THE PIERCE MIDDLE SCHOOL

SCHOOL IMPROVEMENT PLAN Milton Public Schools

School Committee Presentation

March 2, 2016

Pierce Middle School Site Council

Dr. Karen Spaulding, Principal

Mr. Mike Cleary, Grade 7 Geography Teacher

Mrs. Sarah Pullia, Grade 8 Math Teacher

Mr. Jeff Stoodt, Grade 6 Science Teacher

Mrs. Kathy Boucher, Parent

Mrs. Abigail Callahan, Parent

Mrs. Amy Flanagan, Parent

Mrs. Lisa Viola, Parent

Agenda

The Pierce Middle School Mission Statement

Some PARCC Reminders

A Data “Quick Look”

What Worked?

Reflections on SIP Goals and Strategies

Pierce Middle School: Making Connections

Living Its Mission

Pierce Middle School Mission Statement

At Pierce Middle School we are dedicated to nurturing our students to become positive contributors to society. To be people who think independently and creatively. Who are

resilient, and know how to solve problems. Who appreciate diversity and are open, willing and ready to collaborate with

those around them. We are committed to fostering in these very important students a genuine sense of curiosity, joy of learning, and strength of character that will guide them to

make positive and healthy decisions for themselves and others, now and throughout their lives.

Some PARCC Reminders

Results from PARCC are different from prior year’s MCAS results, so a direct comparison is not warranted.

54% of districts statewide took PARCC

“State” results are representative samples of PARCC test takers- include paper-based and computer-based takers.

59% of districts taking PARCC took computer-based

“It is true that this [pattern] exists on average….There is some evidence that, in part, the [score] differences we’re seeing may be explained by students’ familiarity with the computer-delivery system.” [Jeffrey Nellhaus, PARCC’s Chief of Assessment- http://www.edweek.org/ew/articles/2016/02/03/parcc-scores-lower-on-computer.html

A Data “Quick Look”

The % of students scoring in the Advanced/Proficient categories on the 2015 Science/Tech. Engineering MCAS rose to 54% (up from 48% in 2014)

In ELA and Math the % of students scoring Level 4 or 5 on PARCC was higher than the State at all three grade levels.

The % points above the State was notably higher for Math as compared to ELA for all three grades +12 (Math- 6), +23 (Math- 7); +23 (Math- 8)

All subgroups earned fewer overall CPI points when compared to their counterpart group (Grades 6, 7, & 8 Math and ELA).

The difference (gap) in CPI was overall the greatest for Students w/Disabilities when compared to the Non-Disabled Subgroup (All grades in Math and ELA).

The difference (gap) in CPI was very small for

Economically Disadvantaged vs. Non-Economically Disadvantaged Grade 8 ELA

African American/Black subgroup compared to the White subgroup Grade 8 ELA.

The Median Transitional SGP for students in the Economically Disadvantaged subgroup was higher as compared to those who are Non-Economically Disadvantaged for the following Grades/Subjects:

Grade 6 ELA (4 SGP points higher) * Grade 6 Math (4 SGP points higher) * Grade 7 Math (6.5 SGP points higher)

The Median Transitional SGP for students the African American/Black subgroup was significantly higher (62) as compared to students in the White subgroup (49) [Gr. 8 Math].

[>10 SGP points is considered educationally significant.]

What Worked?

Targeted Reading Intervention

Median Transitional SGP on 2015 ELA PARCC for students receiving reading

intervention everyday= 49; every other day median SGP= 40

Median Transitional SGP on 2015 ELA PARCC for all grades was 36.

Pierce Academy

Transitional Median SGP for students in Pierce Academy-

Math= 49.5

ELA= 25

Median Transitional SGP on 2015 ELA PARCC for all grades was 36 and for

2015 MATH PARCC was 48.

Math Investigations

Transitional Median SGP for students taking Math Investigations

Grade 6= 49 (39 for ALL students)

Grade 7= 56 (52 for ALL students)

Grade 8= 72 (51 for ALL students)

Pierce Middle School SIP Goal #1

Improve Science

Goal: Increase proficiency in science for all students by implementing new science curriculum units.

Result: Percentage of students who score proficient and advanced on the 8th Grade Science and Technology/Engineering MCAS will increase by 20% by May 2017 and the proficiency gap for students in the high needs subgroup will decrease.

Where are we now- Proficiency?

CPI for STE MCAS has increased by over 7 points over the last 3 years.

2013 STE MCAS- 42% in Proficient/Advanced

2014 STE MCAS- 48% in Proficient/Advanced

2015 STE MCAS- 54% in Proficient/Advanced

From 2014 to 2015- the % of students in Warning/Failing was cut in half.

Where are we now?- Closing the Proficiency Gap

% of students in Econ. Disadvantage subgroup in W/F= 12% (29% in 2014 when “Low Income” Subgroup)

% of students in Students w/Disabil. Subgroup in W/F decreased by 5%

% of students in Afr. Am./Bl. Subgroup in W/F decreased by 11%

Goal #1: Reflection on Strategies

Strategy 1.1- Fully implement an integrated science curriculum aligned with MA DESE STE Learning Standards.

Full implementation achieved

Supporting second year of science curriculum implementation

Strategy 1.2- Provide professional development in science curriculum implementation and effective practice.

Professional development continues:

MA DESE Creativity and Innovation Grant

Star Lab Training

Data Driven Cross Grade Level Round Tables

Looking at Student Work

Content Focused PD- Ponding Institute

Strategy 1.3- Develop common science assessments by unit.

Common assessments in Science for all units

Structure for implementation, data collection, and analysis in place- subgroups included

Strategy 1.4- Increase the presence for science and STEM at the Pierce Middle School by solidifying a rigorous program in STEM and providing enrichment opportunities in science for students.

