Updated 3/19/09 1

Morton Junior High School

School Improvement Plan (SIP)

2009– 2011

Updated 3/19/09 2

Table of Contents: I. AYP Performance Targets………………………………………………….…3 II. School and Community Information……………………………………….…4

A. School……………………………………………………………………..4 1. Morton Unit School District 709………………………………..4 2. Students…………………………………………………………4 3. Attendance and Mobility……………………………………..…4 4. School Staff…………………………………………………..…4 5. Our Leader………………………………………………………5 6. Safety, Cleanliness, and Adequacy of School Facilities………...5 7. Classroom Discipline/Learning Climate…………………...……5

B. Our Community…………………………………………………………...6 1. Location…………………………………………………………6 2. Morton’s Economic Development Efforts……………………...6 3. Companies & Industries………………………………………....7 4. Colleges and Universities………………………………………..7

III. Goal Statements and Measurable Objectives for 2007-2009………………….8 IV. Reflection………………………………………………………………….......9 V. Data Collection & Analysis…………………………………………………..21 VI. Action Plan for Implementing Best Practice………………………………....41 VII. Learning Standard Implementation…………………………………………..42 VIII. Family and Community Involvement………………………………………...42 IX. Review, Monitoring, and Revision…………………………………………...43

Updated 3/19/09 3

I. AYP Performance Targets

The No Child Left Behind Act of 2001 requires all states to measure each public schools and district's achievement and establish annual achievement targets for the state. The goal is for all students to meet or exceed standards in reading and mathematics by 2014. Each year, the state will calculate a school or district's Adequate Yearly Progress (AYP) to determine if students are improving their performance based on the established annual targets.

How Illinois Calculates AYP: Adequate Yearly Progress (AYP) calculations in Illinois are now based on three factors, beginning in 2003:

The percent of reading and math scores that meet or exceed standards, compared to the annual state targets;

The participation rate of students in taking the state tests, which must meet or exceed 95%; and

The attendance rates of students in elementary and middle schools, and the graduation rates of students in high schools, which must meet or exceed the state's annual targets.

Federal and state laws specify adequate yearly progress (AYP) as an accountability measure for Illinois public schools in:

Reading Mathematics Percent of students tested

The graduation rates of high school students Three of these measures – reading, mathematics, and percent of students tested – are further

disaggregated by ten subgroups, making 41 performance targets in all. The School Report Card provides AYP information in Yes/No format for each of the 41 performance targets, as applicable. At a minimum, a school must include in its SIP those performance targets marked “No” (not met). By law, any unmet target becomes a school’s performance target.

At this time Morton Junior High School MEETS in all applicable AYP performance target areas. Please see the School Report Card in section V (Data Collection & Analysis).

Updated 3/19/09 4

II. School and Community Information A. Morton Junior High School

Morton Junior High School is a seventh and eighth-grade public school established in 1955 that currently houses 430 students and 38 instructional staff members. It is the only junior high/middle school in Morton Community School District #709. Morton Junior High School is located in Morton, Illinois.

The facilities at Morton Junior High consist of thirty-five classrooms, a science lab, gymnasium, library, and 3 computer labs. 1. Morton Unit School District 709

Morton Junior High School is part of the Morton Unit School District 709, one of 18 school districts in Tazewell County. The Morton Unit School District 709 serves approximately 2,647 students in four elementary schools, one junior high school, and one high school. Its attendance area encompasses the communities of Morton, Groveland and small areas of Washington and East Peoria.

In the district, the current enrollment consists of 1.4 percent Hispanic students, 94.7 percent Caucasian, 1.0 percent African-American, 2.2 percent Asian/Pacific Islander, 0 percent Native American students, and 0.6 percent multiracial students. Instructional Expenditure per Pupil was $5,799.

2. Students At the present time, the student enrollment at Morton Junior High is made up of 96.4

percent Caucasian, 1.1 percent black, 0.7 percent Hispanic, and 1.1 percent Asian/Pacific Islander. Six percent of the students qualify for free and reduced priced meals. The student population is comprised of students with two home languages. These languages, in order of student enrollment, are English and Spanish. Morton Junior High has several funded programs, which focus on helping “at risk” students, and the special needs of all students. This assistance is provided by having both during and after-school programs with specialized instruction. Morton Junior High School also has a gifted and talented program for identified students. 3. Attendance and Mobility

Student attendance rates at Morton Junior High School have remained steady over the past few years. Morton Junior High School has an average daily attendance of 95 percent. Enrollment numbers increase/decrease approximately 10 percent annually. The mobility rate is currently 7.3 percent. 4. School Staff The staff at Morton Junior High School includes: 35 regular teachers, 2 reading specialists, 4 special education teachers and 9 teachers aides. The numbers of years the teachers have taught, by grade level, are shown below:

Updated 3/19/09 5

Grade Level 1-3 4-5 6-8 9-10 11-15 16-20 21-25 26+ 7 1 6 1 1 1 1 8 2 2 2 2 2

7 and 8 1 4 2 1 2 1 3

Additional personal include the school principal, one assistant principal, one guidance counselor, three secretaries, a head custodian, a librarian, and food service workers. Several bus drivers and utility workers also provide services to students.

Other support personnel available to assist in meeting the needs of Morton Junior High students include the district psychologist, a speech and language specialist, and network computer engineer. Our student/teacher ratio is 17 to 1. 5. Our Leader

Our principal is Mr. Greg Crider. He is in his third year as principal of Morton Junior High School. He has been in education for 13 years. Mr. Crider taught 9 years as a 6th grade teacher and spent one year as a middle school principal/activities director before coming to Morton.

Our assistant principal is Mr. Chris Carter. He is in his 3rd year as assistant principal of Morton Junior High School. He has been in education for 12 years. Mr. Carter taught 9 years as a 6th grade teacher before coming to Morton. 6. Safety, Cleanliness, and Adequacy of School Facilities:

Morton Junior High School and the district are both committed to having a safe and clean environment for learning. At the site level, there is a Crisis Management Plan; regular fire and emergency drills are held. Planning for various potential emergencies is done in coordination with the district crisis management committee, with the district, and school plans stressing safety for the students first.

