Solving Day of the week where 15 minutes will be devoted to solving multi-step problems using differentiated instruction (peer learning, group discussion, written expression, etc.) and strategies

-Math teachers-Administrative observation

-All teachers-Administrative observation


-Pride Teachers-Math Committee-Administrative observation

2008

2008 after professional development is completed

2008


n/a

Training in using the STAR method

N/a

-Training in using the STAR method. -Designated Math Committee time to develop and train faculty

1. ISTEP2. STAR Math3. Local Assessment

ISTEP2009 – Spring Test

49.3% of 8th graders will be proficient in problem solving as measured on the ISTEP.

7th grade will increase problem-solving and overall Math scores by 3% from the fall test to the Spring Test.

85% of 8th graders will be proficient in Math on the Spring 2009 Exam.

2010- Spring TestStudents will increase problem-solving and overall Math scores by 3% from the 2009 Spring Test

2011- Spring TestStudents will increase problem-solving and overall Math scores by

supplied by the math committee.

CAI:All math teachers will incorporate Computer-Aided Instruction in their classrooms at least once a month to assist with problem solving activities. Utilize current programs (Accelerated Math, A+) and look into problem-solving software.

-Math Committee-Math Teachers-Administrative observation

2009 -Research and purchase problem solving computer program. -Update and maintain Accelerated Math software

3% from the 2010 Spring Test

STAR Math:Students will exhibit an increase in Math scores beyond the normal grade equivalency.

Local Assessment:Students will exhibit a 15% increase on their ‘Writing the steps in multi-step problem solving’ posttest.

Writing the steps involved in solving multi-step word problems.

Math BindersMath teachers may use binders that include any or all of the following: daily warm-ups, vocabulary, daily notes, daily assignments, quizzes, tests, and a weekly reflection writing out steps on how they solved problems.

Daily Warm-up Activities:Math teachers will include daily warm-up activities at the beginning of class that reinforce basic skills needed to solve multi-step word problems.Word problems will resemble the ISTEP format.

STAR Method:All teachers will include multi-step problems in their assignments, quizzes, tests, labs, and/or projects at least twice a month. These problems will be solved using the STAR method.

Problem Solving Day: All Pride classes will have a Problem Solving Day of the week where 15 minutes will be devoted to solving multi-step problems using differentiated instruction (peer learning, group discussion, written expression, etc.) and strategies




-Pride Teachers-Math Committee-Administrative observation

2008

2008



N/a

N/a

Training in using the STAR method

Training in using the STAR methodMath Committee development time.

See above.

supplied by the math committee.

Improving scores for subgroup: Special Education.

Transitional Math Class:A transitional math class will be created for 7th grade students after low achieving students are identified based of assessments and teacher recommendation. This class will be year long for 8th grade students.

Math Lab:A math lab will be created for low achieving students based off assessments and teacher recommendation. This class will be offered in addition to the student’s regular math class.

-Math teachers-Special Education teachers-Administration

-Math teachers-Special Education teachers-Administration

2008

2009

Training for teachers to reach low achieving students.

N/a

1. ISTEP2. STAR Math3. Local Assessment

ISTEP2009 – Spring Test

7th grade special education students will increase problem-solving and overall Math scores by 4% from the fall test to the Spring Test.

54% of 8th grade special education students will be proficient in Math on the Spring 2009 Exam.

2010- Spring Test

7th and 8th grade special education students will increase problem-solving and overall Math scores by 4% from the 2009 Spring Test

2011- Spring Test

7th and 8th grade special education students will increase problem-solving and overall Math scores by 4% from the 2010 Spring Test

GOAL: To increase competence in reading vocabulary across the curriculum.MEASURABLE BENCHMARKS:

Same group cohorts will increase ISTEP vocabulary scores by 6% from 2008 to 2011 Subgroup, Special Education, same group cohorts will increase ISTEP vocabulary scores by 7% from 2008 to 2011.



Increase vocabulary scores

SQ4R:Students will use the SQ4R process to locate and derive meanings of unfamiliar words in text.

Vocabulary Lists:Students will use standards-based vocabulary lists and materials.

Accelerated Reader:Students will use the Accelerated Reader software program in all English classes.

SSR:Students will engage in 75 minutes of sustained silent reading time during PRIDE class every week.

