comprehensive needs assessment school: reedy creek ms ...€¦ · 16/8/2017 · school improvement...

School Improvement Plan

Comprehensive Needs AssessmentSchool: Reedy Creek MSPlan Year 2016-2018

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DataComponents Strengths (data trend statements) Concerns (data trend statements)

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EVAASMet Expected Growth 2015 at -1.917th grade Met Expected Growth in Math with a 3 year average at 0.58th grade Met Expected Growth in Reading with a 3 year average at 0.0 and ExceededGrowth in Science with at 3 year average at 1.3.

Annual Measurable Objectives (Career College Ready)

Reading- AIG subgroup improved from 90.5% in 2012 to 93.5% in 2015 and met AMO targetin 2014-21015. Two or more races subgroup improved from 47.9% in 2012 to 57.1% in2015 and has met AMO target since 2010.

Grade Level Proficient Overall All Students (57%), Asian (72%), White (72%) and Male (58%) have increased 2% in thepast 3 years. Hispanic (49%) subgroup has increased 10% in the past 3 years.

Reading GLPHispanic (49%), Male (59%) and Multiracial (70%) have all increased 4%-7% over the past 3years.

Math GLPOver 3 years All Students (45%), White (60%), and Male (46%) subgroups has increased3%-5%.AIG has increased from 87% to 96%.

Science GLPMost subgroups increased 3%-20% over past 3 years including several above 70% All Students (79%), Asian (94%), White (93%), Female (78%), Male (80%) and Hispanic(72%).

Common Core Math I Proficiency for all groups has increased over past 3 years. AIG (92-100%), Male (70-100%),Female (75-90%), Black (53-94%), Hispanic (64-88%), White (78-98%)

Annual Measurable Objectives (Career College Ready)All Students subgroup below 50% proficiency in both Math and ReadingMath: All subgroup targets have not met in past 2 years except SWD which has not met in3 years.There is a 35% - 50% gap between Asian (53.8%) and LEP (2.9%), SWD (14.8%) and Black(16%) subgroups.Reading: Seven of nine subgroups did not meet reading targets in 2015. All students,Hispanic, Economically Disadvantaged, and Students with Disabilities have not met 2 outof the past 3 years and Asian and Limited English Proficient for the past 3 years.

Grade Level Proficiency OverallOverall proficiency is 8% below district average of 65%. Subgroups that have remainedstable but below 50% proficient for the past 3 years are SWD (28%) and Black (38%).Subgroups that have had a decline over the past 3 year are LEP (7%) and multi-risk (3%).

Reading GLPAll Student subgroup is 8% below the district at 57% proficient.

Math GLPConcerns: All Students (45%), SWD (21%), LEP (6%), Female (44%), Male (46%), Black(25%), Hispanic (39%) and Multiracial (37%) are below 50% for the past 3 years.

Science GLPConcerns: SWD (53%) and Black (60%) remain stable and a 15% decrease with LEP (23%)over 3 year.

EVAASConcerns: Did Not Meet Expected Growth in 2014 at -5.30, Did Not Meet ExpectedGrowth in 2013 at -5.36 and Did Not Meet Growth in Math (-2.2) and Reading (-1.4) forpast 3 years.

Math concerns: 6th grade Did Not Meet Expected Growth at -5.1 and 8th grade Did NotMeet Growth at -2.0 for past 3 year. Math 1 Did Not Meet Expected Growth at -0.5 for past3 years.Reading concerns: 6th grade (-3.1) and 7th grade ( -1.2) Did Not Meet Expected Growth forpast 3 years.



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• Attendance rate has remained steady at 96% since 2013.• In 2015, rate of acts of crime per 100 students was below district (.56) and state (.87) at.24.• 92% success rate with 2015-2016 Literacy Strategies professional learning andimplementation• 100 % of core teachers participated in Kid Talk PLTs to identify and support students inneed of intervention in 2013-2014, 2014-2015, and 2015-2016• According to 2015-2016 PLT survey, 64% of teachers report using common assessmentseffectively• 63 students were invited to attend after-school tutoring session in Math and/or LanguageArts (6th grade- 15, 7th grade- 25, 8th grade- 23)• Average class sizes in 6th and 8th grades dropped from 2011 to 2015 (6th- 30 to 24; 8th-27 to 24); Average class size in Common Core I dropped from 34 in 2011 to 28 in 2015• According to NC Teacher Educator Evaluation System, in 2015, 77.1% of teachers wereAccomplished or Distinguished in Standard 3 Content Knowledge and 80% of teachers wereAccomplished or Distinguished in Standard 4 Reflection