The maintenance department handles specific safety concerns regarding buildings and grounds at the school site. On-site custodial staff takes care of the day-to-day safety concerns that may arise. Our professional staff of two custodians performs the basic cleaning operations in every classroom every day.

Other aspects of the school/district safety program include: • District safety committee • Bus evacuation drills • Fire safety inspections • Campus supervision

7. Classroom Discipline/Learning Climate Morton Junior High School provides a disciplined, but stimulating, learning climate for

students. The climate for learning at Morton Junior High is enhanced by involved parents. Parents are encouraged to become involved in school, to help with homework, and to encourage and honor their child’s successes. Student discipline is the responsibility of all Morton Junior High staff members.

A major goal is to provide a positive climate for learning in order to assure student achievement, enhance service to others, and develop positive social behavior. To reach this goal, Morton Junior High offers many opportunities for student participation and recognition.

Updated 3/19/09 6

Students are encouraged and expected to maintain appropriate behavior at all times because disruptions interfere with learning. Student handbooks and other information about school and classroom rules are distributed and discussed on a regular basis.

Subject matter and courses are reviewed on a regular basis. Academic standards have been developed in alignment with the Illinois State Academic Standards and local needs. Parents are encouraged and welcome to be active participants in the process. B. Our Community 1. Location

Morton is located in Tazewell County and has a population of more than 15,000. The median age is 40 years, and there is a large percentage of family households. Twenty-six percent of the nation’s population lives within 500 miles of Morton with a property tax rate of 6.8207 percent. Known as the Pumpkin Capital of the World, Morton is at the intersection of Interstates 74 and 155. With easy access to major cities and the Illinois state capital, Morton is actually located midway between St. Louis, Chicago, Indianapolis, and Des Moines. This prime location — just 10 minutes from Peoria, 30 minutes from Bloomington-Normal, 50 minutes from Springfield and three hours from Chicago and St. Louis — gives Morton the benefits of city living without the inconveniences. Peoria, a city of 100,000, offers major shopping centers, specialized medical care, professional sports events and higher education opportunities.

The town of Morton has limited industry beyond the Caterpillar plant and many residents work outside of the community. The general financial status, community pride, and emphasis on family have been an attribute to the educational system of Morton schools and student learning. While parenting issues have been a continual concern at Jefferson, it remains a minority of the general population and of the families at Jefferson.

Two airports serve Morton. Just 12 miles away is the Greater Peoria Regional Airport, with the longest runways in downstate Illinois, jet and turboprop commuter service, and car rental services. Also nearby is Central Illinois Regional Airport in Bloomington-Normal. Morton offers cable and satellite television services as well as local Internet service and mobile phone service providers. Bringing the news to Morton residents are three daily newspapers — the Peoria Journal Star, the Pekin Daily Times and the Bloomington Pantagraph — and two weekly newspapers — Morton Times-News and Morton Courier. 2. Morton’s Economic Development Efforts

With nearly 15,000 jobs and growing, Morton is a leader for Tazewell County. Morton enjoys consistent growth due to a multi-faceted approach that yields a strong base of existing businesses and an attractive setting for new businesses. Regular communication with current business owners regarding their concerns and feasible ways to deal with those concerns demonstrates a high level of commitment to service.

Expansion is an important facet of Morton’s economic development efforts. As a liaison with the Economic Development Council for Central Illinois, the Illinois Department of Commerce and Economic Opportunity, and the Village of Morton, the Morton Chamber of Commerce tracks financial incentive programs available to new businesses as well as new developments in transportation and technology. Sharing that knowledge and experience with businesses and similar groups in area communities also strengthens the central Illinois business climate as a whole.

Updated 3/19/09 7

3. Companies & Industries

Morton adds depth to the economic base of Tazewell County with a diverse and stable business community. Several nationally recognized businesses enjoy the economic benefits of being located in the Morton area. Local companies that have a large impact on our community include: Caterpillar Worldwide Parts Distribution Center, Nestle/Libby’s, Morton Buildings, and RMH Foods. 4. Colleges and Universities

Illinois State University in Bloomington-Normal, the home of the Redbirds, was founded in 1857 and was the state’s first public university. Academic majors include applied science and technology, arts and sciences, business, education, fine arts, and nursing. There are also complete athletic programs for men and women. The University sponsors community programs and events for youth, lifelong learners, senior citizens and other residents, for educators and alumni, and for employers and business professionals. On- and off-campus programs in the areas of the arts, entertainment and recreation are always popular. Other services include career exploration and development, distance education, conference facilities and research resources.

Bradley University in Peoria, the home of the Braves, serves 6,000 students on its 75-acre campus. Founded in 1897, Bradley became a university in 1946. Today, it offers 90 programs in five colleges, as well as the graduate school’s 13 degrees in 31 academic areas. With a faculty of 300, the average class size at Bradley is 24 students. Bradley also boasts a job placement rate of 96 percent for its graduates. National honors include a number four rank among regional colleges and universities in the Midwest and number three in the Midwest list of best values by U.S. News and World Report, as well as being named to Princeton Review’s 2003 guide as one of The 345 Best Colleges. Bradley’s WCBU-FM public radio and WTVP-TV public television stations, with studios on campus, serve all of central Illinois.

Illinois Central College (ICC) in Peoria and East Peoria was founded in 1967. Offering night, weekend and summer classes, the college grants associate’s degrees and occupational certificates. Continuing-education classes for adult learners are also popular; the University of Illinois at Springfield offers courses here as well. ICC’s Professional Development Institute provides the best in computer and business training for area residents. The Intercultural Diversity Program is dedicated to bringing together individuals with many differences and helping them to learn to communicate and cooperate.

Other colleges and universities in the area include Illinois Wesleyan University in Bloomington, Eureka College in Eureka, Knox University in Galesburg, Lincoln College in Normal, Lincoln Christian College and Seminary in Lincoln, Mid-state College in North Peoria, Robert Morris College in Peoria, Spoon River College in Canton, University of Illinois School of Medicine in Peoria and Heartland Community College in Normal.

