School Improvement Plan Review RMS Demographics 10 Year Trend Data - - PowerPoint PPT Presentation

School Improvement Plan Review

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 608 553 513 548 554 545 504 494 485 470 70 65 68 77 81 72 68 71 83 94 91 99 85 86 78 95 83 86 16 7 10 13 15 5 4 7 9 4 70 79 90 105 112 117 133 142 160 91 3 2 1 11 12 37 44 70 68 55

RMS Demographics 10 Year Trend Data

White Black/African American Asian American Indian/Alaskan Native Hispanic/Latino Native Hawaiian/Pacific Islander Multi Races

74.1 73 77.3 79.1 61.2 68.2 71.3 72.4 75.5 46.8 20 40 60 80 100 2010-2011 MSP 2011-2012 MSP 2012-2013 MSP 2013-2014 MSP 2014-2015 SBA

6th Grade State Assessment Trend Data - Reading

RMS 6th District State 56.8 73 67.2 75.7 64.5 49 64.2 65.2 59.7 54.1 20 40 60 80 2010-2011 MSP 2011-2012 MSP 2012-2013 MSP 2013-2014 MSP 2014-2015 SBA

7th Grade State Assessment Trend Data – Reading

RMS 7th District State 69.2 61.8 64.1 73.9 65 63.6 57.6 61.9 67.3 49.5 20 40 60 80 2010-2011 MSP 2011-2012 MSP 2012-2013 MSP 2013-2014 MSP 2014-2015 SBA

8th Grade State Assessment Trend Data - Reading

RMS 8th District State

67.7 63.4 57.5 54.7 64.5 60.9 53.4 46.8 55.6 47.5 20 40 60 80 2010-2011 MSP 2011-2012 MSP 2012-2013 MSP 2013-2014 MSP 2014-2015 SBA

6th Grade State Assessment Trend Data - Math

RMS 6th District State 63.1 63.3 66 55.5 56.5 50.1 64.2 54 47.1 48.7 20 40 60 80 2010-2011 MSP 2011-2012 MSP 2012-2013 MSP 2013-2014 MSP 2014-2015 SBA

7th Grade State Assessment Trend Data - Math

RMS 7th District State 49.3 54.3 50.3 44.4 56.1 50.3 55.5 53.3 55.9 46.1 20 40 60 2010-2011 MSP 2011-2012 MSP 2012-2013 MSP 2013-2014 MSP 2014-2015 SBA

8th Grade State Assessment Trend Data - Math

RMS 8th District State

Assessment Trends MAPs Reading

Reading Key: 50%-100% 25%-49% 0%-24% Year 6th Fall 6th Winter 6th Spring 7th Fall 7th Winter 7th Spring 8th Fall 8th Winter 8th Spring 52% 55% 62% 56% 58% 60% 60% 62% 67% 27% 25% 20% 26% 23% 20% 20% 19% 14% 21% 20% 18% 18% 19% 20% 20% 19% 19% Year 6th Fall 6th Winter 6th Spring 7th Fall 7th Winter 7th Spring 8th Fall 8th Winter 8th Spring 54% 57% 52% 61% 58% 63% 58% 56% 63% 23% 22% 26% 21% 21% 21% 19% 24% 22% 23% 21% 22% 18% 21% 122% 23% 20% 15% Year 6th Fall 6th Winter 6th Spring 7th Fall 7th Winter 7th Spring 8th Fall 8th Winter 8th Spring 62% 54% 55% 60% 60% 56% 63% 62% 63% 16% 20% 25% 26% 20% 22% 17% 20% 21% 22% 26% 20% 17% 20% 22% 20% 18% 16% Year 6th Fall 6th Winter 6th Spring 7th Fall 7th Winter 7th Spring 8th Fall 8th Winter 8th Spring 58% 48% 68% 64% 63% 67% 20% 24% 20% 21% 21% 18% 22% 28% 12% 15% 16% 15% Meeting Standard Approaching Standard Below Standard 2012-2013 2013-2014 2014-2015 2015-2016

