north lake middle school school improvement plan€¦ · • cte/exploratory/wellness teachers will...

NORTH LAKE MIDDLE SCHOOL School Improvement Plan

2013-2014

Inspiring Excellence

North Lake Middle School - School Improvement Plan 2013-2014

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2013 - 2014 School Improvement Plan Summary TEACHING AND LEARNING:

• Continue district–directed work focusing on the CCSS implementation, TPEP, and Danielson Framework.

• Professional development provided by the district on the inquiry cycle and supported within the building. Language Arts, Social Studies, Science, Career and Technical Education, and Math teams will create, implement, and score four performance tasks. Based on the data, lessons will be collaboratively created to address deficit areas.

• The Data Team will support the work of the inquiry cycle and help direct professional development in the content teams.

• Language Arts teachers will use the Developmental Reading Assessment to gather information on all students who received a level 2 on

last year's Reading MSP. The teachers will analyze the results and plan interventions for deficit skills.

• All content teams will explicitly teach academic vocabulary terms and apply Marzano’s 6 steps to teaching vocabulary terms. TECHNOLOGY EMPOWERED:

• Students will have access to and utilize a Google account in a variety of classes.

• Students in four classrooms will experience frequent use of Chrome books.

• Participate in district level discussions regarding curriculum, digital citizenship, and access to new technologies.

• Homeroom Premium data will be used to make instructional decisions regarding claim, support, and explain throughout the inquiry cycle.

• Staff members are committed to sharing new technologies and applications with one another to improve student learning.


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THOUGHTFUL TRANSITIONS :

• Promote new and existing positive programs that connect students to one another, the school, and community.

• Focus on the 7 Habits of Highly Effective Teens, specifically focusing on being Proactive. Staff will begin to integrate Habit 1 into NL vocabulary and culture.

ENGAGED COMMUNITY:

• Create a volunteer coordinator position that tracks, schedules, and communicates with volunteers.

• Coordinate with Lake Stevens Family Center, Li’l Hungry Hearts, American Legion Auxiliary, Kiwanis, and Lake Stevens Boys and Girls Club to arrange for student volunteer opportunities.


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MSP (WASL) DATA

READING MATH (MSP/WASL)

School State School State School State School State

Year 6th 6th 7th 7th Year 6th 6th 7th 7th

2012-2013 78.8% 71.5% 77.3% 68.8% 2012-2013 73.5% 59.4% 80% 63.8%

2011-2012 75.4% 70.7% 75.2% 71.3% 2011-2012 81.9% 61.5% 76.8% 59.2%

2010-2011 76.6% 70.6% 68.3% 56.4% 2010-2011 78.6% 58.8% 78.4% 56.9%

2009-2010 68% 64.5% 71.7% 63.3 % 2009-2010 62.4% 51.8% 82.8% 55.2%

2008-2009 83.2% 72% 68.7% 59.3% 2008-2009 59.5% 50.9% 63.5% 51.8%

WRITING

School State

Year 7th 7th MATH - EOC Algebra

2012-2013 76.2% 71.1% Year School State

2011-2012 82.7% 71% 2012-2013 100% 93.5%

2010-2011 76.5% 71% 2011-2012 100% 96.6%

2009-2010 79.2% 70.2% 2010-2011 100% 94.3%

2008-2009 72.9% 69.8%


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AMO Goal Page


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EXCELLENCE IN TEACHING AND LEARNING All students and staff are engaged and accountable learners, meeting high expectations through demonstrated growth, in an educational structure that is differentiated, challenging and focused. We provide quality instruction and leadership through

consistent, proactive support of our students and staff.

District Strategies District Action Steps Building Action Steps Results 1 Design and implement a

comprehensive professional development plan to deliver embedded, ongoing, collaborative professional learning in the Danielson Framework, TPEP, Common Core State Standards (CCSS) and the use of data

- All teachers engaged in Collaborative Learning/Lesson Planning Group - Develop cadre of teacher leaders to provide professional development to staff - Use Domain 1: Planning and Prep as a vehicle to align instruction and assessment practice with CCSS

• Inquiry Cycle-4 times this year for LA, SS, CTE, and math teams

• Exploratory and Elective teams will continue to support the claim, support, and explain model

• Data Team will support the work of the inquiry cycle and help direct professional development in teams.

• Data team members will help support the CCSS and inquiry cycle process through content team meetings

• Continue to become familiar with CCSS, TPEP, and the Danielson Framework

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Increase student achievement through the alignment and implementation of curriculum based on the Common Core State Standards

- Math: Focus on implementing the Practice Standards through targeted instructional strategies and developing rich tasks; step II in transitioning to CCSS content standards - English Language Arts (ELA): Literacy in the content areas, text- based writing, text-based questions

• Science teachers will have targeted level 2 writing students using a claim, support, and explain rubric for science content and move at least 85% of students to a level 3 or above. Science teachers will collaborate to align curriculum to Next Generation Science Standards.