Updated 3/19/09 8

III. Goal Statements & Measurable Objectives for 2007-2009 GOAL #1: Improving student achievement through optimization of our delivery system and physical environment.

OBJECTIVE #1: By the end of each school year, 100% of students will have participated in at least 4 interdisciplinary units involving multiple content areas within a team.

OBJECTIVE #2: By the end of 2008-09 school year, newly acquired building space will be configured to accommodate safety concerns and classroom needs. OBJECTIVE #3: By the end of the 2008-09 school year, a variety of scheduling and academic options will be explored to achieve optimal deliver systems and improved time management.

GOAL #2: Improving student reading, writing, and public speaking skills across the curriculum through meaningful classroom experiences. OBJECTIVE #1:

By the end of the 2008-09 school year, the number of students meeting or exceeding the state standards in reading and writing will increase.

OBJECTIVE #2: By the end of the 2008-09 school year, 100% of students will have participated in at least 3 public speaking activities annually.

GOAL #3: Improving student math skills. OBJECTIVE #1:

By the end of the 2008-09 school year, 95% of students will meet or exceed the state standards in mathematics.

OBJECTIVE #2: By the end of the 2008-09 school year, 80% of all students annually will meet or exceed the state standards in math extended response categories of mathematical knowledge, strategic knowledge, and written explanation.

Updated 3/19/09 9

IV. Reflection on Former Goals (2007-2009) A. Department Reflections 1. Language Arts Department

As part of the school improvement plan, the language arts department will summarize the advancements in the areas of reading and writing for the 2008-2009 school year. The department consists of two seventh grade, two eighth grade, and one units writing lab instructor. They are Kristen Schick, Ben VandenBerg, Megan Hasler, Shelley Reichert, and Jeanenne Plevka respectively. Reading

The language arts department reports gains in ISAT scores in 2008. Both seventh and eighth grade reading scores improved from the previous scores in 2007. For the seventh grade, reading scores improved from 85% meeting or exceeding state standards to 88%, an increase of 3%. The score of 88% remains well above the state average of 78%. Eighth grade reading scores increased from 88% in 2007 to 90% in 2008, an increase of 2%. Eighth grade scores are also well above the 81% state average of students meeting or exceeding state standards.

With the recent adoption of Northwest Evaluation Associations computerized Measures of Academic Progress (MAP) tests, the language arts department has begun to use the categorized results to utilize differentiated instruction in the classroom. With reports including scores in the areas of Literary Works, Literature, Reading Strategy and Comprehension, and Word Analysis, the language arts teachers have a better idea how to differentiate instruction to meet the dynamic needs and skills of the students. The MAP scores Lexile reading range scores are also helpful in better identifying a student’s reading ability and subsequently giving a better opportunity to connect a student to skill appropriate literature. Seventh and eighth grade teachers continue to introduce new literature into the curriculum and find new, creative ways to teach it. Writing

Due to ISAT only testing in eighth grade for writing, the language arts department can only report on half of our students in this category. Eighth grade scores have improved considerably since 2007 with a gain of 11%. The 2008 percentage of MJHS students meeting or exceeding state standards in writing was 71%, up 9% from the state average of 63%.

In addition to using MAP tests scores to better differentiate students’ ability levels, the language arts department can use the itemized, scored results from Composition, Grammar and Spelling, Punctuation/Capitalization/Structure, and writing for a variety of purposes. The scores from these specific areas assist us in making instrumental decisions regarding differentiated instruction.

Since the 2007 school year, the language arts department has asked the Morton Junior High School Administration to review the prospect of instituting a supplemental writing class to alleviate some of the challenges in writing. Compared to other schools in our demographic that have two separate periods of reading and writing, we felt the need for an additional class to assist in the instruction of writing specifically. After the approval of the course, Morton Junior High School created a new technical writing lab position in 2008 that all students will take for nine weeks as an additional “units” course. This recent addition has given the language arts teachers the opportunity to restructure the time that we spend on writing and better facilitate the students

Updated 3/19/09 10

in all areas of their language development. It has also given us the luxury of working with another language teacher to complement the teaching of writing. Language Arts Summary

This year has been a great year for the language arts department at MJHS. With gains in all areas of ISAT scores compared to last year, the adoption and implementation of MAP test, and the installment of a new writing course, the department has undergone great changes since last year. With the recent addition of Jeanenne Plevka as a technical writing instructor and Nationally Board Certified Shelley Reichert, the language arts department has experienced advancements and healthy growth. These changes will mature the department and further develop our teachers and students into becoming better language learners. We’re looking into the 2008-2009 school year with anticipation.

2. Math Department Over the past 2 years, the MJHS math students have continued to score well above the

state average on the ISAT tests. When the SIP was updated 2 years ago, our 2006 ISAT scores were an impressive 93% of 8th grade students meeting or exceeding state goals and 89% of 7th grade students meeting or exceeding state goals. At the time, these scores were new highs for MJHS. In 2008, we managed scores that were even better. 96.8% of 8th grade students have met or exceeded state goals, and 93.1% of 7th graders have done the same. It appears that despite the extremely high scores that MJHS recorded in 2006, our scores are still trending upward over the course of the last two years.

Obviously these scores are good news for MJHS. Unfortunately, it is hard to take a deeper look at these scores due to the new scoring methods of the ISAT tests given since 2006. In addition to the overall scores, percentages were given in several breakout areas, including probability, geometric concepts, and others. This was done to aid educators in spotting trouble areas in the curriculum, but these scores are now given in terms of raw data. Therefore, it is hard to measure which specific topics need improvement. This is a good reason to switch our attention to the MAP scores as opposed to the ISAT scores. The MAP scores give easily accessible data in a timely fashion based on all of the same breakout areas as the ISAT tests. In other words, the MAP scores will better aid us in determining weak areas even before we take the ISAT tests.