Assessment Trends MAPs Math

Math Year 6th Fall 6th Winter 6th Spring 7th Fall 7th Winter 7th Spring 8th Fall 8th Winter 8th Spring 54% 51% 60% 55% 58% 50% 67% 65% 37% 24% 30% 20% 27% 24% 35% 15% 19% 29% 22% 19% 20% 18% 18% 15% 18% 16% 34% Year 6th Fall 6th Winter 6th Spring 7th Fall 7th Winter 7th Spring 8th Fall 8th Winter 8th Spring 51% 50% 56% 55% 63% 58% 64% 65% 30% 29% 25% 23% 26% 21% 25% 18% 19% 46% 20% 25% 21% 19% 16% 17% 18% 16% 24% Year 6th Fall 6th Winter 6th Spring 7th Fall 7th Winter 7th Spring 8th Fall 8th Winter 8th Spring 53% 54% 53% 50% 48% 48% 59% 58% 56% 20% 20% 27% 25% 28% 29% 23% 24% 22% 27% 26% 20% 25% 24% 23% 18% 18% 22% Year 6th Fall 6th Winter 6th Spring 7th Fall 7th Winter 7th Spring 8th Fall 8th Winter 8th Spring 57% 53% 68% 65% 68% 67% 20% 21% 13% 18% 18% 19% 23% 26% 19% 17% 14% 14% 2015-2016 2012-2013 2013-2014 2014-2015

Goal 3: CEE perceptual survey data will reflect an increase in staff perception of cultural responsiveness from 28% in 2012 data to 85% in 2016 data

Action Step 1

Teachers will use specific strategies to effectively scaffold learning to meet the needs of ELL and Special Education students. Goal 4: RMS culture perception survey data will reflect an increase of staff perception of positive student engagement from 45.6% to 75% by the 2018-2019 school year.

Action Step 1 Teachers will use Panther PAWS protocols in order to help communicate with all staff and students to learn and follow behavior expectations. Action Step 2 Teachers will use Positive Panther rewards for students exhibiting behaviors within the PAWS protocols. Action Step 3 A “discipline team” will be formed to consider student behaviors and discipline on a monthly basis to consider ongoing adjustments as needed.

Schoolwide strategies supported through ongoing professional development Intervention model of tiered instruction based on identified need

Professional Development Focus

Explicit Teaching of Vocabulary Anita Archer Close Reading Cloze Reading Strategies Scaffolding Summarization Informational Content Step-up to Writing Ongoing intervals for professional development

Targeted Intervention

• Review Data
• Further testing to

diagnose student gaps

• Tiers of Intervention

Examples of Gains

Reading

Name Fall 2015 RIT Winter 2016 RIT Difference %

194 209 +15 14% - 38% 213 223 +10 47% - 67% 196 212 +16 12% - 39% 212 226 +14 38% - 68% 211 222 +11 35% - 59% 212 220 +8 38% - 53% Math

Name Fall 2015 RIT Winter 2016 RIT Difference %

201 218 +17 15% - 43% 205 225 +20 22% - 60% 203 225 +16 12% - 39% 211 230 +14 38% - 68% 194 218 +11 35% - 59% 221 233 +8 38% - 53%

Needs Assessment Discoveries

Environmental/Cultural Change Research based school management plan developed and implemented. PAWS:

• Practice Respect
• Activity
• Work Smart
• Success

Acceleration

Increase in: ELA Honors Sections HS Math Credit Classes (Algebra/Geometry) HS Science Credit Classes (Biology/Geology)

• Math - Intervention
• “Gap” Students

Planning Year 2012-2013

Implementation September 2013-June 2016

Rainier Middle School

Strategic Improvement Plan

Strategic Plan Adopted by the Auburn School Board of Directors on insert school board approval

date here.

September 2011-June 2014 Auburn School District Strategic Improvement Plan

District Improvement Goal 1: Student Achievement With district support, leadership, and guidance each student will achieve proficiency in the Washington Comprehensive Assessment Program (WCAP) and all schools will meet adequate yearly progress by meeting or exceeding the Washington State uniform bar in reading and mathematics in grades 3 through 8 and 10. District Improvement Goal 2: Dropout Rate and On-time Graduation Schools will reduce dropout rates and meet additional Adequate Yearly Progress indicators as determined by K-8 attendance and high school on-time graduation rates. District Improvement Goal 3: Parents/Guardians and Community Partnerships The district and schools will continue to develop partnerships to support student academic achievement and success. District Improvement Goal 4: Policies and Resource Management The district will focus on improving student academic achievement and narrowing the achievement gaps in its policy decisions and resource allocation. 2010-2011 Stated District Objectives-Student Achievement and Accountability Superintendent implements district strategic improvement plan to establish professional learning communities, become a standards-based district, produce power standards, develop common formative assessments, monitor student achievement, and provide intervention for continuous improvement for 10% more students at or above standards in reading and math. Superintendent increases high school graduation rates to 95% and increasing high school aggregate credits earned and decreasing failing grades in 9th grade. Superintendent increases learning enrichment and achievement beyond standards for all students including less represented population. School: Rainier Middle School Date of SIP Team District Improvement Goal Review: SIP Team Members: Sheila McCord James Diebag Heidi Morris Harriet Dalos Tracy Lasher Sonya Rempfer Ben Talbert John Bomar Tracy Brennan Dave Cox Robin Light

