Capstone Presentation

Vicky ChilesSabin Middle School

EDLS 643

GoalsStudent Achievement

• Increase eighth grade writing scores/boys by 20%.• Close achievement gaps in writing for all students.

Parent Involvement

• Increase parent awareness/volunteerism to enhance student learning

Positive Behavior Intervention System

• Promotion of/Continued student achievement• Proactive discipline/less reactive discipline• Student Achievement rewarded• Continued Teacher participation/training• School wide participation

Rationale

• To close the achievement gap in writing for all students using new student engagement strategies and best practices with an emphasis on male students.

• Using team concepts to promote student achievement growth, full implementation and integration of best practices across all content levels and grades throughout Sabin Middle School.

• Provide teaching staff with additional tools for success through professional development in gender learning differences, PBIS benefits and “team concept” best practices.

Rationale (continued)

• To promote student achievement continued work with parental involvement will be necessary to give parents a renewed ownership in their students education.

• Positive student/teacher engagement will increase the reduction of Level 1 and Level 2 student referrals using PBIS best practices and team interventions will keep students in the classroom learning.

• Teachers will collaborate/use with fidelity the new concepts/tools that they are given to increase student learners ability to achieve their educational goals.

SMART GoalStudent Achievement

• 60% of 8th grade male students at Sabin Middle School will score proficient or advanced in writing measured by the 2013 TCAP.

• By the end of 2012-2013 school year Sabin Middles School will see a 15% increase in community/parental support/volunteering in school activities including academics and extra curricular activities to promote student achievement in all areas, especially writing.

Sabin MSWriting This SchoolAll Students 51%Female 61%Male 42%Black 26%Asian n/aHispanic 38%Multiracial 60%American Indian or Alaskan Native n/aNative Hawaiian/Pacific Islander n/aWhite 60%Free lunch eligible 38%Reduced lunch eligible 57%Not eligible for free/reduced price lunch 67%IEP 5%Non-IEP 55%

Limited English proficient (LEP) 21%

2011 TCAP Writing Statistics

Resource: Colorado Department of Education

2010-5th graders 2011-6th graders0

10

20

30

40

50

60

UNSATPPPAA/P

CSAP/TCAP Writing Data 2013 Sabin 8th Grade/Male Students

Resource: Colorado Department of Education

Major Improvement Goal #1: _ Top Quality Tier 1 instruction for every student, every day, in every classroom through differentiated instruction and a personalized learning plan as evidenced by:

Strategy: All PLC group strategies will focus on one of the following areas: literacy across the curriculum, student engagement, or content vocabulary. All writing teachers will use reciprocal teaching in order to increase student critical thinking on a weekly basis as evidenced by student work samples. All writing teachers will use student writing conferencing in order to increase the engagement of boys/FRL students in their classrooms on a weekly basis. Root Cause(s) Addressed: Reading root cause: instructional framework has not consistently provided for growth of student critical thinking skills related to processing text. Writing root cause: instructional framework has not consistently provided for the academic engagement of boys and FRL students. Math root cause: instructional framework has not consistently provided for student mastery of math vocabulary at a level which allows students to make sense of math instruction. Alignment with SMART GOAL:To close the gap on 8th grade male scores, which is documented by the 2010 and 2011 TCAP data, writing teachers need to use proven instructional strategies targeting 8th grade male students, paired PBIS rewards. By raising the proficient/advance male students 20% on the 2013 TCAP test this group will achieve 60% in the proficient and advanced category.

SABIN UIP DOCUMENTATION

Parent Involvement•Part of the UIP-2010, 2011•Area of concern from the climate survey-2010, 2011•Create partnership/ownership•Increase student achievement

Positive Behavior Intervention System

Artifacts/Highlights Supporting Project

• Area of concern from climate survey-2011•Classroom management support/positive interactions•Reduce discipline issues/keeping students in the classroom learning•Increase student achievement•Create positive school climate•Mandate from district-2009-present•Part of the UIP-2010, 2011

From Sabin MS UIP- Data Analysis Worksheet-Performance indicators-performance growth gaps

Writing: --In two areas, the gap was reversed: minority students have a higher growth percentile than non minority students, and ELL students have a higher growth percentile than non ELL students --The smallest gap was between girls and boys; girls have a 10 point higher growth percentile than boys --The largest gap was between IEP students and non IEP students, at 14 points

Needs: --Close the gap for FRL, IEP, and boys. The writing PLC is currently using a Two Questions strategy to determine root cause.

Teachers are examining a lack of engagement of male students in writing classes and activities as a possible root cause. They are also examining data for minority male students to determine engagement levels.