Consistently over the last several years, the only troubling area of the ISAT tests was our scores for the extended response questions. A goal of over 80% of students meeting and exceeding state standards in all three areas (mathematical knowledge, strategic knowledge, and explanation) was set for the end of this SIP. In 2006, our average scores were at 73% of students meeting and exceeding state goals in the three areas. In 2008, the 7th grade students scored well above 80% in all three areas, and the 8th grade students scored above 80% in mathematical knowledge and strategic knowledge. Only the explanation score, 70%, was still low for the 8th grade students. Certainly there is still room for improvement, but there is finally some good news concerning the written response items for the first time in several years.

Overall, MJHS scores are on the rise, well better than the state average, and in line with SIP goals set 2 years ago. In fact, most the scores are so high that the real challenge in the years to come will be maintaining these scores. Hopefully, focusing on the data that the MAP scores give us will help us better understand our weak points, and we will be able to concentrate our attention in those identified areas.

Updated 3/19/09 11

3. Science Department

The MJHS science department has met at least one objective for each of the three 2007-2009 school improvement goals. Although few of the goals relate directly to the science curriculum, the MJHS science teachers continue to develop means for helping students achieve success across the board. Each team has met the following three objectives in the following ways. Objective for GOAL #1 – 100% of students will have participated in at least 4 interdisciplinary units involving multiple content areas within a team. Examples of IDU’s within the teams are:

• Green Team: Going Green, Winter Holidays, Career’s, Sports • White Team: Election, Europe, Sports, Planet Earth • Red Team: Illinois Government/Lincoln, Decade-a-Day, Mythbusters • Gray Team: Communication, Revolutionary War, Flight, Lincoln/Springfield, Scuba,

World War II Each team teacher has connected with each of the IDU’s listed above in order to provide our students with examples of how science is a part of everyday life beyond the scope of the classroom. Objective for GOAL #2 – 100% of students will have participated in at least 3 public speaking activities annually. The science department meets this goal almost independently from other content areas. Every year, students on each team participate in public speaking activities for science class including a 4-cycle engine demonstration, organelle poem, anatomy riddle, current events in science (particle collider, organic fuels, etc.) and student-taught lessons on electricity, groundwater, and weather. Students also research and present on topics such as how stuff works (physics), celestial crimes, alternative energy solutions, science in careers, holiday traditions, plants and animals, types of rocks, genetic diseases, and element and mineral character reports. GOAL #3 – Improving student math scores. Although neither of the objectives for goal 3 relates directly to science, the science department still offers a variety of means for assisting students in improving their mathematical skills. 8th grade chemistry and physics classes are significantly math based due to the high level of solving formulas and balancing equations. Each of the four science classes include math on a regular basis with measurement, conversions, percent calculations, manipulation of lab data, problem solving, and with the creation/interpretation of charts and graphs. Individual science teachers further assist with math development by requiring students to calculate and keep records of grades.

In another area, the students of MJHS continue to exceed our expectations in the area of ISAT testing. Science ISAT scores have remained above 90% meets or exceeds for a great number of years. Recent scores continue to remain high. In 2008, 96% of all 7th grades met or exceeded the Illinois Science Learning Standards. Results from the test indicate that more than 46% of MJHS 7th graders exceeded the Illinois Learning Standards and 49% met the standards. Less than 4% were below standards and only 1% were at the academic warning level. These scores do include all of the IEP students.

The overall percent of meet/exceeds has not changed significantly from previous years. Breaking down the ISAT Test into standards analysis shows the same positive trend. In the areas of Scientific Inquiry & Technological Design, Life & Environmental Sciences, Physical Sciences, Earth & Space Sciences, and Safety, Science Practices, Technology, Measurement, and

Updated 3/19/09 12

Society & Society, MJHS continues to score above all state averages. 4. Social Studies Department Since there is no social studies component included in either the Explore Test or ISAT and because we no longer use the C.R.T.s, our area has adopted our own individual assessments. For the 2007-2008 school year, Mr. Swearingen and Mr. Zuck both administered semester final exams. Miss Neal employs routine tests and quizzes and various alternative assessments. Mr. Wellenreiter integrates a variety of assessments into his classes. Students conduct independent research and produce papers, group and individual projects, and posters that demonstrate their understanding of historical concepts. Overall good news for our department is that our Curriculum Mapping is substantially up to date. Mr. Swearingen’s first semester final exam average for his classes was 90.3% and his second semester averaged 90.7%. Mr. Zuck’s first semester overall average was 88.7% and second semester was 94.3%. Both instructors also use tests and quizzes throughout the year for shorter term assessment. Miss Neal’s 7th grade geography curriculum for first semester included research on individual U.S. states, a map reading exercise, group skits on a Mexican holiday, and group research on a South American nation. During the second semester she used a picture wordbook on Russia, student presentations on an African country, and an essay on religions of the Middle East. Mr. Swearingen’s geography classes use essays on tests, critical thinking paragraphs on world events, PowerPoint embedded with Unitedstreaming, and non-linear PowerPoint for test reviews. In his study of specific geographic areas his students do presentations on the physical regions of the U.S., the nations of Europe, and the nations of Asia. His students also do a research paper on Canada. Mr. Wellenreiter’s eighth grade U.S. History classes are given multiple options throughout the year to demonstrate their understanding of historical concepts. Group and individual research on student-selected topics; in-class analysis, discussion, and evaluation of primary source documents; and class debates about historical topics are a few examples of these options. Mr. Zuck’s 8th grade students are required to write essays on several eras in U.S. History. This major project necessitates Internet research. Students are also asked to give oral presentations on the amendments to the Constitution. He also employs Unitedstreaming, Internet presentations on U.S. History, Teacherweb, and a PowerPoint presentation on WWII. Students are also encouraged to participate in regular class discussions throughout the year. B. Team Reflections GOAL #1: Improving student achievement through optimization of our delivery system and physical environment.

OBJECTIVE #1: By the end of each school year, 100% of students will have participated in at least 4 interdisciplinary units involving multiple content areas within a team.