Requirements for School Improvement Plan WAC 180-16-220

Each school in the district shall be approved annually by the school board of directors under an approval process determined by the district board of directors. “At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan”. The checklist below contains the required elements for School Improvement Plans under WAC 180-16-220. School Improvement Plans are subject to review by the Office

• f Superintendent of Public Instruction (OSPI).
• 1. 

Evidence and date of annual school board approval.

• 2. 

Evidence staff certification requirements were met. (Highly Qualified) 3. Evidence the plan is based on self-review and participation of required participants (staff, students, families, parents, and community members).

• 4. 

Brief summary of use of data to establish improvement.

• 5. 

How continuous improvement in student achievement of state learning goals and essential academic learning requirements (EALRs) is promoted.

• 6. 

Recognition of non-academic student learning, what and how. (School Climate, bullying, counselors, community resources, partnerships, student leadership; interpersonal relationship skills)

• 7. 

Plan addresses characteristics of successful schools.

• 8. 

Plan addresses educational equity (gender, race, ethnicity, culture, language, and physical/mental ability).

• 9. 

Plan addresses use of technology to facilitate instruction. 10.  Plan addresses parent, family, and community involvement. Failure to make AYP for two consecutive years will result in identification for school improvement beginning with Step 1. The consequences associated with each step are detailed at: http://www.k12.wa.us/ESEA/AdequateYearlyProgress.asp

Comprehensive Needs Assessment SWT-1 Executive Summary

Auburn School District Mission In a safe environment, all students will achieve high standards of learning in order to become ethically responsible decision makers and lifelong learners. Auburn School District Vision The vision of Auburn School District is to develop in students the skills and attitudes that will maximize their potential for lifelong learning and ethically responsible decision making. School Mission The Rainier Staff is committed to providing our students with the essential academic skills, an appreciation for the arts, and an understanding of the importance of health and fitness that will enable them to function in our global society according to their individual strengths. We are committed to assisting students to develop personal responsibility, self-respect and acceptance of others while fostering a desire for life-long learning and responsible citizenship. School Vision In a setting where diversity of thinking and cultures is valued, Rainier Middle School students establish a foundation that will prepare them for success in high school on a path for college or other post-secondary training. Background Information

WAC 180-16-220 Requirements for School Improvement Plan

Each school shall be approved annually by the school board of directors under an approval process determined by the district board of directors and “At a minimum the annual approval shall require each school to have a school improvement plan that is data driven, promotes a positive impact on student learning, and includes a continuous improvement process that shall mean the ongoing process used by a school to monitor, adjust, and update its school improvement plan.” School Improvement plans must include a brief summary of use of data to

establish improvement; acknowledging the use of data which may include DIBELS, MAP, WLPTII, Credit Attainment, Enrollment in Honors/AP Courses, CEE Perceptual Data, SAT/ACT, Discipline, and MSP or HSPE.

The Rainier Middle School SIP team was comprised primarily of the content team leaders; ELL teacher; Instructional Specialists, building administration and student, parent and community members. The team meets at least twice a month and some sub-components of the team such as the Instructional Specialists and the Title/LAP support staff meet weekly. The team also held additional planning sessions after school and used occasional release days as needed. In the 2013-14 school year the leadership team has continued to meet regularly to review the plan as it is being implemented and make adjustments based on our