Differentiated Instruction:Students will engage in a variety of differentiated vocabulary activities such as word walls, semantic maps, and word games.

Root Study:Students will learn prefix and root meanings in subject area vocabulary.

Quizzes and Tests:Vocabulary words will be included on quizzes and tests in all subject areas.


-English teachers-Administrative observation

-English teachers

-PRIDE teachers




2008

2008

Current

Current

2008

2008

2008

Training in using the SQ4R method.

N/a

N/a

N/a

Training in using differentiated vocabulary instruction.

Training in using roots and prefixes in subject area.

N/a

1. ISTEP2. STAR Reading3. Local Vocabulary

Assessments

ISTEP:2009 – Spring Test

78.8% of 8th graders will be proficient in ‘Reading Vocabulary’ as measured on the ISTEP.

7th grade will increase ‘Reading Vocabulary’ scores by 2% from the fall test to the Spring Test.

2010- Spring TestStudents will increase ‘Reading Vocabulary’ scores by 2% from the 2009 Spring Test

2011- Spring TestStudents will increase ‘Reading Vocabulary’ scores by 2% from the 2010 Spring Test.

STAR Reading:Students will exhibit an overall increase in Reading scores beyond the normal grade equivalency.

Local Assessment:Students will exhibit improvement in subject area vocabulary based off pretest and posttest scores.

Improving scores for subgroup: Special Education.

Mastery Learning:Students will be encouraged to achieve mastery in subject area vocabulary through correctives on assignments and retakes on vocabulary quizzes and tests.

-All teachers-Special Education teachers

2008 Training for teachers to work with students with IEPs for Language Arts.

ISTEPSTAR ReadingLocal Vocabulary Assessments


7th and 8th grade special education students will increase ‘Reading Vocabulary’ scores by 2% from the fall test to the spring test.

2010- Spring Test

7th and 8th grade special education students will increase ‘Reading Vocabulary’ scores by 2½ % from the 2009 Spring Test

2011- Spring Test

7th and 8th grade special education students will increase ‘Reading Vocabulary’ scores by 2½ % from the 2010 Spring Test

GOAL: To increase competence in written textual response across the curriculum.MEASURABLE BENCHMARKS:

Same group cohorts will increase ISTEP literary response analysis scores by 6% from 2008 to 2011.



Increase literary response analysis scores.

SQ4R:Students will use the SQ4R process when reading texts in all subject areas

Accelerated Reader:Students will use the Accelerated Reader software program in all English classes.

SSR:Students will engage in 75 minutes of sustained silent reading time during PRIDE class every week.

Reading Strategies:Students will engage in before, during, and after reading activities such as note taking, story webbing, group talks, and summarizing.

Written Text Responses:Students will respond to texts in writing in all subject areas.

Open-ended Questions:Students will respond in writing to open-ended questions in all subject areas.

CAI:Students will use computer-aided instruction such as Web Quests in the classroom to enhance written text responses at least once each semester.

Open Ended Responses

Students will write an essay (narrative, persuasive, expository or descriptive) of 500 words that clearly demonstrates planning and organization. Students will follow all grammar, capitalization


-English teachers

-PRIDE teachers





-English Teachers

2008

Current

Current

2008

2008

2008

2008

Current

Training in using the SQ4R method.

N/a

N/a

Training in using differentiated reading response activities.

N/a

N/a

Training in using computer-aided instruction to enhance written text responses.

Training in 6+1 Writing.Grader development time.

1. ISTEP2. STAR Reading3. Local Vocabulary

Assessments


77.1% of 8th graders will be proficient in ‘Literary Response and Analysis’ as measured on the ISTEP.

7th grade will increase ‘Literary Response and Analysis’ scores by 2% from the fall test to the Spring Test.

2010- Spring TestStudents will increase ‘Literary Response and Analysis’ scores by 2% from the 2009 Spring Test

2011- Spring TestStudents will increase ‘Literary Response and Analysis’ scores by 2% from the 2010 Spring Test.

STAR Reading:Students will exhibit an overall increase in Reading scores beyond the normal grade

and punctuation rules, and will adjust style and tone for their audience.

equivalency.

Local Assessment:Students will exhibit improvement in subject area exams that require written textual responses such as short answers and essays.

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