Updated 3/19/09 13

1. Green Team IDU’s Go Green! Green Team students participated in a “Go Green!” interdisciplinary unit this fall. In connection with this IDU, geography students looked at the world’s top 10 oil producing/consuming countries and then mapped out where each country is. Students also looked at alternatives to using oil. Language arts dedicated their time to reading activities based on eco-friendly opportunities, while science discussed oil production/consumption in the Middle East vs. the United States and did a land reclamation activity. Math students calculated savings using Energy Star appliances and compact fluorescent light bulbs. This interdisciplinary unit had a culminating activity that took students to Heartland Community College and Illinois State University. Heartland Community College is a campus that was built as a “Green” building, so students saw firsthand the differences between regular buildings and buildings built with these initiatives in mind. Also, while at Heartland students saw a presentation from the Ecology Action Center. The EAC team did an amazing job of showing the current steps to producing energy versus energy used using alternative resources. Students also got to ride a bike that showed the difference between powering regular light bulbs versus compact fluorescent bulbs, as well as other common home appliances such as fans, hair driers, and radios. At Illinois State University students saw a presentation at the planetarium and then went to a lab to see ISU students researching alternative fuels. There were 3 ISU students that presented their alternative fuel to MJHS students. Also, MJHS students helped the Morton Chamber of Commerce advertise an electronics recycling drive for the community of Morton. Students designed fliers and were responsible for placing them in public places for advertisement purposes. Many students also chose to participate in the electronics recycling day with their families. Presidential Election 2008 This election year the Green Team took advantage of the McCain-Obama Presidential Election. Green Team students took part in a mock election with connecting activities in each class. In math students talked about the Electoral College and how it influences the election. Geography classes did a web quest through the PBS website and actually voted in the mock election. Students discussed and debated each candidate’s stance on global warming. In language arts students discussed how speeches and campaigns have changed since the Eisenhower election. Students then made their own campaign commercials and designed posters to promote their candidate. For a culminating activity, students voted prior to the election and watched the victory and concession speeches of each candidate. This IDU was done in cooperation with the white team. Holidays Around the World For the Holidays Around the World IDU students had a primary focus of the Toys for Tots drive. In individual classes students participated in a variety of activities. Science class had students do a holiday mobile illustrating various January through March holidays around the world. Geography placed individuals into groups to research a European country and how that country celebrates the Christmas holiday. Students wrote an essay, performed a skit, and wrote a song based upon this information. Language arts students discussed grammar from different countries, while math students graphed the results of the Toys for Tots drive. The culminating activity for this IDU happened upon completion of the toy drive. The Green Team arranged for

Updated 3/19/09 14

members of the United States Marine Corps to come in and discuss how Toys for Tots originated, who it serves, and answer any questions the kids may have. Careers Career cruising occurred during the third quarter for Green Team students. For this interdisciplinary unit students used the internet to explore various careers that interested them. Students first took a survey on www.careercruising.com to identify main interests and offer suggestions for which field of work may interest them. From the results, students chose a career (or two) that they used to formulate a budget. Students used this budget to select an apartment near their workplace and a car that would get them back and forth to work. Additional items students took into consideration with their budget were: renter’s insurance, car insurance, fuel consumption, food, car repairs, electric bill, phone bill, savings, pocket cash, and miscellaneous expenses. In math students researched and formulated their budget, then turned their budget into a pie chart using Microsoft Excel. Science class helped students research and discussed how science is used in various careers. Students also completed career surveys and did budget research in science class. Geography had students make a brochure using Microsoft Publisher. In their brochure they had to map out the route from Morton to their new house and had to make a day itinerary for a guest that included a trip to a natural landform located near their home. In language arts students presented their career and budget information through a poster or Microsoft Power Point. Green Team teachers organized a kickoff activity for this IDU that had 5 different speakers come in to discuss various aspects of their profession. These professionals were selected based on the interests of Green Team students’ career cruising surveys. Speakers included a sports management, landscaping, photography, police officer, and computer programming professional. Students went from one room to another listening to each speaker give a presentation while taking designated notes about each profession. Some presentations were interactive, including a computer programming simulation designed to train employees using Caterpillar machinery! Sports A sports themed interdisciplinary unit is in the works for fourth quarter Green Team students. This IDU is being done in cooperation with the White Team students. In addition to addressing many academic standards, this interdisciplinary unit also addresses many social/emotional standards set forth by the state of Illinois. Students visited the March Madness Experience on March 13th and will attend a Peoria Chiefs minor league baseball game later this year. Students will also participate in a fun day on the last day of school involving different athletic events. In class connections will be created and occur during the fourth quarter. 2. White Team IDU’s Presidential Election/Politics The Presidential Election and Politics IDU gave the White Team students a chance to better understand the political process of the United States of America. Activities during the IDU included:

In Language Arts, students researched the agendas of each candidate through a Web Quest activity, participated in a “blogversation”, outlining what agendas are important to them and why, and debated in class the merits of each candidate and their platform. In Science, students discussed some of the scientific issues of the election, such as global warming and environmental preservation, watched a video about global

Updated 3/19/09 15

warming and wrote their opinions on the issues and discussing how scientific issues can influence the way people vote for leaders. In Math, students were taught the mathematical principals of the Electoral College, including how the number of votes is determined. In Geography, students discussed the roles of governments in different societies, wrote essays on the rights and responsibilities of voting and presented information on political regions of the United States including voting patterns.

The IDU was culminated with a seventh grade mock election in which students were allowed to use the official voting booths to cast their vote for President, Senator, and State Representative. Results were tabulated in the office and announced over the intercom in “real time” and classes were modeled as states with electoral votes. Sports Activities during the IDU included:

In Language Arts, students used a series of writing prompts to introduce the students to athlete/coach authors. Photocopied and distributed copies of the first chapters of Michael Jordan’s, “I Can’t Accept Not Trying”, Tony Dungy’s “Uncommon”, and a few fiction books written by Walter Dean Myers “Hoops”, and “The Last Shot” were read and discussed in class. In Science, students did an activity in which they looked at the mascot names of basketball teams to determine if science influenced them. For example, ‘Was Miami Heat named such because of the climate in Miami?’, or Were the Memphis Grizzlies named such because of the local fauna? In Math, students worked extensively with the concepts of median, mean and mode and learning how to use scores in basketball games to determine all three. In Geography, students completed a March Madness activity. In this activity, students work in groups to prepare a destination map using the NCAA Tournament as a guide. Students had to recognize locations of cities throughout the United States. Students also created graphs and charts to show the relationship of major cities to the number of sports teams in a geographical area.