• experiences. We are presently in the process of revising the plan making changes

as our experiences have advised our efforts. This document reflects improvement plans in two parts; whole school activities, and individual content area strategies. The whole school components are those elements in which every teacher in the school can participate regardless of the content area or assignment they have. For example, it is understood that the physical education teacher will not dedicate large portions of their class time to the teaching of phonics, but it is reasonable to ask them to assist with the attainment of certain reading skills. Similarly, it is understood that broad-based strategies by themselves are insufficient to help students with more intensive needs breach the gaps in which they find themselves. For students with greater needs, specific plans have been made to help them overcome the larger scale of deficits they are struggling with. In the 2013-14 school year the leadership team continued its work with the staff to review updated achievement and contextual data, revise narrative statements, update goal language and modify strategies. The primary emphasis with staff in implementation has been on the exploration of cultural competence. The reading intervention model was revised and strengthened through the identification process and service delivery model. The math team also began implementation of a “balanced math” instructional model. Highly Qualified Staff SWT-3 At the present time 100% of Rainier Middle School staff meet the highly qualified

• requirements. Significant attention has been given to ensuring that each staff

member has been assigned to teach in areas for which they are endorsed and

• qualified. Revisions to the middle school model in Auburn two years ago have

allowed us to give priority to teachers working almost exclusively in single-subject assignments.

ESEA Title I, Part A Section 1119 Qualifications for Teachers and Paraprofessionals Verification of Compliance – Principal Attestations

The Elementary and Secondary Education Act (ESEA) states in Section 1119(i) that each school district shall require the principal of each school operating a program under ESEA Section 1114 - Schoolwide Programs or Section 1115 - Targeted Assistance Schools attest annually in writing that the school is in compliance with the requirements of Section 1119 in meeting personnel requirements for teachers and paraprofessionals. In addition, copies of attestations shall be:

• 1. Maintained at each school operating a Schoolwide or Targeted Assistance program.
• 2. Maintained at the main office of the school district.
• 3. Available to any member of the general public upon request.

Requirements of ESEA Section 1119 –Teachers  All teachers teaching in schools with programs supported by Title I, Part A funds are highly qualified. Requirements of Section ESEA 1119 – Paraprofessionals  All paraprofessionals funded with Title I, Part A funds or employed in a Title I, Part A schoolwide program and assisting with instruction meet one of the three (3) following requirements:

• 1. Completed at least 2 years of study at an institution of higher education.
• 2. Obtained an associate degree (or higher).
• 3. Met a rigorous standard of quality and can demonstrate through a formal state

approved assessment, the knowledge of, and the ability to assist in instructing, reading, writing and mathematics, or assisting in instructing and the readiness of above named subject areas, as appropriate.  All paraprofessionals working in a Title I, Part A funded program, including a Title I, Part A Schoolwide program, have earned a secondary school diploma or its recognized equivalent.  Title I, Part A paraprofessionals are not assigned a duty inconsistent with duties outlined in Section 1119.  Paraprofessionals work under the direct supervision of teacher consistent with Section 1119. Statement of Verification of Compliance with Section 1119 Teacher and Paraprofessional Qualification Requirements I attest that all teachers and paraprofessionals in this Title I, Part A school meet the provisions

• f ESEA Section 1119–Qualifications for Teachers and Paraprofessionals for the 2014-125

school year. ____Rainier Middle School ______ ____Auburn School District ______ (School Name) (District Name) Ben Talbert ______October 4, 2014_________ (Principal’s Signature) (Date Signed)

SWT-5 High Quality, Highly Qualified Teachers Newly hired or assigned teachers receive support in a number of ways. They are paired with mentor teachers for a year. They also receive ongoing support from their content team leader. Newly hired teachers are invited to meet an average of every other week with building administration to learn building operations, get answers to questions and resolve concerns. All teachers are supported through the collaborative process of Professional Learning Communities in their content teams. Teams meet each week to work on the work, review assessment data, revise instructional plans, and attend to the individual needs of students. The leadership team plans and implements professional development centered on the school improvement plan, and each team is allocated a certain amount of time in which they are able to further tailor their professional growth to the unique needs of their team. All staff also receive coaching and support through the evaluation process with focuses on the CEL5D instructional framework in a cognitive coaching model. Demographic data Rainier Middle School is one of four middle schools in the Auburn School District. Rainier Middle School is located on the east hill of Auburn. In the last decade, the east hill area known as the community of Lea Hill, has transformed from a rural, agricultural community to a bedroom community of commuters to the cities of Seattle and Tacoma. The attendance area covers a large geographical area including parts of unincorporated King County and the City of Auburn. Additionally, many families from nearby Kent waiver into Auburn schools on the east hill. Over 880 students attend Rainier Middle School. Rainier Middle School’s student body is comprised of: 1% American Indian/Alaskan Native; 10% Asian; 9% Black; 16% Hispanic; 8% identifying with more than one race; and 55%

