Transcript Sandy River Middle School

Sandy River
Middle School
Data Presentation
February 29, 2012
Mission Statement:
Sandy River Middle School
To Facilitate Student
Success in the 21st
Century
Core Beliefs :
Students need guidance, support, selfdiscipline, respect and encouragement in
order to be successful learners.
A
safe and caring environment, which is
adaptable to the diverse needs of the
individual, is essential for the learning and well
being of all students.
Responsibility
and respect of self and others
are essential to personal development.
Learning
takes place when the teacher and
student are both motivated at a higher level.
Tiger
Pride
Through
a combined effort of students,
parents, teachers, administrators, and support
personnel, our students will develop skills
necessary to compete in the 21st Century.
About us…
•
•
•
•
•
•
•
•
We are a grade 6 through 8 school
We are located in the western part of McDowell County
Our student enrollment is 260
Our Free and reduced Lunch enrollment is 77%
We are a second year School Improvement Grant (SIG)school
We are a 1003g school and a school of improvement
There are only 2 business in our enrollment area
The primary income of our employed parents is coal mining
How much we’ve improved
WESTEST2 Students at Mastery and Above
Sandy River Middle School
50
45
Percent at Mastery
40
35
30
25
20
15
10
5
0
Math
2009
35
2010
34.86
2011
49.1
RLA
29.03
30.26
41.57
Figure 2: Continuous improvement in students Proficient, 3 year trend
What we have to celebrate:
West Virginia Middle Schools
State Ranking WESTEST2 All Students
2009
.
2010
2011
0
20
27
40
60
Mathematics
80
100
RLA
101
120
127
140
149
119
144
160
Figure 1: Ranking of 156 Middle Schools-Proficient students
Sandy River Middle School students have shown significant improvement
In achievement over the past three years as evidenced by school rankings.
How much we’ve improved
West Virginia Ranking by Subgroup, Low SES
Middle Schools
2009
2010
0
2011
8
20
40
Reading/LA
60
71
80
100
101
120
140
160
180
Figure 3: Ranking sorted by Low SES subgroup
Mathematics
91
How much we’ve improved
West Virginia Ranking of Distinguished and
Above Mastery proficient on WESTEST2
2010
2011
0
30
40
Mathematics
80
95
71
RLA
93
120
160
Figure 4: Ranking Above Mastery & Distinguished of the 156 Middle Schools in WV
Why we have improved:
Example of higher order thinking skills increase
25.00
23.77
P
e
r 20.00
c
e
n
t 15.00
I
n 10.00
c
r
e
5.00
a
s
e
0.00
20.6
Mastery of Level 1
Questions
Mastery of Level 2 and 3
Questions
9.60
1
Mathematics 6
RLA 6
We believe that our improved student achievement is due to our students’ increasing
their higher order thinking skills within the standards and objectives .
Our Continuous Improvement
Process
Three Focus Areas of Sandy River Middle School

Achievement

Attendance

Relationships- Teacher to teacher; teacher to
student; teacher to parent; parent to student,
etc.
Culture
Survey/Typology
1.
Our Culture Survey,
completed Fall 2011. It
indicated a culture of high
expectations and strong
internal support.
•Collaborative
groups working
together toward student
learning.
2. Low areas of school culture:
• Community involvement,
• Parental involvement.
Survey is rated on a scale of 1-5,
one is the lowest and five is the
highest.
Culture Survey/Typology

Culture Typology was completed on Dec. 23, 2011


Culture was labeled as Collaborative.
Culture Typology Top 4 Areas:
 Shared Values- ALL teachers agree there is a strong agreement
among teachers concerning educational values

Risk Taking- Teachers are constantly looking for new ideas
Communication- Any teacher can talk to ANY teacher about