The Sports IDU is kicked off with a trip to the March Madness experience in downtown Peoria. During this trip students get to use interactive games to build teamwork and social skills while learning about the basketball history of Peoria. The IDU ends with a trip to O’Brien Stadium in Peoria where students are rewarded for their hard work and dedication with a Chiefs game and day in the sun. Europe The European IDU gives the students en extensive look at the continent and its people.

In Language Arts, students looked at the works of many great European authors and compared the writing styles of different eras of Europe’s history.

In Science, students discussed minerals and mining them for profit. They looked at examples of minerals that are mined in each of the European countries. Students created a ‘Mining Company’ of their own in the European country of their choice, based on the

Updated 3/19/09 16

naturally occurring minerals of that region. Students had to consider their market and come up with a slogan to encourage buyers to purchase the mineral from their companies. In Math, students worked with conversions and exchange rates to determine the worth of the dollar in comparison to the Euro and other European forms of currency. In Geography, students presented a complete lesson on a European country with lessons including posters, power points and handouts for the class. Students also studied both the early and modern history of Europe from Ancient Greece and Rome to WWI and WWII. In FCS, students found and researched a recipe with European roots and then prepared that dish for the white team students.

The European IDU culminates with a European Food Fair where students share their dishes with the entire White Team and favorites are voted for in five categories. Planet Earth The Planet Earth IDU begins on Earth Day and gives students an opportunity to learn about the planet and the life that inhabits it.

In Language Arts, students read through a series of fictional and nonfiction short stories themed around survival. Some of the stories consisted of John Kerouac’s “Into the Wild”, Dougel Robertson’s “Survival of the Fittest”, Theodore Waldeck’s “Battle by the Breadfruit Tree”, “Contents of the Dead Man’s Pockets”, “Wilding”, and “Jared”. In Science, Seventh Grade spends a great deal of the year studying the Earth’s structure, composition, and living things. This IDU is applicable to every unit throughout the year. In Math, students used animal footprints as a basis for determining the area of irregular shapes and objects. In Geography, students will learn about the role they can play in helping reduce pollution by completing a series of Web Quests. Students will also explore the different plants and animals that inhabit areas all around the world.

The Planet Earth IDU kicks off with a trip to see the Disney Nature movie “Earth” on Earth Day. 3. Red Team IDU’s

These are the interdisciplinary units that the red team has done over the course of the last several years. Some of these were already listed in the previous SIP document, but several are new. These change year to year, so that is why I included some that we haven’t done this year, but that may be included in the years to come. History of Illinois

MATH: Students will create graphs using statistical information about the state of Illinois. LA: Students will write a compare/contrast paper regarding the two movies presented at the Presidential Museum. SCIENCE: Students will study the natural resources found in Illinois. HISTORY: Students will study the Illinois Constitution. *Culminating activity: Students will tour the Abraham Lincoln Presidential Library and Museum and the state capitol.

Baseball MATH: Students will create circle graphs using the statistics of baseball players LA: Students will study the poem “Casey at the bat”. SCIENCE: Students will study the physics of hitting and throwing a baseball.

Updated 3/19/09 17

HISTORY: Students will study the history of the Major Leagues, specifically involving integration of the Negro League players. *Culminating activity: The students will compete in a softball tournament.

Abraham Lincoln/Penny LA: Penny debate. SCIENCE: Penny experiments. HISTORY: Study the life and presidency of Abraham Lincoln. MATH: Create graphs to interpret statistical data involving the Civil War. *Culminating activity: Students will tour the Abraham Lincoln Presidential Library and Museum and the state capitol.

Fast Food LA: Students will write persuasive essays discussing the government’s role in choosing what children can eat. SCIENCE: Students will study chemical formulas of foods. HISTORY: Students will study health and food codes and government’s role. MATH: Students will create a fast food meal plan versus a nutritional meal plan. *Culminating activity: Students will watch the movie, Supersize Me.

Decade a Day MATH: Students will graph the cost of household items over time and adjusted for inflation. SCIENCE: Students will study different scientific breakthroughs throughout the 60’s, 70’s, 80’s, and 90’s. HISTORY: Students will study some of the important events of the 60’s, 70’s, 80’s, and 90’s. LA: Students will create advertisements and commercials for different products first used in the 60’s, 70’s, 80’s, and 90’s. *Culminating activity: Students will compete in a scavenger hunt and pop culture trivia contest based on the 60’s, 70’s, 80’s, and 90’s.

Mythbusters Although the specific details of this IDU are still being worked out, it will involve all

subjects recreating some of the myths that have been seen on the popular television show, as well as, new myths which can be proven or disproven in a junior high setting. This will include historical, scientific, health, and any other type of myth we can find. Activities Unit

The purpose of this unit is to give the students a choice to pick a specific activity and participate in it. Hopefully, the activity will be something they have never had the chance to do. The goal is to broaden their horizons. Some of the activities have included:

Trips to the Chicago Art Museum and the Field Museum Scuba diving lessons Sailing lessons Trips to the Air National Guard Horseback riding Team building exercises Golfing Rock climbing

Updated 3/19/09 18

4. Gray Team IDU’s Revolutionary War Unit (early October)

History: Students study the elements of the war, weaponry, major battles, main people involved, etc. Science: Students learn about the chemical composition of gun powder and what happens to that composition when ignited. L.A.: Students read three novels: Fever 1793, My Brother Sam is Dead, and The Year of the Hangman. Each novel discussed different aspects of life in the Rev War era. Math: Students estimated how fast Paul Revere was riding his horse on his famous ride and then, using time and distance data from the ride, calculated how fast Paul was actually riding. Writing: After researching an assigned event, students created a movie time line of Rev War events using Photo Story.