• White. Approximately 47% of the students are eligible for free and reduced price

meals, and the mobility rate is 14%. The student gender percentages are approximately 48% male and 52% female. Discipline and Attendance Analysis Rainier Middle School separates disciplinary incidents into two categories; low level incidents such as chewing gum, coming to class prepared with materials, etc.; and more serious incidents such as insubordination, harassment, physical altercations, etc. Low level

behaviors are handled on a system of infractions, points, and achieving honor level status. Significant behaviors are referred to the office for administrative review and more serious consequences. Staff members at Rainier Middle School effectively prioritize responses to misconduct and solve most problems at the lowest levels possible. In the 2013-14 school year 363 referrals for misconduct requiring administrative intervention occurred. 15 staff members have written five

• r fewer discipline referrals, eleven staff members have written 9 or

fewer referrals, and 26 staff members have written ten or more referrals. The large majority of students at Rainier Middle School, 77%, were never referred to the office for administrative follow-up in 2013-14. Attendance at Rainier Middle School is overall very good but a cursory review of the numbers warrant explanation. As of June of the 2013-14 school year, there were a total of 1,972 unexcused absences generated by 399 students. A closer examination shows that of those absences, 1119 were generated by 71 students. The remaining 222 students had less than 5 unexcused absences that were typically the result of a legitimate absence and the parent failed to make contact with the school in a timely manner. These absences remained unresolved even after the school’s attempts to contact the home. Of the 71 students with chronic absenteeism, the school implemented multiple interventions including parent conferences, counselor and academic support, school discipline that did not exclude the student from school, and truancy

• petitions. In many cases improvements were made.

Data Analysis MAP Reading Comparison of MAP Reading data from fall to spring at 6th grade indicates a 10% in the percent of students at benchmark for 2012-13 with a 2% decrease for 2013-

• 14. The percent of 7th graders meeting benchmark increased 4% in 2012-13 and

2% in 2013-14. Slightly more growth from fall to spring is evident at 8th grade with 7% increase in students at benchmark for 2012-13 and 5% for 2013-14. The percent of students at risk remained about the same at each grade from fall to spring over the same two years. The one exception was at grade 8 in 2013-14 with an 8% decrease in students at risk from fall to spring. The percent of students projected to meet state standard for all grade levels combined has remained at about 69% for the past three years.

MAP Math Math MAP data for 2012-13 and 2013-14 shows an average increase of 5% from fall to spring in students at benchmark at 6th grade and an average decrease of 1% at 7th grade. The percent of students at risk remained about the same from fall to spring over the same two years at all three grade levels. The percent of students projected to meet state standard decreased from 65.8% in 2011-12 to 57.7% in 2013-14. In the category of AMAO-Making Progress, 71.5% of ELL students at Rainier Middle School were identified as making progress, just below the state target of 73.3% by 1.8%. Rainier Middle School includes high school credit in the areas of algebra, geometry, biology, and geology in its highly capable offerings. Students in Algebra, Geometry and Biology score between 98% - 100%pass rate on the state End of Course exam. Rainier Middle School has doubled the number of honors level courses in language arts. Cultural Responsive remains the lowest perceived domain of the Nine Characteristics of Effective Schools as rated by staff. It has been the lowest rated area since 2006.

Prioritized Challenges

A review of the challenges in raising student achievement at Rainier Middle School exist determined the following:  The school has essentially plateaued in relation to reading and math achievement.  Due to changes in accountability requirements from the state, students identified as English Language Learners and students with an identified learning disability have been deemed to be not making adequate progress. The school is now identified as a “Focus” school under the state’s accountability measures.  Students in the achievement gap, primarily students of poverty and color, have not made appreciable gains over time.  Intervention efforts have been successful when the school has had access to the students in need of help. Successful models have been developed to

serve students during the school day and after school. Participation is robust, and yet we are still working to coordinate resources effectively enough to reach students we are not yet serving.  Staff rated cultural responsiveness, frequent monitoring of teaching and learning, and high standards and expectations with the fewest number of positive responses on the CEE survey.