SABIN UIP DOCUMENTATION

Major Improvement Goal #3: __ A positive climate and culture exists as evidenced by Positive Behavior Support system, implemented with fidelity, parent and community involvement and a sense of community as evidenced by (strategy):

Strategy: Increase informal parent involvement opportunities. Evidence of effectiveness will be measured through parent surveys.

Root Cause(s) Addressed: Lack of parental involvement, as evidenced by Sabin’s 2011 Climate Survey. The reason for lack of parental involvement was not identified on the Climate Survey, so further surveying is needed (see action steps) in order to determine root cause. Root cause is a lack of understanding on our part as to the reasons for low parental involvement.

Sabin Middle School Areas of Strengths and Weaknesses

Student AchievementStrengths Weaknesses1. Reading/Writing gains 1. Not closing achievement gap at

steady rate2. Autism Lab/SAIL program 2. Not all teams function across grade levels3. 6th Grade level team structure4. Dedicated Reading Teacher per team 3. Lack of parent involvement5. Additional math tutorial classes for 4. Lack of parental U or PP students awareness/communication

Parent InvolvementStrengths Weaknesses1. 6th and SAIL parent participation 1. 7th-8th parents lack of parent

involvement/volunteerism2. High extra curricular activity attendance 2. Changing parent contact info not updated3. High performing arts attendance 3. Declining parent-teacher conference

attendance throughout the year

BudgetStrengths Weaknesses1. District Grants Office 1. Continuing budget cuts ---LRT2. Fundraising efforts positions 3. Re-allocation of funds to 2. Continued increase in

class thriving programs sizes

DisciplineStrengths Weaknesses1. Follow through/consistency 1. More severe infractions-

drugs /guns

School CultureStrengths Weaknesses1. Diversity 1. Demographic shifts—

climate\2. Music/Sports program growth 2. Lack of funds for

promotion

Strength and Weakness continued….

D-11 Middle School Comparison Level II Referrals

2010-2011Level II Referrals

Schools # of Incidents Percentage

A 40 2.7B 212 14.1

C 98 6.5D 35 2.3E 403 26.9F 262 17.5G 219 14.6H 70 4.7I 161 10.7Total 1500 100%]C is representative of Sabin MS

2011-2012Level II Referrals

Schools # of Incidents Percentage

A 70 3.7B 250 15.1

C 86 5.4D 42 2.9E 434 27.0F 243 14.9G 241 14.7H 63 4.0I 225 12.3Total 1604 100%

Staff us-ing PAWS

6th graders using PAWS

7th graders using PAWS

8th graders using PAWS

0%10%20%30%40%50%60%70%80%90%

2009-20102010-20112011-2012

PAWS Participation

Month2012-13

Activities/Strategies Persons(s)Responsible

Resources Outcomes Barriers/Interventions

Evidence ofSuccess

AUGUST

8/13/12Introduction on Action Plan Principal Handouts to include

data, action planStaff awareness Buy-in Feedback / survey

AUGUST

8/13/12

Ongoing

Monthly/PLC”s

Spence Rogers classroom management strategies, student engagement, best practices workshop

Assistant principal/Team leaders

Spence Rogers curriculum, books, handouts $5000.00

6 hour training/2 days- 8/13/12Ongoing Monthly PLC Meetings

Teachers will have multiple resources to implement new strategies to engage and motivate all learners and their different needs (male/female, class, age, etc)

Teacher implementation of subject matter with fidelity.

Intervention: promote team concept with co-teaching or PLC co-teaching

Teachers will be required to use one new strategy of their choice each month posted in lesson plans/with reflection.-turned into team /PLC leader(s) Reviewed with PLC group monthly. Evidence: less referrals- referral data, walk-through’s, teacher evaluations

October

Through

February

Writing Teacher Peer Observations of Reciprocal Teaching with feedback loops

One day per month, rotation- each teacher X4 for the year

LRT, Principal -All writing teachers -Teacher release time-substitute teachers -$1600.00 for substitute

Teacher/teacher observations to collect/ reinforce best practices and provide feedback in a non-threatening environment

Teacher willingnessFollow through

Intervention: tie into evaluation rubric

Teachers collaboratesuses strategiesEvidence of teacher feedback, lesson plan documentation/teacher evaluation

October

Through

February

Writing PLC Group• book review-Micheal Gurians, “Differences in Boys and Girls Learning” Teachers will read, group discussion/implementation practices• Cumulative gains report/progress reports will be pulled for male students every two weeks and analyzed for fidelity of use of program and for student growth

Writing PLC LeaderAssistant Principal

Writing Teachers, PLC Leader, Team LeaderPrincipal

Books8- books- $200.00

None

To receive new strategies dealing with gender targeting male students

Teacher willingness and follow through

Intervention: group activity, team leader led and will check ongoing progress

Referrals of students to the problem solving team, RTI process, based upon intervention data, Movement of students into/out of intervention programs Evidence of fidelity of use (time on program, intervention flags, etc.)