Culminating activity: Students were given an assembly in which Mr. Zuck showed the uniform, weapons, and tools from the British side and then the American side. Miss Winchell and Mr. Kutkat explained the chemical reaction of gunpowder and then lit cartridges of powder. Mrs. Zwaga was dressed in replica nurse’s uniforms from the war and demonstrated some of the primitive surgical techniques of that time.

Communication Unit (late September) History: Students learned about the early means by which people communicated. Examples were the carrier pigeons, smoke signals, horseback couriers, and telegraph and print forms. Science: Students discussed some of the machines used to produce different forms of communication. L.A.: Students were to create a persuasive essay describing why the best form of communication was either print, radio, or television. Math: Students were given an essay to read about communication in math and then write a page describing how they could benefit from communication in the math classroom.

Writing: Students developed a project using Powerpoint, Moviemaker, or some other program to illustrate why their choice of print, radio, or television was the most efficient means of communication.

Culminating activity: Students were taken on a field trip to the Peoria Journal Star, the Radioplex radio station, and WHOI television studio. At each location students were given a tour of the facility and were given facts and figures about how each medium of communication was the most effective.

Flight Unit (latter November) History: Students studied early flight attempts including the Wright brothers and major accomplishments and disasters with flight such as the Hindenburg. Science: Students learned about the physics of flight of planes and helicopters. L.A.: Students read the novel October Sky. Math: Students learned about the math of flying in relation to thrust, propulsion, aerodynamics, gravitational force, etc. CIT/FCS: Students worked on the module in CIT that dealt with flight.

Updated 3/19/09 19

Culminating activity: Students were given the opportunity to fly radio controlled helicopters indoors and fly model rockets at the soccer fields. When firing off the rockets, students calculated the distance it traveled, how long it was in the air, and how fast it was traveling.

S.C.U.B.A. Unit History: Students learn about early uses of submarines and diving gear. Science: Students study the effects of nitrogen building up in the blood and other body chemistry issues associated with scuba diving. L.A.: Students wrote a narrative about what they were feeling before diving, during the dive, and after the dive. They explain their feelings of taking that very first breath underwater. Math: Students study the relationships between depth and pressure on the body and pressure and volume in the body. Health: Students practice rescue breathing and first aid techniques associated with scuba diving.

Culminating activity: Students are given the opportunity to snorkel and ride an underwater propulsion device and then put on scuba gear and dive to the deep end of a swimming pool.

The Gray team does a few other mini-IDU’s that does not combine all the curricular areas. Examples were the metric unit done with math and science, a field trip to the Illinois State capitol building and the Abraham Lincoln Presidential Museum, and the World War II assembly. GOAL #1

OBJECTIVE #2: By the end of 2008-09 school year, newly acquired building space will be configured to accommodate safety concerns and classroom needs.

The safety concerns were addressed by putting in a new secured doorway at the main entrance. The community must now be identified through a camera before entering the building.

Classroom needs were met by creating a new classroom for Physical Education on the first floor. A new computer lab was created to accommodate for our new Writing Lab units course.

OBJECTIVE #3: By the end of the 2008-09 school year, a variety of scheduling and academic options will be explored to achieve optimal delivery systems and improved time management. The SIP team researched several local school schedules to examine different scheduling options. The SAC team met throughout the 08-09 school year and recommended that the team’s major focus turn to differentiated instruction.

Updated 3/19/09 20

GOAL #2: Improving student reading, writing, and public speaking skills across the curriculum through meaningful classroom experiences.

OBJECTIVE #1: By the end of the 2008-09 school year, the number of students meeting or exceeding the state standards in reading and writing will increase.

A new unit’s class was created in 2008-2009 to help students with writing. It has a 21st century appeal and the students have laptop lab and classroom to write in. See ISAT scores in Data Collection & Analysis

OBJECTIVE #2: By the end of the 2008-09 school year, 100% of students will have participated in at least 3 public speaking activities annually.

• Persuasive presentation • Entertainment presentation • Demonstrative presentation • Informative presentation • Poetry recitation • In class political debating • Play act performance • Poetrycast productions • Speeches and PowerPoint Presentations

GOAL #3: Improving student math skills. OBJECTIVE #1:

By the end of the 2008-09 school year, 95% of students will meet or exceed the state standards in mathematics. See ISAT scores in Data Collection & Analysis

OBJECTIVE #2: By the end of the 2008-09 school year, 80% of all students annually will meet or exceed the state standards in math extended response categories of mathematical knowledge, strategic knowledge, and written explanation

ISAT 09 Extended Response Results (meet/exceeding): 7th GRADE 8th GRADE

Mathematical Knowledge 83% 81% Strategic Knowledge 86% 81% Written Explanation 84% 68%

Updated 3/19/09 21

V. Data Collection & Analysis for 2009-2011 SIP A. ISAT Test Results

I. Percentage of students meeting or exceeding state standards 7th GRADE ’06 ‘07 state ’07 ’08 state ‘08 Science 93% 98% 79% 96% 79% Reading 88% 85% 73% 88% 78% Mathematics 89% 96% 79% 93% 80%

8th GRADE Reading 94% 88% 82% 90% 81% Math 93% 94% 81% 97% 80% Writing n/a 60% 63% 71% 63%

II. Number of students below standards or academic warning (2008)

7th GRADE Reading Below: 23 (11 of those have IEP) Warning: 2 (both are IEP) Math Below: 13 (7 of those have IEP) Warning: 0 Science Below: 7 (3 of those have IEP) Warning: 2 (both are IEP)

8th GRADE Reading Below: 21 (8 of those have IEP) Warning: 0 Math Below: 7 (5 of those have IEP) Warning: 0 Writing Below: 59 (9 of those have IEP) Warning: 2