Strategies to Increase Parent Involvement SWT-6

 Parent support sessions  Outreach in person, telephone, email, website, newsletter  Open House  Parent/Teacher Conferences  CEE Parent Surveys  Intervention services open house  Multicultural Night

Student Transition SWT-7

Students entering Rainier Middle School in the sixth grade benefit from a highly structured support program that is mirrored at the high school as they transition from 8th to 9th grade. Student mentors are identified in the Spring of each year and trained over the summer to support incoming 6th graders. 6th grade students attend a full day of orientation led by peer mentors prior to the start of the school year. Peer mentors, WEB Leaders, are assigned to work with groups of 6-8 students throughout the year providing support with academics, logistics, or just simple

• friendship. Throughout the year WEB Leaders also facilitate lessons on life skills

to the students they mentor. Prior to the start of each school year counselors and administrators make classroom visits to each feeder elementary school, and a team of intervention teachers (resource math and reading, adaptive behavior, and counselors) meet with 5th grade teachers, counselors and administrators for input to create ideal schedule

• placements. Parents are also invited to a Spring session on making a successful

transition to the middle school. In preparation for the transition from middle school to high school our school counselors with the assistance of staff administer the Readi Step Assessment to all

8th grade students. Students are walked through the analysis of their assessment data in late January early February. The middle school counselors assist students to begin building their High School and Beyond Plans with the data provided by the Readi Step Results. As students exit the middle school they begin to experience a very similar model as they enter the high school becoming mentored by Lion Crew mentors, and being evaluated for particular course work. Student begin working on their high school and beyond plan, and charting a course of study that will help ensure they are career and college ready. 8th Grade staff and counselors collaborate with high school counselors and administrators to support the registration process and ensure students are placed appropriately in classes.

Decisions About Assessment SWT-8

Teachers interact with performance data on a consistent basis to inform instruction and provide context for changes in service delivery models. Summative data such as state assessments and MAP results are reviewed on the average of each quarter. This data is used to gauge progress and identify students in need of greater support. Each content team created an instructional calendar including an assessment schedule with classroom based assessments and analysis at least monthly, and bi- weekly in some content areas. Identifying and screening student’s academically at- risk takes place quarterly and includes virtually all staff.

Effective Timely Assistance SWT-

Pyramid Response to Interventions

Support for All Students  Instructional calendar and assessment cycle implemented in each content area.  Explicit vocabulary instruction in all core content Core Curriculum  Springboard School Structures  Balanced math  Common close reading strategies  Explicit teaching of vocabulary

Tier 1: Core Program

Student identification by teacher recommendation every three weeks; Common Assessments Targeted Supplemental Support  After-school classes  Peer mentors  Why Try Supplemental Courses  Advanced Art  Advanced Drama  Algebra  Geometry  Geology

Tier 2: Supplemental Support

Evaluation of student progress every 1-3 weeks  Math intervention classes  Title/LAP support in reading and math  Reading Intervention classes targeting comprehension and decoding  ELL  Special Education

Tier 3: Intensive Support

Special Education Testing

   

 Advanced Algebra/Trigonometry  Biology  Science Links

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Improvement Goals While Rainier Middle School has been amongst the higher achieving middle schools in south King County and the Auburn School District, it has reached a holding pattern in terms of its growth in student

• achievement. This has been especially true of students of color and
• poverty. White students continue to make steady, modest gains but black

and Hispanic students, particularly those of poverty, demonstrate a continual up-down cycle depending on the school year. A review of Rainier Middle School’s demographic trends over the last decade give added urgency to the need of helping low-income ethnic students bridge the achievement gap. Rainier Middle School’s population continues to evolve from one of rural, semi-affluent Caucasians to one that is almost 50% free and reduced and at least 40% ethnically diverse. SMART Goal 1: The percent of students at benchmark as measured by Spring MAP Reading will increase from 63% Spring 2013 to 90% 2016. SMART Goal 2: The percent of students at benchmark as measured by Spring MAP math will increase from 49% Spring 2013 to 79% 2017. SMART Goal 3: CEE perceptual survey data will reflect an increase in staff perception of cultural responsiveness from 28% in 2012 data to 85% in 2016 data. In the Spring of 2015, the school added a fourth goal: SMART Goal 4: Goal 4: RMS culture perception survey data will reflect an increase of staff perception of positive student engagement from 45.6% to 75% by the 2018-2019 school year.

