1.Dodge City Middle School
DIAC Presentation 2010

2. School Demographics
2.3%
22.11%
3.60%
71.93%
African American, 19.00 out of 805.00, (2.36%).
Hispanic, 579.00 out of 805.00, (71.93%).
Other, 29.00 out of 805.00, (3.60%).
White, 178.00 out of 805.00, (22.11%).
3. School SMART Goals
SMART Goal: Reading: By Spring 2010 all students and all subgroups will meet or exceed AYP Reading target of 79.8 and/or achieve safe harbor status.
SMART GOAL Math:By Spring 2010 all students and all subgroups will either meet or exceed AYP Math target of 77.8 and/or achieve safe harbor status.
SMART Goal Affective:During the 2009-2010 school year, we will decrease the number of gang-related offenses by at least 10% from the previous year.
Professional Development
4. 5. School Improvement Tool Kit
Professional Development
6. School Improvement Tool Kit
7. CHARACTERISTIC (# 7)(Mean Score 4.57)
Successful schools for young adolescents provide an adult advocate for every student.
8. CHARACTERISTIC (# 11)(Mean Score 4.90)
Successful schools for young adolescents use assessment and evaluation programs that promote quality learning.
9. NMSA
CONSULTANTS
The emphasis of Mr. Berckemeyer's sessions were on effective teaming and interdisciplinary teaching.
Dr. Connors expertise is in student advocacy programs.
IMPROVEMENT
Teaming approaches have improved markedly; every teaching team has planned, and executed an interdisciplinary unit or will in the next few weeks.Topics for the units were drawn from intended curriculum standards but have been enriched with cross curricular work and creative planning.
10. Professional Development Survey Results 2009-2010
11. Affective SMART Goal
During the 2009-2010 school year, we will decrease the numbers of gang-related offenses by at least 10% from the previous year.
Affective Development
Professional Development
12. Interventions
Preventions
Gang-related behavior contract at the start of school year resulting from previous year offenses
Monthly Mandatory Gang Education & Training Meetings for parents of students placed on contracts or students who receive a gang referral during the school year
Home visits for parents who are unable to attend mandatory meetings by DCPD from school referral
Gang database shared with local law enforcement through DCMS SRO
Gang Policy Violation procedures
Staff Gang Awareness Training
2-day Student Gang Awareness Presentation
October All Parent Academy on Gangs & Bullying
SMART Advisory Class review of policies & procedures in student handbook
DARE Program 7th Grade
Red Ribbon Week October
8-Week Choices Early Prevention Program
Parent Academy Newsletter Articles
13. Affective Intervention Data
DCMS had a 59% decrease of gang-related offenses from 2008.
DCMS had a 43% decrease of gang-related offenses from 2007.
14. Parent Involvement
Parent Academies
8th Grade Explore & College Awareness Evening
The Blending of Cultures
Study Island
Fitness Night
The Silent Epidemic
Parent & Team Intervention Meetings
6th and 8th Grades Building Transition Meetings
Site Council
PALMS Site Council
Post-Secondary Access for Latino Middle School Students
15. Tier III
Tier II
Flexible Grouping
Sheltered Instruction
Mastery Check
Benchmark Assessments
Tier I
Cognitive Development
Affective Development
Professional Development
16. 10 Minutes Daily
80 Minute Block
Tier III
Tier II Math
10 Minutes Daily
Kansas Math Assessment Course
40 Minute Block
Tier I Math
Cognitive Development
TEAMING
Ensuring Student Progress
Pre-Algebra
Algebra
Geometry
10 Minutes Daily
Affective Development
Professional Development
17. Enrichment Math
{
General Math Curriculum
Grades 7&8
{
7th Grade Pre-Algebra
8th Grade Algebra
6th Grade Taking Pre-Algebra
7th Grade Taking Algebra
8th Grade Taking HS Geometry
{
18. Tier III
Reading
Tier II
Kansas Reading Assessment Course
40 Minutes 9 Weeks
Tier I
Cognitive Development
Affective Development
Professional Development
19. Tier III Read 180
10 minutes
10 minutes
60 minutes
20. Read 180 Small Group Rotations
21. Newcomers System 44 Reading
The Code- teaches letter-sound correspondence through fluent word recognition
Word Strategies- presents instruction and practice in syllable strategies and word analysis.
Sight Words- lessons focus on building automatic recognition of the sight words.
Success- at the conclusion of each set of instructional topics, a nonfiction video introduces students to background information and vocabulary that helps them access a text passage.Passages and related activities require students to apply and build on the skills they have learned and develop their comprehension.
22. QPA & Making AYP
We have to have no less than 90% attendance rate in all sub categories. (To Date: 95.67%)
Currently our Sub Groups Include: (Free and Reduced, Students with Disabilities, ELL, Hispanic and White)
On QPA Expected Gains, we have to make a 10% gain in the non-proficient areas which is all student who are scoring below in the two categories of Approaching Standards and Academic Warning.