• CTE/Exploratory/Wellness teachers will target level 2


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writing students using the claim, support, and explain rubric for exploratory content in 2 classes. The goal is that at least 85% of level 2 students will move to a level 3 or above on at least one performance task this year.

• Math teachers will target level 2 math students for extra support in identified strands based on district unit assessments.

• Language Arts teachers will target level 2 Reading MSP students. The goal is 80% of those students will meet standard on the claim, support, and explain performance tasks.

• By November 27, LA teachers will use the Developmental Reading Assessment to gather information on all students who received a level 2 on last year's Reading MSP, analyze results, and interventions for targeted skills.

• All content teams will explicitly teach academic vocabulary terms and apply Marzano’s 6 steps to teaching vocabulary terms.

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Create and maintain a data dashboard system to compile and track student performance data

- Begin initial training and use of a data dashboard/platform that will facilitate intentional and transparent use of data to inform educators, families and students of students’ unique needs; use this platform for placement

• All staff trained on Homeroom Premium by the end of September

• Data Teams will support the inquiry cycle via Homeroom Premium. Teachers will examine inquiry cycle data to

Two sessions provided in August and September


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decisions, curricular decisions and instructional decisions

inform instruction as a collaborative team.

• Staff check-in at the mid-year goal setting conferences

Measures of Success:

• Increases in summative assessment data: Improvements in state assessment data, AMO data • Increased student achievement as measured by Annual Measures of Success document • Reduced number of D/F grades as measured by Annual Measures of Success document • Reduction in number of discipline issues as measured by Annual Measures of Success document • Teachers will continue to learn about the CCSS, TPEP, and Danielson Framework.

EXCELLENCE IN TEACHING AND LEARNING - CTE All students and staff are engaged and accountable learners, meeting high expectations through demonstrated growth, in an educational structure that is differentiated, challenging and focused. We provide quality instruction and leadership through


District Strategies District Action Steps Building Action Steps Results 1

Improve the access to and quality of CTE program offerings in LSSD

Review/evaluate current status of CTE in LSSD, including:

- Industry standards for courses

- Cross credit/dual credit opportunities

- College credit for courses - National Career - Readiness Credential

• Prepare to integrate shop and GTT at the 7th grade level

• 10/21/13 Newsletter communicated grade level course change

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Ensure that CTE in LSSD is a results-driven education system

- Ensure that all CTE classes are aligned with state/national industry standards - Identify CTE classes that administer official End-of-Course (EOC) exams - Prepare to include CTE performance data on Data

• Each CTE class will create performance task(s). Identify additional CTE Performance Data to include on Data Dashboard.


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Dashboard


• Create transition plan to integrate woodshop and GTT into a full year course in 7th grade.


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EXCELLENCE IN TEACHING AND LEARNING – Hi-Cap All students and staff are engaged and accountable learners, meeting high expectations through demonstrated growth, in an educational structure that is differentiated, challenging and focused. We provide quality instruction and leadership through


District Strategies District Action Steps Building Action Steps Results 1 Monitor and measure each highly

capable student’s progress to ensure continued success and academic growth

Design process and determine baseline data. Implement monitoring strategies and evaluate each student’s level of success

• Based on students identified in the elementary school, a database of highly capable students will be created in Homeroom Premium which will track CSE, QBA, and MAP tests

• The database will be shared with all teachers that have highly capable students

• PD and meeting times provided by the district to allow teachers of HiCap students to collaborate and plan curriculum

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• Increase in individual HiCap student academic growth. • Creation of a spreadsheet that will be shared with teachers of HiCap students to ensure correct academic placement.


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TECHNOLOGY EMPOWERED Our use of technology will be bold, intentional and accessible. Innovative approaches will be encouraged and embraced and

our technology will be intuitive, collaborative and an empowering to all for students, staff and parents. Technology will transform our data systems to be unified, accessible, timely, informative and adaptable, and capable of being tailored to each

school, program, class, staff member and student.

District Strategies District Action Steps Building Action Steps Results 1 Technology and Technology Use:

Develop and provide the resources necessary to provide all students and staff with access (to information, tools, resources, collaborative opportunities) when and where they need them

-Develop digital citizenship and tech skills curriculum -Develop norms around student device use and open up access

• All students will have and utilize a Google account

• Access to Chrome books in 4 classrooms

• Participate in district level discussions regarding curriculum, digital citizenship, and access

• 9/4 Technology TOSA met with Technology teacher regarding use of the Google platform

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Data Systems: Develop information systems that help teachers to individualize instruction and school leaders to manage instructional goals

Begin initial training and use of a data dashboard/platform that will facilitate intentional and transparent use of data to inform educators, families and students of students’ unique needs; use this platform for placement decisions, curricular decisions, and instructional decisions

• Homeroom Premium data will be used to make instructional decisions regarding claim, support, and explain

• Participate in district level discussions on Homeroom Premium and use for placement decisions


• Digital Citizenship-Participate in digital citizenship and technology skills curriculum discussions at the district level. • Students will access Google accounts in relevant courses. • Homeroom Premium Data Dashboard will be introduced.