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Needs Assessment Data Documents

In this section please place all supporting documents you used to write your SMART GOALS and ACTION STEPS. These documents may include but are not limited to:

• MAP Data Dashboard
• WLPTII results
• Honors/AP Dashboards
• CEE Spider chart
• Discipline Dashboards
• Demographic charts
• AYP Results
• MSP/HSPE Results and trend charts
• Other data

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Rainier Middle School Demographic Data Trends

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 Am Indian 0.5% 0.8% 1% 0.5% Asian 9.5% 10.9% 9.4% 9.8% Asian/Pacific Islander 9.8% 11% 10.7% 1.4% Native Hawaiian/Other Pacific Islander 0.2% 0.1% 1.2% 1.4% Black 8.3% 8.2% 9.4% 10.7% Hispanic 14.3% 15.3% 16.1% 18.2% White 61.7% 56.7% 55.1% 53.3% Two or More Races 5.4% 8% 7.7% Free/Reduced 43.5% 46.9% 46.5% 47.8% SpEd 9.2% 9.2% 8.6% 8.4% ELL 5.4% 6.3% 5.2% 6.5% 504 2.6% 4.5% 4.6% 4.6% Male 49.9% 46.5% 48.4% 50.6% Female 50.1% 53.3% 51.6% 49.4% Total Enrollment 817 871 881 894

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10 20 30 40 50 60 70 80 90 6th Grade Reading 7th Grade Reading 8th Grade Rreading

MSP Reading Data Trends

2011-2012 2012-2013 2013-2014 2014-2015 10 20 30 40 50 60 70 80 6th Grade Math 7th Grade Math 8th Grade Math

MSP Math Data Trends

2011-2012 2012-2013 2013-2014 2014-2015

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SMART Goal 1

Subject Area: Reading School Name:

Rainier Middle School

Target Population- based on

demographic, discipline and attendance data analysis:

Students “at risk or moderately at risk” in reading, as measured by the MAP Assessment. Our Reality-based on

assessment data analysis:

On average, 64% of students meet benchmark in reading as measured by MAP assessment, and this level of achievement is the average performance over the last 3-4 years. Our SMART Goal-based on

target population and your reality:

The percent of students at benchmark as measured by Spring MAP Reading will increase from 63% Spring 2013 to 90% 2016.

Action Plan

Action Step Systematic integration of targeted comprehension instructional strategies within all content areas.

SWT-2

Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

Analyze and use classroom MAP data Fall, Winter and Spring to determine student needs and plan for comprehension instruction Teachers will guide students to develop growth goals using MAP data Explicitly teach, model and practice Close Reading Strategies and Summary Strategies An increase in percent of students showing growth Fall to Winter to Spring as measured by MAP Students will set reading goals based on MAP data Formative assessment data analyzed to determine progress in student learning and plan for next steps (# of times per month) in PLCs MAP results at each testing window. (Fall/Winter/Spring) First with Building Leadership Team, followed by whole school. September and October Training teachers in use

• f MAP data to inform

instruction. PLCs, Building 28, District 6 Building PD Time PD to support reading across content areas/close reading PD for formative assessment strategies and Summary Strategies Building Leadership Team Instructional Specialist Title I Support Staff Team Leaders

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Content Teams will integrate SBAC questions stems for targets 8, 9, 10 into classroom lessons, student discourse and develop common formative and summative comprehension assessments Use formative assessment data to adjust comprehension instruction through PLCs (Inquiry Cycle) Progress for students will be monitored

• monthly. (Refer to building assessment

calendar.) Effectiveness of instructional strategies will be reviewed at least monthly in PLCs in accordance with the instructional/assessment calendar. Common Protocol for analyzing student work and assessments

Action Step

Systematic integration of explicit vocabulary instruction focused on common core aligned academic vocabulary across all content areas and Tier 2 vocabulary within content areas. SWT-2

Evidence of Implementation Evidence of Impact

Timeline Resources Responsibility Explicitly teach, model and practice building identified common core aligned academic vocabulary across all content areas Explicitly teach, model and practice identified Tier 2 vocabulary within content areas Use building identified vocabulary strategies (Marzano) Content Teams develop formative assessment to include building and content academic vocabulary Explicitly integrate building identified academic vocabulary into content instruction Content formative assessment data analyzed to determine progress in student learning and plan for next steps in PLCs Formative assessment data analyzed to determine student progress in understanding and use of academic vocabulary, identify student needs Increase in student use and understanding of building and content academic vocabulary in speaking and writing November - Review vocabulary instructional strategies and process for implementation November - PD around Tiers of Vocabulary Tier 1, 2, 3 and why we are teaching the words October - Leadership Team develops academic vocabulary and assessments calendar November (One quarter