Organizational History- At this school there is an understanding

their teaching practice
that school improvement is a continuous issue.
Goal: Collegial Awareness
Action Step: Collaborative teams will plan critical peer review
We believe that we are a school of continuous improvement, therefore,
we continue to make goals to improve critical factors.
SRMS Attendance
Month
Percent Attendance
1st
95.5
2nd
93.0
3rd
91.7
4th
91.5
5th
90.0
6th
91.0
Attendance incentives given in form of special activities, or
Celebrations.
The most important thing is getting students engaged in learning,
so they want to attend…..
For Example
Let’s Move SRMS!
 Each
department picked a day that they are
responsible for including movement into their
lessons or as a break.
 This
can be done on any day,
but at least once/week.
 Principal
initiates Let’s Move activities via the
intercom with music for everyone to dance or at
least move.
Get a Life- Read!
15 Minutes/Day set aside to read in at least one
class.
Digital Learning Activities
Animoto
Problem Based Learning
School-wide Activities
Universal Meal Participation
Month
Breakfast
Lunch
September
61.97%
79.15%
October
63.52%
76.55%
November
63.59%
70.80%
December
64%
74.89%
8th Grade techSteps
90
80
70
60
50
40
30
20
10
Projected to be
0
Animate a
Change Process
Database
Analysis
Digital
Storytelling
From Issue to
Action
Linear Data
Deductions
Online Book
Review
7th Grade techSteps
100
90
80
70
60
50
40
30
20
Projected to
be
completed
3/12
In Progess
10
0
Active Reading
Collaborative
Database
Dynamic
Journeys
Fact and Fiction
Random Climb
Vector
Translations
6th Grade techSteps
80
70
60
50
40
30
Projected to
be
completed
5/12
20
10
In Progess
In Progess
0
Famous Person
Plaque
How Does Fair
Food Fare?
Investigate
Paper Copters
Poetry in Motion
Timeline Map
Web-Powered
Research
WV Writes
Proficiency Summary
%
Novice
48%
Partial Mastery
35%
Mastery
14%
Above Mastery
3%
Distinguished
0%
Our usage of WV Writes has been good. This year our goal has
been to improve writing performance levels to 50% mastery and
above, rubric scores above 4. Last year we performed at about
40% at 4 or above.
READ 180- SRI Scores
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8th Grade:
6 students 601L-800L
2 students 401L-600L
2 students 201L-400L
7th Grade
7 students 401L-600L
1 student 201L-400L
3 students BR-200L
6th grade
6 students 401L-600l
4 students 201L-400L
SRMS 6th Math BM 1 & 2
*Numbers have gone down in Tiers 1 and 2; Up in Tiers 3, 4 and 5
Sandy River Middle
Benchmark 1 Math
Sandy River Middle
Benchmark 2 Math
7th Grade Math BM1&2
*Scores increased in level 2 greatly; decreased in all others.
Tier
SRMS BM 1/2
County ½
1
5/3
9/4
2
16/44
35/59
3
45/28
39/24
4
23/19
13/10
5
11/6
4/2
8th Grade Math BM 1&2
Tier 2 increased greatly, Tiers 1 and 3 stayed the same and
Tiers 4 and 5 have decreased.
Tier
SRMS BM 1/2
County 1/2
1
4/3
5/5
2
19/35
28/37
3
42/44
42/41
4
24/14
19/15
5
11/4
6/1
6th Grade ELA BM 1&2
Tiers 1,2,&3 decreased; Tiers 4 & 5 increased
Tier
SRMS BM 1/2
County BM 1/2
1
7/5
7/6
2
16/14
27/22
3
33/26
36/29
4
34/38
25/34
5
11/18
5/10
7th Grade ELA BM 1&2
Increase in Tiers 1, 2, & 3; decrease in Tiers 4 & 5
Tier
SRMS BM 1/2
County ½
1
8/9
9/17
2
13/22
23/34
3
20/34
28/31
4
37/24
26/14
5
23/10
13/4
8th Grade ELA BM 1&2
Tiers 2 & 3 increased; Tiers 1, 4 &5 decreased
Tier
SRMS BM 1/2
County ½
1
12/9
18/15
2
16/17
28/29
3
41/32
35/32
4
30/28
18/18
5
1/14
1/5
Tools to help SRMS Keep Focus