• Short term suspension rate was 10.05 in 2013, 15.35 in 2014, and 15.9 in 2015.• 13% of teachers did not reflect on Literacy Strategies on School Improvement Survey• According to 2015-2016 PLT survey, 24% of teachers report making commonassessments somewhat effectively and 8% of teachers report they are not makingcommon assessments effectively• 29% of students invited to attend tutoring have not attended as of March 2016; (6thgrade- 7 students, 7th grade- 6 students, 8th grade- 5 students)• According to NC Teacher Educator Evaluation System, in 2015, 55% of teachers wereAccomplished or Distinguished in Standard 2 Environment

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• EVAAS for Teacher Demographics: Teachers Meeting EVAAS 57.1%. Teachers ExceedingEVAAS 28.6%• 97% of classes were taught by highly qualified teachers according to NC School ReportCard in 2015. 100% of classes were taught by highly qualified teachers in 2011, 2012, and2013.• 5 teachers had National Board Certification in 2015• 28% of staff had an advanced degree in 2015• Teacher turnover rate fell from 20% in 2013 to 15% in 2015.• In 2015, RCMS had teachers with a range of experience levels (0-3 years- 24%; 4-10years- 35%; more than 10 years- 41%)•

• EVAAS for Teacher Demographics: 14.3% of teachers did not meet EVAAS in 2015-2016• Enrollment decreased from 1006 students in 2012 to 830 students in 2015.• The number of teachers decreased from 61 teachers in 2012 to 54 teachers in 2015.• In 2014-2015, 37% of students were white and 63.5% of teachers were white; 27% ofstudents were Hispanic and 1.9% of teachers were Hispanic; 25% of students were blackand 32.7% of teachers were black; 5% of students were Asian and 1.9% of teachers wereAsian



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According to the Teacher Working Conditions Survey, the percentage of teachers who agreethat Reedy Creek Middle School is a good place to work and learn has improved from 44.3%in 2012 to 84.2% in 2014. On 2014-2015 WCPSS Survey, 90.7% of teachers agreed RCMS isa good place to work.According to the Teacher Working Conditions Survey, the percentage of teachers who agreethat the faculty and staff have a shared vision has improved from 37.7% in 2012 to 83.9%in 2014.According to the Teacher Working Conditions Survey, the percentage of teachers who agreethat there is an atmosphere of trust and mutual respect in the school has improved from16.9%in 2012 to 78% in 2014. On the 2014-2015 WCPSS Survey 79.1% of teachers agreedthat there is an atmosphere of trust and respect.According to the Teacher Working Conditions Survey, the percentage of teachers who agreethat the school does a good job of encouraging parent/guardian involvement improved from66.1% in 2012 to 98.3% in 2014.

• According to the 2014 Teacher Working Conditions Survey, 51.9% of teachers agree thatthey are assigned classes that maximize their likelihood of success with students (up from38.5% in 2012).• According to the 2014 Teacher Working Conditions Survey, 49.2% of teachers agree thatstudents at this school follow rules of conduct (up from 15% in 2012).• According to the 2014 Teacher Working Conditions Survey, 50.8% of teachers agree thatschool administrators consistently enforce rules for student conduct (up from 10% in2012).• According to 2014-2015 WCPSS Staff Survey, the percentage of teachers who believethe school has a shared vision dropped to 73.8% from 83.9%



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Priority Concerns/Problem Statement Root Causes/Hypothesis (ICEL) Solutions (evidence based)No subgroups met AMO targets for math on the2015 End of Grade Tests.

• There has been a focus on literacy at RCMS inboth professional development and school-wideinitiatives.• Change to Common Core Standards forteachers and students.• Inconsistent use of common formativeassessments.• Need additional time for math PLTs to analyzedata and use it to plan instruction

• Design master schedule with math classes as apriority and lower class sizes for on level math courses(Math 6, Math 7, Math 8).• Increase student collaboration, communication,creativity, and critical thinking opportunities in coreinstruction• Provide protected planning time for math PLTs tocreate and analyze multiple data sources to informinstruction.• Create a Discovery plan that includes time forteacher-directed math remediation and enrichment, aswell as student-directed relearning and retesting• Create an after-school math tutoring plan with acomprehensive vision; tutoring should start by secondquarter; student attendance should be monitored anda follow-up plan should be in place for students whofail to attend regularly• Math Intervention



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Priority Concerns/Problem Statement Root Causes/Hypothesis (ICEL) Solutions (evidence based)7 of 10 subgroups did not meet AMO targets inReading.