SABIN ACTION PLAN

Month2012-13

Activities/Strategies Person(s)Responsible

Resources Outcomes Barriers/Interventions

Evidence ofSuccess

August 2012new year teacher PD-3 hoursOngoing

QuarterlyCheck-ups

WeeklyE-mails With Strategies

1st week of School

1st- 3rd quarterParent teacher conf,

PBIS Professional Development-Teachers• Team based PBIS plans/strategy session-quarterly team check-ups• school wide implementation plan• teacher responsibilities/benefits• student responsibilities/benefits

Students Introduction• assembly for each grade level

Parent Introduction/Review and Open Forum• 30 minute meeting

PBIS Facilitator , Team Leaders Assistant Principal

PBIS Facilitator

PBIS Facilitator

Handouts, team planning, rewards

PBIS allotted funds $500.00 -yearPBIS fundraisingPBIS grant writing

Rewards, PAWS buck, $200.00

Handouts, refreshments $75.00

Promote a positive classroom environment

Reduce office referralsKeeping student in class and learning

Build buy-in for students and awareness of program

Parent awareness

Lack of staff implementation with fidelityIntervention: Team activity, team requirement

FundsIntervention: fundraising

FundsIntervention: fundraising

Evidence:Team collaboration/successStudent surveys results

Less student referrals-tracked by classroom

Student participation, student surveys and student committee

Parent survey

September2012

Monthly

Parent involvement• Parent/community letter and on website sent to all stakeholders outlining our school involvement plans for the school upcoming community outreach and volunteer opportunities• Minimum of 3 community activities

• stakeholder/parent newsletter/website: updates, shout-outs, upcoming events and status reports

• In Newsletter: Parental tips and strategies on how parents can help with writing and focused learning at home.

Responsible: Administration Team

Parent attendanceTracked by teams and Activity sign in sheets

Webmaster, teachers providing info, adm. Assistant

Writing PLC group

$300.00 for letter mailing costs

Time

Time

time

Stakeholder volunteerism/awareness

Keep communication open and current info updated

Increased parent involvement

Lack of or quality community outreach activities or lack of selected activities. Interventions: Brainstorm outreach activities with all stakeholders

Follow throughIntervention: reminders, on monthly calendar

ApathyIntervention: continued push

3 or more activities planned and have good attendance Activity sign-in sheets to monitor attendance

Parent surveys feedback

Surveys/feedback

SABIN ACTION PLAN

Month2012-13

Activities/Strategies Persons(s)Responsible

Resources Outcomes Barriers/Interventions

Evidence ofSuccess

Monthly

SeptemberOctoberNovemberJanuaryFebruaryMarchAprilMay

PLC/TEAM review of progress/challenges Survey

(during monthly PLC/TEAM meeting already scheduled)

Principals in charge of PLC/Team

PLC/TEAMLeaders

Completed surveys w/ updates as needed

Continued communication

Follow through Feedback, surveys

MayStaff PD

Staff Action Plan Review

• review challenges/successes• what worked/what didn’t• recognitions• brainstorm plans for next year

principals Data from throughout the year

Rewards/food

$300.00

Team/staff buildingrecognition

Follow through Staff surveys, feedback

May

Already scheduled Student AwardCeremonies

Action Plan Review Celebration

• Short Data review• Recognition of exemplary PAWS student•Recognition of parent volunteers

(during already scheduled student awards ceremonies and/or end of the year music concerts)

PrincipalsPBIS Facilitator/Committee

Student committee

Data from throughout the year

Rewards/food

%500.00

Stakeholder/community buildingSchool culture buildingrecognition

Attendance of at least 50%

Follow through

Intervention: advertising of event

Feedback, stakeholder surveys

SABIN ACTION PLAN

Communication Plan

Our Quest: Inform all stakeholders with fidelity any and all aspects of our mission to increase the academic achievement of Sabin Middle School students outlined in the action plan in a timely manner.

Sabin Middle School Stakeholders

Internal• District Administration• Campus Administration• Instructional Staff• Students

External as needed• Community Members• Parents• DAC• SAC

Communication Plan• Communication is direct, to the point, clear and easy to understand by all

stakeholders• Communication is delivered in a timely manner to the appropriate group• Provide training in all elements of the required communication needed to

all staff involved• Collection of data and feedback is provided to appropriate group in

outlined form for further reflection/discussion• Communication that will be used:

– E-mail– Face to face– Printed materials