10 minute meetings/Conversations

PLC’s/Leadership Team/Conversations

Data Tracking- Data Wall, Data Tracking Template

Walk Through’s- different formats designed for
different outcomes

Trying new strategies, making the most of work time
given
SRMS Organizational Schedule
PLC
Lesson Plans
10 Minute Meeting
HR/1
Monday
ELA
Math
8:15- Anglin
Tuesday
Science
S. Garrett
Wednesday
Soc. Studies
Sp. Ed Dept.
Thursday
PE/Art/Music
L. Addair
8:10- Polston
8:25- Proffitt
8:15- Chadwell
8:10- Wimmer
8:25- 7th Math
Friday
ELA PLC
Math PLC
2
3
9:45- Rhodes
4
5
10:15- T. Hunt
10:30- Adams
11:00- Art
Soc. St. PLC
11:00- Garrett
6
11:50- K. Hunt
7
8
12:15- L.
Addair
1:00- Denton
9
10
12:15- R.
Lester
1:45- Jones
2:00- Stacy
2:20- Woolridge
2:35- A. Lester
Jones/Stacy
PLC
Science PLC
10 Minute
Meeting/Conversations
•
Scheduled weekly/teacher; On average meet with each teacher
bi-weekly. When only a few can be met for the day, I prioritize in
order of importance.
•
Each teacher brings a high, medium, low level of student work OR
the topic of the week, such as if a short cycle assessment was just
completed, they can bring that data.
•
Follow 10 Minute Meeting Form to guide discussion. After guiding
the discussion at hand, I may use the opportunity to have “other”
conversations, especially with my leadership team members.
•
Discuss the four questions:
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•
•
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What do we want them to know?
How do we know if they know it?
What do we do if they know it?
What do we do if they don’t?
Principal’s10 Minute Meetings
Log on Excel
Evidence
Teacher Name
Date
10/3/2011 S. Youngs
**Not 10 minute
10/5/2011 S. Hunt
Lesson Plans
**Not 10 Minute
Discussion
Discussed matters with Miss Youngs regarding her
frustration level, yelling and "throwing things" in
class. I gave her the book Discipline with Dignity for
her to read and for us to discuss. She tells me this did not occur in the
manner being referenced. We discussed her being frustrated
and overwhelmed in general. We discussed my level of
high expectations and if she can meet them.
I asked Mr. Hunt to come in and meet with me on his lesson
plans as I had discovered that he was making one plan for
two grades. We discussed the results of my walk-throughs
and how his instruction needs to change. His method of
lecturing is not working and he needs to find what will.
I gave him the book Entertaining an Elephant and have asked
him to read it for us to discuss. I also gave him the charge
of completing one peer observation in the remaining two
days. He needs to try to find ideas and things to help himself.
Discussed the number of discipline referrals- fights, skipping,
arguments that are coming out of his class. I discussed with him
the need for being more aware as I am concerned for the safety
of his students. He is "blowing off" more than what is warranted
and someone will get hurt. I did review with him about checking
the role and reporting anyone not absent that did not report to
class. I also discussed the need for signing the agenda book to allow
them to be in the hallway.
10/10/2011 G. Denton
**Not 10 Minute
10/11/2011 Laura Polston
Teacher Made Test We discussed the DOK level of questioning on the test. Most
items were at a 2 however, she had one test item that could
have possibly reached a level of 3. Most of her students did
well on this test, but the ones that did not she is trying to reach
the parents and request tutoring after school.
10/11/2011 Anita Proffitt
Teacher Made Test We discussed the DOK level of questioning on the test. Most
items were at a 2 however, she included the use of a graphic
organizer for explanation of a question. She is providing individual
reteach as needed with the students.
10/11/2011 Amanda Lester
Data Folders
Mrs. Lester brought in data folders she has had each of her students
to make to track their progress in Science. They set goals for their