• Change to Common Core Standards forteachers and students.• Inconsistent use of common formativeassessments.• Need additional time for language arts PLTs toanalyze data and use it to plan instruction

• Strengthen language arts PLTs (Professional LearningTeams) by providing more protected planning time tocreate and analyze common assessments to informinstruction.• Continue Reading Intervention elective • Reading specialist will push into social studies and/orscience classes to support content literacy. •• Increase student collaboration, communication,creativity, and critical thinking opportunities in coreinstruction•• Create a Discovery plan that includes time forteacher-directed language arts remediation andenrichment, as well as student-directed relearning andretesting•• Create an after-school language arts tutoring planwith a comprehensive vision; tutoring should start bysecond quarter; student attendance should bemonitored and a follow-up plan should be in place forstudents who fail to attend regularly



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Data SummaryDescribe your conclusionsLast year Reedy Creek Middle Met Expected Growth, however based on Reedy Creek Middle School's proficiency and growth data from the last three years,the School Improvement Team determined the focuses for the next two years should be helping all subgroups meet AMO targets and growth as shown byEVAAS. We plan to do that by strengthening our Professional Learning Teams (PLTs) ability to analyze and effectively use data to inform instruction, infusecomputational thinking principles into instruction in every classroom, and introduce the principles of Growth Mindset to staff and students. DevelopingPLTs' ability to productively use data will improve classroom instruction which will in turn impact student achievement.


Membership of School Improvement TeamSchool: Reedy Creek MSPlan Year 2016-2018Principal: Trent EvansDate: May - 2016

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SIP Team MembersName School Based Job Title

1 Billy Moore Assistant Principal2 Cheryl Munn Assistant Principal3 Christine Sachs Teacher4 Debbi Hillman Parent5 Diane McGrath Teacher6 Joanie Peterson Parent7 Karla James School Improvement Chair8 Kendra Adams Teacher9 Mark Mosley Teacher10 Sarisha Holloway Teacher11 Thomas Cooper Assistant Principal12 Thomas McKnight Teacher Assistant13 Trent Evans Principal14 William Smalls Teacher


Mission, Vision and Value StatementsSchool: Reedy Creek MSPlan Year 2016-2018Date: May - 2016

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Mission StatementWake County Public School System will provide a relevant and engaging education and will graduatestudents who are collaborative, creative, effective communicators and critical thinkers.

Vision StatementRCMS believes that maintaining high academic and social expectations will enable all students to besuccessful, global-minded citizens.

Core Beliefs• Every student is uniquely capable and deserves to be challenged and engaged in relevant, rigorous, andmeaningful learning each day.• Every student is expected to learn, grow, and succeed while we will eliminate the ability to predictachievement based on socioeconomic status, race, and ethnicity.• Well-supported, highly effective, and dedicated principals, teachers, and staff are essential to successfor all students.• The Board of Education, superintendent, and all staff, while sustaining best practices, will promote andsupport a culture of continuous improvement, risk-taking, and innovation that results in a high-performingorganization focused on student achievement.• The Board of Education, superintendent, and all staff value a diverse school community that is inviting,respectful, inclusive, flexible, and supportive.• The Wake County residents value a strong public school system and will partner to provide the supportand resources to fully realize our shared vision, accomplish the mission, and sustain our core beliefs.

Value StatementTo achieve this mission we will:• Recruit and retain highly qualified staff• Promote high academic and social expectations for our diverse school population• Work collaboratively to plan quality instruction that will make learning more meaningful throughprofessional growth• Integrate technology to facilitate computational thinking• Engage in ongoing effective communication between school, home, and community• Provide a safe environment• Recognize and celebrate achievement, positive behavior, effort and self-efficacy• Promote respect for self, others, school, and community• Foster a sense of responsibility and accountability


Summary of Goals, Key Processes and Action StepsSchool: Reedy Creek MSPlan Year 2016-2018LEA: Wake County (920)

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School GoalBy 2018, Reedy Creek Middle School will meet or exceed growth as reported by EVAAS and AnnualMeasurable Objective (AMO) targets in all subgroups as measured by Reading, Math, and ScienceEnd-of-Grade tests.Goal Manager Strategic Objective State Board of Education GoalKarla James Achievement 21st Century StudentsResourcesFor all Key Processes:

We wish to utilize DPI flexibility with funds transfer.