Example, in 2009 we had 23.1% of our students that scored below the Meets Standard mark in 7th and 8th grade reading. This year we will need to have 13.1% of our students score at the Meets Standard category in all subgroups.
23. Kansas Math Assessment
Target 77.8
24. Kansas Reading Assessment
Target 79.7
25. Curriculum Alignment
Instructional Calendar
Unpacking Essential Indicators
Setting Measurable Goals
Validating
Benchmark
Assessments
Professional Learning Communities
CollectingAnalyzing Formative Data
Formative Benchmark Interventions
Re-teaching Instructional Change
Meeting and Revising
Instructional Goals
Close to 100% Proficiency
26. Curriculum Alignment
Matching instructional delivery with the state assessed benchmarks.
Lesson planning and classroom teaching aligned with the material the students will be required to master on the state assessments.
Establish a minimum guaranteed curriculum for each grade level. The curriculum is developed through a process called unpacking essential standards.
27. Unpacking Essential Indicators
Curriculum
Unpacking
Unpacking the essential standards gives teachers a guide and clarity of focus.
Identifies the level of cognitive processes needed for the standard as well as a taxonomy of hierarchal understanding and the depth of knowledge the student will need to master the standard.
After the packing is complete an instructional calendar will be completed to provide a scope and sequence of the essential indicators.
28. Instructional
Calendar
Instructional Calendar
A timeline by which specific standards should be taught,
Dates of formative assessments,
A guide for intervention and re-teaching when needed to ensure success on benchmark and state assessments.
29. Benchmark
Assessments
Validating
Benchmark
Assessments
Alignstate assessed benchmarks to determine student mastery of a standard prior to the state assessment.
Predictor of how a student will perform on the state assessment.
Data generated from these assessments drive instructional practices and intervention planning.
IMPROVEMENT GOAL
It will be our goal in the near future to establish true validity and reliability of alignment between formative benchmark assessments and state wide assessments.
30. Measurable
SMART Goals
Setting Measurable SMART Goals
Setting SMART goals enables our core instructional teachers to have a good sense of where their students are at the beginning of the year and have measurable goals for where they want their students to be at the end of the year.
IMPROVEMENT GOAL
Next year as part of our school improvement plan we will develop measurable SMART goals for individual indicators for each of the core content areas in for grades seven and eight.
31. Professional Learning Communities
Utilize instructional expertise to identify key formative indicators of success that can be used to measure student progress during the school year.
Collect, organize, analyze, and report that data to students, parents, administrators, and other teachers.
Key skills of include knowledge of relevant assessment literacy concepts (in order to appropriately interpret formative assessment data),
Ability to engage in root cause analysis to identify appropriate instructional interventions
Capacity to work effectively with other staff on shared instructional problems and solutions.
32. CollectingAnalyzing Formative Data
Formative Data
Data generated from these assessments are designed to drive instructional practices and intervention planning which is necessary to ensure each student masters the minimum guaranteed curriculum.
Teachers use team time to meet regularly and frequently to have collaborative, data-based discussions about student progress.
IMPROVEMENT GOAL
Next year we will continue the process of administering formative benchmark assessments every four weeks to check student progress on instructionally delivered indicators.
33. Formative Benchmark Interventions
Interventions
The purpose ofinterventions is to increase, improve, and/or enhance the performance of students who have demonstrated low performance on a essential indicator through a formative benchmark assessment.
IMPROVEMENT GOAL
Students who enter the two weekprogram intervention program will be assessed with a second common formative benchmark assessment.
We need to determine provisions for those students who do not demonstrate proficiency or mastery of the standard on the second formative benchmark assessment.
34. Instructional
Change Believes
Re-teaching Instructional Change
"We believe that collaboratively we can have powerful impacts on student learning."
We can make a difference and are strategically and intelligently redesigning instructional and organizational practices to support student learning
"We recognize that data analysis is meaningless if it does not result in meaningful instructional change.
"Teachers will continue their work with curriculum coaches to identify effective, grade-level instructional practices for their subject areas."
35. Instructional
Change Believes
Re-teaching Instructional Change
"To be effective in the teaming process we must be able to use summative and formative assessment data together to implement strategic, targeted, focused instructional interventions to improve student learning.
"To ensure that our students are successful under the terms of NCLB we must provide meaningful interventions that are aligned with state standards and district curricula as well as content-specific, developmentally-appropriate best practices."
36. DCMS A High Performance School
Tier III
Kansas Career Pipeline
Tier II
Interventions
Teacher as Advisor Home base
Student Improvement Team
ACT
Tier I
Cognitive Development
Affective
Development
Professional Development