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THOUGHTFUL TRANSITIONS Transitions in our district are planned, focused, collaborative and intentional. Whether transitioning from preschool to

kindergarten, into the next grade, building, curriculum or to post-graduation endeavors, we will actively facilitate a path to success for students and staff.

District Strategies District Action Steps Building Action Steps Results 1 Create a consistent mode of

communication to support transitions

- articulation of common behavioral expectations at all schools - Partner with PTAs, booster clubs, and community service organizations to explore activities that enhance family-to-family communication, and support ELL families and families in transition

• Support and partner with the PTSA, specifically supporting the Move a Thon, fundraising, and guide donations to the school

• 11/19-Hispanic students attending La Chispa at Cavelero

• Promote participation in clubs such as Builders and Ambassadors

• Counselor and Laura Wellman teaming to offer parent conferences to Spanish speaking families during conference week

• Increase communication via Skyward message center for current and future students

• Integrate 7 Habits with the 3R’s as a foundation for behavioral expectations

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Expand opportunities for intentional social connections for all students

Explore and implement activities that increase consistency of intentional transitions from level to level. Possibilities include:

o shadowing o school visit o programs that link

students from one school to the next

• 5th grade visitation to the NL campus in June

• August Student Prep Day • SPED transition meetings

from elementary to middle school and middle school to Cavelero

• Quarterly afterschool dances

• Quarterly Bulldog Buck


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Explore and implement activities that help students make social connections mid-year

movie opportunities • Students entering mid-year

meet with an ambassador for a tour and introduction to NL

• Expand club offerings for students throughout the school year

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Expand opportunities for intentional academic connections for all students

- Expand College-Bound Scholarship sign-ups and intentional tracking of students through 12th-grade to support their success - Begin initial training and use of a data dashboard/platform that will facilitate intentional and transparent use of data to inform educators, families and students of students’ unique needs; use this platform for placement decisions, curricular decisions, and instructional decisions - Identify what is currently happening around character development, leadership, and study skills (perseverance, “soft skills,” stamina, etc.)

• Advertise College Bound, Grade Doctor, and Math Help in the newsletter

• College Bound Scholarship information table at Curriculum Night

• Informational letters sent to identified low income families

• Integrate Habit 1-Proactive into the NL culture of the 3R’s

• Begin Ambassador program working with student leaders to support various activities on campus

• Provide time at staff meetings monthly to write Positive Referrals

• Student leaders participate in regional leadership workshop activities

• August-Cascade

Leadership Camp • 11/19-La Chispa

workshop

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Increase awareness and planning for post-secondary endeavors starting in elementary

- Explore and begin to implement activities to expose students to post-graduate endeavors at every level on a yearly basis - Increase communication with parents on career counseling, guidance, scheduling and programs for students starting in middle school

• GTT course research on careers within the engineering field

• Advertise post high school opportunities in the newsletter

10/23-National College Fair


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• Creation of a student ambassador group who will engage the NL community within and outside of the campus. • Begin implementation of the 7 Habits of Highly Effective Teens within the school culture. • Participate in district level discussions regarding the transition process for students throughout the Lakes Stevens

School District system.


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ENGAGED COMMUNITY We consistently engage with our diverse communities of students, families, staff and the public. We create inclusive

partnerships to share our sense of purpose and district goals, invite continuous input and act on the feedback we receive.

District Strategies District Action Steps Building Action Steps Results 1 Expand volunteer opportunities to

include “non-traditional” groups such as retirees, working families, military personnel and non-English-speaking individuals

- Identify and train a volunteer coordinator at each school to establish consistent practices Develop a monthly report of volunteer activity at each school to establish a baseline - Develop a monthly report of volunteer activity at each school to establish a baseline - Explore ways to engage students in volunteer opportunities throughout the community and in the recruitment/retention of volunteers - Create a volunteer bulletin board at each school with service opportunities, announcements, photos of events, etc.

• Assign office staff member as the volunteer coordinator

• Gather data on parent volunteer activity

• Coordinate with Lake Stevens Family Center, Li’l Hungry Hearts, American Legion Auxiliary, Kiwanis, and Lake Stevens Boys and Girls Club for arrange for student volunteer opportunities

• Develop parent Walkabout Program to invite parents on campus before school, lunch, and after school.


• Trained volunteer coordinator at each school. • Increased number of volunteers at each school as measured by Annual Measures of Success document. • Conduct an annual survey to invite input and achieve at least 85 percent satisfaction rate from program participants.

north lake middle school school improvement plan€¦ · • cte/exploratory/wellness teachers will...

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