Healthy Active Children Policy

Duty Free Lunch and Planning

Safe and Orderly Schools Plan

Character Education Plan TimeProfessional LearningAdministrative Team

For Key Process 1:IRTIntervention Leaddistrict specialistsMTSS Team and Coach

For Key Process 2: Lessons from Common Sense MediaFriday InstituteNew magnet electivesTechnology facilitatorWCPSS Magnet TeamAccess to multiple types of digital devicesBYOD Initiative/teacher team

For Key Process 3:WCPSS 4Cs Mindset GrantRCMS Mindset CommitteeBrainology Growth Mindset ProgramDedicated instructional time during Discovery

Key Process1. Staff will engage in data analysis in professional learning teams at least quarterly using strategic

processes. The purpose is to optimize Tier 1 and 2 instruction.



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TierTier 1 / CoreProcess ManagerDiane McGrathMeasurable Process Check(s)To monitor implementation, the School Improvement Data Analysis Group will analyze PLT notesbi-monthly.To monitor progress, Data Analysis group will administer staff perception surveys three times per year.To monitor achievement, staff teams will utilize school-based data that identifies and progress monitorstrends and patterns in student achievement based on assessments monthly.

Action Step(s)

1. Staff will engage in ongoing professional learning which includes data skills and problem solving.

Timeline From 8/2016 To 6/2017

2. SIT Data Analysis Team will create a rubric for analyzing PLT notes for evidence of ongoing dataanalysis.


3. SIT Data Analysis group will develop a staff survey that captures self-perceived competency,reflections on professional learning, and data literacy needs in order to monitor the progress ofteams engaging in ongoing data analysis.


4. SIT Data Analysis Group will deploy and analyze the staff skills perception survey three times peryear (Deploy in August, November, and March; Report to SIT in September, December, and April).


5. PLTs (including grade level subject, electives, Healthful Living, and others) will analyze data usingproblem solving processes at least once per month.


6. Facilitated by grade level counselors, grade level teams will meet monthly for Kid Talks to addressacademic and behavior concerns for 2-3 students. The teams will implement strategies andprogress monitor student outcomes.




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7. Grade level teams will utilize multiple data points to create flexible Discovery groups to remediateand enrich students in literacy and math. Literacy groups will be implemented during Discovery inOctober, January, and March. Math groups will be implemented during Discovery in November,December, February, and April.


8. Language Arts teachers with support of administrators, Instructional Resource teacher, AIG teacher,and special education teachers, will create remediation and enrichment lessons to be done inDiscovery in October, January, and March.


9. Math teachers will the support of administrators, Instructional Resource teacher, AIG teacher, andspecial education teachers, will create remediation and enrichment lessons to be done duringDiscovery in November, December, February, and April.


Key Process2. Teachers will improve student achievement by infusing principles of computational thinking and

digital science into their instruction to increase collaboration, communication, creativity, and criticalthinking.

TierTier 1 / CoreProcess ManagerSarisha DawsonMeasurable Process Check(s)To monitor implementation and progress, the School Improvement Computational Thinking Key ProcessGroup will conduct classroom walkthroughs at least twice a year.

Action Step(s)

1. Teachers will participate in professional learning with the Friday Institute to learn the language ofand theory of computational thinking prior to the start of the 2016-2017 school year.


2. During Discovery in September, teachers will implement lessons in Digital Citizenship (fromCommon Sense Media) and Computational Thinking (from the International Society for Technologyin Education) organized by the RCMS Technology Coordinator. The purpose of these lessons is tointroduce all students to the concepts of digital citizenship and computational thinking, as well as tobuild schoolwide common language for digital sciences.



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3. Administration will staff, schedule, and support three new electives based on the digital sciences. The new electives will be Bits and Bytes, Robotics, and Exploring Computer Science.


4. Teachers will include concepts and language of computational thinking into lesson plans at leastone time per month.


5. Teachers will include concepts and language of computational thinking in lesson plans at least onceper week.


6. Staff will participate in professional learning led by the Friday Institute about ComputationalThinking during three Early Release Days (October 21, January 20, and February 10).