performance on each test and their CSO's. They track the information
their performance on the CSO's measured by coloring a graph to
demonstrate their progress.
10/24/2011 Jessica Anglin
Genre Display
Mrs. Anglin brought in items that the students developed regarding
the genre of their choice and she was able to explain how each of
them created and explained their organization.
10/25/2011 Laura Polston
BM 3
Discussed the improvement of students on the BM 3 and how she
is going to target the ones that are low performing through after
school for individualized tutoring.
 Items
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on chart:
Date
Teacher Name
Evidence
Discussion from
meeting
PLC’s, Leadership Team
Conversations
•
Scheduled weekly according to Organizational
Schedule
•
Use Guiding Format-norms, agendas, minutes; enter
into Indistar for SIG Monitoring
•
Present when I can be; regardless of my attendance,
the form guiding PLC’s is completed by the meeting
group and placed in a dropbox that is shared by all
members of the department or group for viewing at
any time.
•
Make the most of any time given to discuss issues at
hand. Focus is on achievement and instruction first,
but then can be utilized for departmental tasks or
discussion.
Collaborative Conversations
Data Tracking
•
Use of Data Wall for ELA/Math in PLC room
•
Individual classroom uses of data walls
•
Instructional Objectives being kept in student
notebooks and posted on the whiteboard.
•
Data Tracking Template by CSO- Item Analysis
•
Bell Ringer Tracking Template matching each CSO
being taught
•
Data Tracking Template by student- Short Cycle
Assessments, Bell Ringers
Collaborative Conversations
Data Tracking samples
Collaborative Conversations
Data Tracking samples
•
Use of Data Wall for ELA/Math in PLC room
7th Grade Math
(unchanged)
8th Grade
Math
8th Grade Math and RLA reflect
1st Acuity Benchmark Results
8th Grade
RLA
Collaborative Conversations
Data Tracking samples
WV Writes Data
Collaborative Conversations
Data Tracking samples
Data Tracking Template by CSO- Item Analysis
Classroom Visits and Observations of Instructional
Strategies
•
Walk-through’s using different formats to gather different
information via e-walk and other tools
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APL
Carnegie
Language!
McDowell County Instructional Walk-Through
Sandy River Middle School Instructional Rubric
Evaluation Forms
Service Personnel Evaluation Form
Athletic Coach Evaluation
Custodial Checklist

Walk Through Tracking Sheet

Instructional Practices Inventory- completed 3-4 times/year
Sample Walk-Through Chart
Classroom Visits and Assessing Student
Engagement through conversations
Teacher Led Instructional Practices
Inventory- completed 3-4
times/year
Student
Work with
Teacher
not
Engaged,
2.38%
Student
Work with
Teacher
Engaged,
41.67%
Complete
Disengage
ment,
2.38%
Student
Active
Engaged
Learning,
17.86%
Student
Learning
Conversati
ons, 3.57%
TeacherLed
Instruction,
32.14%
Teacher Led faculty discussion and
goal setting after each IPI
IPI Faculty Discussion about Student Engagement
Sandy River Middle School
February 2012

Questions, Data, Comments
Was this a typical day?

Yes
What can we celebrate?

5’s and 6’s increased

2’s decreased
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Our collaborative conversations are interactive

Teacher ideas; suggestions
What do we value?

The breaking down of the coding
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How our work has been worth it

Sharing teaching ideas

Students are at the center of their own learning

The awareness the IPI creates

Teacher led talk can be turned to student engagement
What do we need to improve

Our 1’s stayed the same

Students need to work in pairs or groups to capture the
social learning

student based questions

Content specific work for the subs

Tests need higher order questions