.8 STEM Elective for Grade 6 in place (Advancement Budget)

Several new units purchased for Grade 6 STEM and Grades 7 & 8 ISSTEM (Medieval Machines, Science of Speed II- The Race Track, etc.) Funded by the MFE

Pierce Middle School SIP Goal #2

Provide Targeted Support and Enrichment

Goal: Provide appropriate, targeted interventions and instructional practices that increase student learning growth and achievement both for students who are less than Proficient in Math, ELA, and Science & Technology/Engineering and for those who are Proficient.

Result: The number of students scoring in the Advanced category will increase by 10% by 2017 and the achievement gap will decrease over time.

Where are we now- Advanced Category? % of students scoring in the Advanced category on the STE MCAS has remained the same.

Given the transition to the online PARCC assessment in Math and ELA, we will need to revise this goal.

Where are we now?- Closing the Proficiency Gap All subgroups earned fewer overall CPI points when compared to their counterpart group (Grades

6, 7, & 8 PARCC Math, PARCC ELA, and MCAS STE)

The difference (gap) in CPI was overall the greatest for Students w/Disabilities when compared to the Non-Disabled Subgroup (All grades in all subjects.).

The difference (gap) in CPI was very small for some subgroups.

Promising results are seen in the African American/Black Subgroup as well as the Economically Disadvantage Subgroup.

Goal #2: Reflection on Strategies

Strategy 2.1- Analyze the effectiveness of targeted interventions, specifically Pierce Academy, reading intervention, and math investigations.

Analyses (see previous slide) reveal content focused interventions show significant impact on student growth.

The impact of Pierce Academy remains unclear.

Strategy 2.2- Use data analysis of intervention effectiveness to further refine/define/improve programming.

Math Investigations better aligned with mainstream curriculum and data driven areas of need.

Improvements in Pierce Academy goal setting; consistency in staffing remains a challenge.

Strategy 2.3- Identify and implement strategies and/programming to support the range of learners in the classroom, paying particular attention to research based practices for subgroups with achievement gaps.

Designing for Equity by Thinking in and about Mathematics

Primary Source online Cultural Competency Course

Special Education Professional Learning Communities

Strategy 2.4- Fully develop Student Support Team referral and teacher support process.

Pierce Middle School Student Support Team meeting structure and follow up processes fully in place.

Strategy 2.5- Identify and purchase new math curriculum materials.

Completed in summer 2015 for Grade 6.

Review of materials for Grades 7 and 8 currently happening.

Strategy 2.6- Increase the technology integration at the Pierce Middle School to support the range of learners in the classroom.

Infusion of Chromebooks increased Pierce Middle School’s device ration to 1 to 3

Increase in Ipads (funded by MFE and MA DESE Creativity and Innovation Grant FY15)

Professional development for teachers in technology via TEQ courses and onsite

Pierce Middle School Goal #3:

Supporting the Whole Child

Goal: Provide instruction, intervention, and programming that develops the whole child.

Result: Increased creative arts development, healthy decision making, and overall positive sense of self.

Where are We Now? Developing measures for this goal

Refining assessments linked to health curriculum

Creative and performing arts teachers have developed and are implementing tools to collect data about student learning and growth in the arts

Working with members of the Milton Substance Abuse Prevention Coalition to develop survey for middle school students

Follow up substance abuse Focus Groups being conducted by the Milton Substance Prevention Coalition

Submitted grant to MA DESE- Safe and Supportive Schools to support self-assessment and data collection tool development.

Goal #3: Reflection on Strategies

Strategy 3.1- Make physical education and health required for all students.

Done.

Strategy 3.2- Review, purchase, and implement middle school health curriculum.

Michigan Model purchased and being implemented in all grades.

Both health teachers trained in Get Real curriculum; currently being implemented in Grades 7 and 8.

Working with the Milton Substance Abuse Prevention Coalition to identify supplemental skills based substance curriculum.

Strategy 3.3- Improve the way in which the behavioral health and mental health needs of students are supported.

Submitted grant to MA DESE to support self-assessment via the Behavioral Health and Public Schools Framework and Self-Assessment Tool (Fund Code 335- Safe and Supportive Schools Grant)

Submitted grant to MA DESE to support the implementation of prevention and intervention that promotes healthy relationships (Fund Code 641 Teen Dating Violence Prevention and Intervention Program)

Strategy 3.4- Increase participation (and representative participation) of students in after school and other extra curricula opportunities.

Ongoing data collection and review of student participation

Pierce Middle School:

Making Connections Opportunities to explore interests

Pierce Players- over 100 students in fall performance, Once Upon a Mattress

Cross Country Track- over 80 students

PASS Classes- Classic Movies, Rainforest Explorations, Junk to Jewels, Green Team, Volleyball

Opportunities to shine

Intensive Studies in Science, Technology, Engineering, and Math (ISSTEM); Intensive Studies in Humanities (ISH); Artistic Creative Enrichment (ACE); Performing Arts

Science Fair (school and State Level); Geography Bee; Spelling Bee; Junior SEMSBA; Model UN

Pierce Bucks!

Transitioning in and out

Grade 5 Step Up Day; Welcome to Middle School; school visits

Transition meetings

MHS Step Up Day; MHS Student Leaders presentation

Pierce Middle School

Living Its Mission

Strings Concert March 8, 2016 7:00 PM @MHS

All State Treble Chorus March 12, 2016 @MHS

Band Concert March 15, 2016 7:00 PM

March Madness 3 on 3 B-Ball Fundraiser- March 22, 2016

Spelling Bee- March 24, 2016

Global Celebration- April 13, 2016

Southeastern Regional Middle School Science Fair- April 23, 2016 Regis College