7. With guidance from Friday Institute collaborators, School Improvement Computational ThinkingGroup will design a computational thinking classroom walkthrough instrument to monitorimplementation and provide feedback to teachers on improving instruction.


8. School Improvement Computational Thinking Group and administrators will conduct classroomwalkthroughs to determine strengths and areas of need related to computational thinking.


9. Teachers will include concepts and language of computational thinking in lesson plans at least twotimes per week.


10. Engage parents in understanding the pedagogy that supports computational thinking throughcommunication loops which may include: weekly newsletters, websites, Twitter, FaceBook, tours,and Open Houses.


Key Process3. Staff will embrace and implement the language and principles of Growth Mindset to encourage

students to focus on the importance of effort in order to improve achievement.TierTier 1 / Core



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Process ManagerKendra AdamsMeasurable Process Check(s)To monitor implementation and progress, the Mindset Committee will administer and analyze student andstaff surveys three times per year.

To monitor achievement, the School Improvement Team will collect and analyze trends in report card andassessment data three times per year.

Action Step(s)

1. Staff will participate in professional learning about Growth Mindset language, philosophy andimplementation.


2. PBIS Committee will plan and facilitate a monthly student reward celebration of academic effort andpositive behavior. Celebrations will take place one WINGS Wednesday per month.


3. Administrators, counselors, and ISS teacher will create and monitor behavior plans that incorporateMindset principles for students who are assigned to ISS three or more times.


4. The Mindset committee will create a student and teacher survey.


5. The Mindset committee will administer the teacher survey in August, January, and May.


6. The Mindset committee will administer the student survey at the same time PathDriver is given(September, January, and May).


7. Students will participate in Brainology activities during Discovery from October through January.The Mindset team will provide teacher lesson plans and student workbooks>


8. Students will watch interactive four Brainology videos in core classes. Each subject area (math, ELA,social studies, and science) will allocate one class period during first semester. The mindsetcommittee will coordinate a schoolwide schedule.




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9. Engage parents in understanding the pedagogy that supports Growth Mindset throughcommunication loops which may include: weekly newsletters, websites, Twitter, FaceBook, tours,and Open Houses.


10. Create an "Ignite" video that includes students to introduce Growth Mindset at RCMS to thecommunity.


11. Investigate creating a student Mindset Club that would publicize Growth Mindset throughstudent-centered announcements and videos.


12. At Open House, man a Growth Mindset booth to introduce the principles to parents and emphasizethe importance of the initiative.



Waiver RequestSchool: Reedy Creek MSPlan Year 2016-2018

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Date May - 2016Waiver RequestedNo waiver requested How will this waiver impact school improvement?No waiver requestedPlease indicate the type of waiver: LocalPlease indicate the policy to be waived No waiver requested


Summary Sheet of Professional Development ActivitiesSchool: Reedy Creek MSPlan Year 2016-2018School Year: 2016-2017

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Development Activities forTopic: Participants: Goal Supported:Data Analysis all certified staff By 2018, Reedy Creek Middle School will meet or exceed

growth as reported by EVAAS and Annual MeasurableObjective (AMO) targets in all subgroups as measured byReading, Math, and Science End-of-Grade tests.

Computational Thinkingby Friday Institute

all staff By 2018, Reedy Creek Middle School will meet or exceedgrowth as reported by EVAAS and Annual MeasurableObjective (AMO) targets in all subgroups as measured byReading, Math, and Science End-of-Grade tests.

Growth Mindset byBrainology (part of 4Csgrant)

all staff By 2018, Reedy Creek Middle School will meet or exceedgrowth as reported by EVAAS and Annual MeasurableObjective (AMO) targets in all subgroups as measured byReading, Math, and Science End-of-Grade tests.

Digital Badging (fromMagnet Grant)

all certified staff By 2018, Reedy Creek Middle School will meet or exceedgrowth as reported by EVAAS and Annual MeasurableObjective (AMO) targets in all subgroups as measured byReading, Math, and Science End-of-Grade tests.

Common Sense Media'sDigital Citizenship (partof Magnet Grant)

all certified staff By 2018, Reedy Creek Middle School will meet or exceedgrowth as reported by EVAAS and Annual MeasurableObjective (AMO) targets in all subgroups as measured byReading, Math, and Science End-of-Grade tests.