B. School Report Card

See following pages

Updated 3/19/09 22

Updated 3/19/09 23

Updated 3/19/09 24

Updated 3/19/09 25

Updated 3/19/09 26

Updated 3/19/09 27

Updated 3/19/09 28

Updated 3/19/09 29

Updated 3/19/09 30

Updated 3/19/09 31

Updated 3/19/09 32

C. Explore Results

For the past 6 years, Morton Junior High School has administered the Explore Test to eight graders. The Explore test is a norm-referenced (national, state, & local norms) achievement test that assesses four subject areas including English, Math, Reading, and Science. In addition, this testing instrument surveys student needs and provides a career interest inventory. Through our analysis, Morton Junior High School has found many advantages of administering the Explore test to our students. One advantage to this test is its correlation with the ACT Testing program. By taking the Explore test in eighth grade, students can become familiar with the format of the ACT test. They also receive a predicted score range for the PLAN test offered at the tenth grade level. Another advantage is that the Explore test includes a science component. Previous tests like the Iowa Test of Basic Skills did not offer testing in the area of science. These science test results help determine appropriate course placement at the high school level. A third advantage is the student survey. The needs assessment and the career interest inventory are extremely useful tools to help Morton Junior High School focus on skills that our students express the need for more concentration. See following pages for Explore test results.

Updated 3/19/09 33

Updated 3/19/09 34

Updated 3/19/09 35

Updated 3/19/09 36

Updated 3/19/09 37

Updated 3/19/09 38

Updated 3/19/09 39

Updated 3/19/09 40

Updated 3/19/09 41

VI. Action Plan for Implementing Best Practices For the 2009-2011 School Years In order to meet the goals and objectives for the 2009-2011 school years, the action plan will address the following areas: Goal 1: Improving student achievement by utilizing district initiatives. Measurable Objective:

• Increase number of students that meet their RIT Growth number during the 09-10 school year.

• Maintain current ISAT scores in meets/exceed category. • All courses will be mapped by the end of the 09-10 school year. Terminology,

descriptors, and format will be consistent in all maps. • By the end of the 10-11 school year, departments will compare and collaborate on maps

both vertically and horizontally. Supporting Activities:

• Differentiated Instruction will be demonstrated or illustrated by all staff members. • Professional Development and time will be given to Curriculum Mapping. • Professional Development and time will be given to MAP Testing. • Use the RtI process to identify and help at-risk students. Reading will be the focal point

of the 09 plan. By the end of the 10-11 school year, MJHS will have a fully implemented RtI process.

• Read 180 will be used in the RtI process to aid struggling readers starting in the 09-10 school year.

• All scheduling options will be investigated to further enhance our curriculum. Goal 2: Improving the learning environment by building professional relationships and enhancing communication among staff, students, and parents. Measurable Objective:

• All staff will be surveyed by the end of the 09-10 school year on the effectiveness of communication.

• All students will be surveyed by the end of the 09-10 school year on the effectiveness of communication.

• The community will be surveyed by the end of the 09-10 school year on the effectiveness of communication.

• There will be 100% parent contact by staff. Supporting Activities:

• Teacher and school websites will be monitored to ensure up-to-date information. • Professional Learning Communities will be developed in both Team and Faculty

Meetings. • Teachers will be given time and encouraged to observe and learn from fellow staff

members. • Opportunities for formal and informal faculty interaction will be regularly provided and

encouraged. • Grandparents Day, Meet the Teacher Night, 6th Grade Orientation, conferences, and

assemblies.

Updated 3/19/09 42

There are four subcategories of school improvement that are reflected throughout the following action items. These are assessment, curriculum, staff development, and instruction. Goals Alignment for 2009-2011

Goals for the 2009-2011 School Improvement Plan are aligned with the general goals for the district. These goals have been established in order to provide a focus for each of the schools within the district. Moreover, it provides for better articulation and aligns each building’s school improvement plan toward common goals defined by the district office. VII. Learning Standard Implementation

The Illinois Learning Standards are represented in our district’s instruction and

classrooms and are clearly identified in each District Curriculum Guide. Our competitive scores on State assessments indicate that the Illinois Learning Standards are effectively implemented in our curriculum and instruction. Since the Illinois Learning Standards were adopted in 1997, all district K-12 objectives have been aligned to them. The district’s procedure for curriculum renewal facilitated a comfortable process to align objectives for each curricular area. Consensus building and teacher involvement have always been integral to this process of curricular review. Each curricular area is scheduled for review each 5 – 7 years, but there are provisions to address necessary adjustments yearly. Each summer our District Curriculum Guides are collected from each teacher and administrator and revisions are made to reflect any changes, while maintaining alignment to Illinois Learning Standards.

VIII. Family and Community Involvement

Parents are very involved at Morton Junior High School. We have outstanding parent attendance at “Meet the Teacher,” parent-teacher conferences, and all of our extracurricular activities. Our Green and White parent organization is very supportive of our school and its programs. The Green and White helps purchase many things teachers use in the classrooms. They also have made a large investment in the technology of our school by donating money for the purchase of classroom LCD projectors. The Green and White also help coaches purchase extra things they may need for their programs such as warm ups, uniforms, and jackets. Various businesses throughout Morton and the surrounding area have also supported efforts at Morton Junior High School. Many businesses have supported our Teams and the IDU’s that we use. Morton is a community that values education and it is proven by the support that it provides to the local schools. IX. Review, Monitoring, and Revision

Updated 3/19/09 43

Each year individual building principals are paired up with a board member to review school improvement plans upon their completion. After this review is completed, the building principals then make a SIP presentation to the Morton CUSD 709 Board of Education at an official board meeting. After the presentations the School Board takes official action supporting the building School Improvement Plans.

During the school year, individual school buildings collect data in the form of local and state assessments. The ISAT, EXPLORE, and CRT data is used to monitor student’s progress. Every effort is made to keep cohort data on each class as they pass through the Morton school system. Instructional decisions and SIP revisions are based in a large part by the information gathered from these data sources. Teacher input is also a resource used to determine aspects of school improvement plans.

Several times throughout the school year, SIP teams in individual buildings monitor the progress of the action plans of each. They discuss what has been accomplished and what still needs to be completed. SIP in-service days are also set aside for professional development opportunities related to SIP action plans. Some of these days are used for revision of current SIP’s and planning for future SIP’s.