Summary Sheet of Professional Development ActivitiesSchool: Reedy Creek MSPlan Year 2016-2018School Year: 2017-2018

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Development Activities forTopic: Participants: Goal Supported:


Intervention Planning MatrixSchool: Reedy Creek MSPlan Year 2016-2018School Year: 2016-2017

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Reading Math Behavior

Data DecisionProcess for Entry andExit

Data Points to determine criteria for identifyingvarying levels of needs:EnterStrategic Indicators (at least 2):• PathDriver Maze National Percentile between 26and 50.• Level 2/3 on reading EOGs• EVAAS probability of proficiency between 51% and69%• Below 60% on benchmark indicatorsIntensive Indicators (at least 2):• PathDriver Maze National below 25% percentile• Level 1 on EOGs• EVAAS probability below 50%• Bottom 15% on benchmark indicatorsNew StudentsWithin 3 weeks of enrolling, teams will administerPathDriver screening and seek data on student touse the same criteria for identifying levels of supportExitStudents will exit intervention when benchmark isachieved and maintained per results of progressmonitoring and mutual agreement of all stakeholders.Frequency and ProcessesStudents receiving strategic and intensiveintervention will engage in progress monitoringmeasures at least every three weeks andIntervention team will monitor data monthly.

Data Points to determine criteria for identifyingvarying levels of needs:

Enter

Strategic Indicators (at least 2):PathDriver National Percentile between 26 and 50.Level 2/3 on reading EOGsEVAAS probability of proficiency between 51% and69%Below 60% on benchmark indicators

Intensive Indicators (at least 2):PathDriver Maze National below 25% percentileLevel 1 on EOGsEVAAS probability below 50%Bottom 15% on benchmark indicators

New StudentsWithin 3 weeks of enrolling, teams will administerPathDriver screening and seek data on student touse the same criteria for identifying levels of support

ExitStudents will exit intervention when benchmark isachieved and maintained per results of progressmonitoring and mutual agreement of all stakeholders.

Frequency and ProcessesStudents receiving strategic and intensiveintervention will engage in progress monitoringmeasures at least every three weeks andIntervention team will monitor data monthly.

Data Points to determine criteria for identifyingvarying levels of needs:Attendance is documented in PowerSchool andtardies are addressed by the Start-on-Time program.Strategic Indicators:Attendance data incites concern based on at leastthree consecutive unexcused absences in a quarterand/or 10% or fewer unexcused absences duringcurrent year.Tardy data causes concern based on five or fewertardies per quarter.Intensive Indicators:Attendance data indicates significant risk with 4 ormore consecutive unexcused absences in a quarterand/or 10% or more unexcused absences duringcurrent year.Tardy data indicates significant risk based on six ormore tardies per quarter.

Discipline data is collected via SIRS to documentminor and major offenses based on commonlanguage and common understanding via schooldiscipline matrix.Strategic Indicators:Discipline data incites concern based on at leastthree referrals during a quarter that demanddetention or suspension.Intensive Indicators:Discipline data indicates significant risk based onmore than three referrals during a quarter thatdemand detention or suspension.Frequency and Processes:During PLTs, KidTalk and Team data reviews eachmonth, stakeholders will engage in problem-solvingto determine the depth and scope of the disciplineconcern. Stakeholders will determine steps tointervene including parent contacts, student andparent conferences, contracts, behavior plans, andbehavior support.



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InterventionStructure

Intervention support will be provided during theregular school day and delivery of services will betiered based on student need:Strategic: Discovery Time will be used tostrategically group students and provide additionalsupport on skills and knowledge that directly impactcore curriculum (comprehension, vocabulary,fluency). Grade level teams will determineintervention groups on a quarterly basis and mayengage in flexible grouping as necessary. Readingspecialist will co-teach in social studies and/orscience classrooms to meet the literacy needs ofstudents.

Intensive: Daily Elective time with a readingspecialist will provide targeted instruction onfoundational literacy skills that align with andsupport core instruction. Intervention teacher willprovide ongoing services on a quarterly basis.

Other OptionsAfter-school and before-school tutoring with ELAteachersReading specialist will be available duringDiscovery/Lunch time

Intervention support will be provided during theregular school day and delivery of services will betiered based on student need:Strategic: Daily Discovery Time will be used tostrategically group students and provide additionalsupport on skills and knowledge that directly impactcore curriculum (computation, problem solving, mathliteracy). Grade level teams will determineintervention groups on a quarterly basis and mayengage in flexible grouping as necessary.

Intensive: Daily time with a math specialist willprovide targeted instruction on foundational mathskills that align with and support core instruction.Intervention teacher will provide ongoing services ona quarterly basis.

Other OptionsAfter-school and before-school tutoring with MathteachersMath teachers will be available duringDiscovery/Lunch time

Strategic and intensive interventions will bedelivered via grade level teams and core instruction.

Classroom-based interventions will be deliveredthroughout the day by core teachers. More intenseinterventions like Social Skills instruction will bedelivered during the day outside of core during atime such as Discovery time, lunch, etc.

The master schedule has been designed to allowtime for flexible grouping to occur for strategic andintensive intervention. An intervention will be chosenand the frequency and duration will be determinedduring the TIPS process by the Intervention Team.



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Instruction

Instructional decisions and planning will occur duringweekly PLT and Kid Talk discussions and support forstudents will be tiered:Strategic: Teachers will use literacy strategies toprovide students with targeted instruction oncomprehension, vocabulary, and fluency during coreinstruction and Discovery time. Reading specialistwill plan with social studies and/or science teachersto integrate appropriate research-based literacystrategies into the curriculum.Intensive: The reading specialist will provide targetedinstruction during electives and Discovery time usingresearch-based strategies and programs (AoR, MCI,and MCI On-line).

Instructional decisions and planning will occur duringweekly PLT and Kid Talk discussions and support forstudents will be tiered:

Strategic: Teachers will use high-yield strategies toprovide students will targeted instruction oncomputation, problem-solving, and math fluencyduring core instruction and Discovery time.

Intensive: A math specialist will provide targetedinstruction during electives and Discovery time usingresearch-based strategies and programs.

Teachers use Discovery time to teach and reinforceschool-wide expectations including Start-on-Timeexpectations and other behavior norms asdetermined and supported by PBIS team.

PLTs and grade-level counselors engage in Kid Talkeach month to identify and problem-solve trends andpatterns of behavior that compel intervention.

Intervention and SIP teams will use EdPlan/EarlyWarning System to trace trends and patterns ofconcern by grade levels, teams, and individualstudents.

Assessment andProgress Monitoring

Data will be used to evaluate current status,determine instructional needs, and measure progress:• All students will engage in a universal screener viaPathDriver (MAZE) to identify current status anddetermine instructional needs.• Students identified as needing strategic andintensive intervention will engage in “digging deeper”measures, regular intervention, and progressmonitoring.• PLTs will review initial data, progress monitoringdata, and plan accordingly.• Intervention Team and School Improvement Teamwill review data quarterly.

Data will be used to evaluate current status,determine instructional needs, and measure progress:

• All students will engage in a universal screener viaPathDriver to identify current status and determineinstructional needs.• Students identified as needing strategic andintensive intervention will engage regularintervention and progress monitoring.• Teachers and PLTs will review initial data includingthe itemized math report from PathDriver, progressmonitoring data, and plan accordingly.• Intervention Team and School Improvement Teamwill review data quarterly.

Data will be used to evaluate current status,determine intervention needs, and measure progress:• SIRS discipline data: Minor and Major • Attendance data• Start-on-Time Tardy Data• Walk through observations• Student Feedback• Staff Feedback• Parent Feedback• Behavioral Screening (in EWS) • Behavior data collection forms/Contracts to collectbaseline data and progress monitor behavioral goals



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Curriculum/Resources

Curriculum and Resources to meet the needs of allstudents:• C-MAPP to ensure robust Tier I instruction for allstudents.• High-yield literacy strategies• Scope Magazines paired with targeted literacyinstruction• ReadWorks.com• NewsELA.com• Study Island• Academy of Reading• MCI and MCI On-line

Curriculum and Resources to meet the needs of allstudents:• C-MAPP to ensure robust Tier I instruction for allstudents.• PathDriver itemized math reports to targetfoundational deficits and determine instructionalneeds.• High-yield math strategies • Quantile Framework (Tier I and II)• Study Island

Curriculum and Resources to meet the needs of allstudents:• PBIS• PBIS.org• PBIS School-based Team• PBIS District Coach• Discipline:• SIRS Data/EdPlan/Early Warning System• ALC Online Program• Administration and Counselors• Social Skills • Lessons for 6th graders



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Reading Math BehaviorData DecisionProcess for Entry andExitInterventionStructureInstructionAssessment andProgress MonitoringCurriculum/Resources

comprehensive needs assessment school: reedy creek ms ...€¦ · 16/8/2017 · school improvement...

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