• nly to launch/embed

the practice) 12 minute Building identified academic and content vocabulary in instructional calendar Professional development time Building Leadership Team Vocabulary Sub- Committee All teachers Administrators

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vocabulary instruction Tuesday-Friday Quarterly/semester check in of vocabulary instructional process to determine effectiveness Alignment to District Improvement Plan Objectives: GOAL 1: STUDENT ACHIEVEMENT Objective 1: All staff in the Auburn School District provide support, leadership, and guidance to ensure each student meets or exceeds state and district standards, graduates on time and is prepared for career and college. Strategy 5: Interventions and strategies are implemented to address students below standard. Objective 2: All school improvement plans will align with the district strategic plan and the nine characteristics of high performing schools. Strategy 2: Schools include all staff to annually revise improvement plans to address the most recent student achievement data, perceptual data, and the nine characteristics

• f high performing schools.

SIP Template

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SMART Goal 2

Subject Area: Mathematics School Name:

Rainier Middle School

Target Population- based on

demographic, discipline and attendance data analysis:

Students at risk or moderately at risk in Math as Measured by the MAP Assessment

Our Reality-based on assessment

data analysis:

On average, 49% of students meet standard in reading as measured by MAP and State Assessment, and this level of achievement is the average performance over the last 3-4 years.

Our SMART Goal-based on

target population and your reality:

The percent of students at benchmark as measured by Spring MAP math will increase from 49% Spring 2013 to 79% 2016.

Action Plan

Action Step Systematic integration of the components of balanced math into core instruction. SWT-2 Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

Data-driven differentiated math placement for all students according to individual instructional need. Place students in one or more math classes according to eight tiers of instruction. Increase in student growth as measured MAPs, SBAC, and classroom–based assessments. Review: SBAC results annually in the fall. MAP results at each testing window. (Fall/Winter/Spring) First with Building Leadership Team, followed by whole school. Expertise of Team Leader Instructional Specialists Title I Coordinator Instructional Coaches Department of Student Learning staff, PLCs Building Leadership Team Instructional Specialist Title I Support Staff Math Team Leader

SIP Template

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Daily math instruction will include:  Fact Practice/10-15 Minutes  Review/15-20 minutes  Whole Group Instruction/30 minutes or less  Problem Solving/45 Minutes at least 4 days per week . Students will assess progress with facts formatively once a day and summatively

• nce a week.

Students will assess progress with facts formatively once a week and summatively upon completion of each chapter.. Review imp- implementation monthly with Building Leadership Team. Building Hours Instructional/Assessment Calendar District Assessment Coordinator PLC meetings Waiver Days Orleans-Hannah placement test Alignment to District Improvement Plan Objectives: GOAL 1: STUDENT ACHIEVEMENT Objective 1: All staff in the Auburn School District provide support, leadership, and guidance to ensure each student meets or exceeds state and district standards, graduates on time and is prepared for career and college. Strategy 5: Interventions and strategies are implemented to address students below standard. Objective 2: All school improvement plans will align with the district strategic plan and the nine characteristics of high performing schools. Strategy 2: Schools include all staff to annually revise improvement plans to address the most recent student achievement data, perceptual data, and the nine characteristics

• f high performing schools.

SIP Template

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SMART Goal 3

Subject Area: School Name:

Rainier Middle School

Target Population- based on

demographic, discipline and attendance data analysis:

Certificated and Classified staff members of Rainier Middle School

Our Reality-based on assessment

data analysis:

OSPI designated Rainier Middle School as a Focus School due to changes in the accountability model resulting from the loss of a federal waiver. Subsequently, we now operate under NCLB measurements for Adequate Yearly Progress. The two subsets of the school population needing to make greater growth are ELL and Special Education. Instructional strategies will support all students not meeting standard. Our SMART Goal-based on

target population and your reality:

CEE perceptual survey data will reflect an increase in staff perception of cultural responsiveness from 28% in 2012 data to 85% in 2016 data. Action Step Teachers will use specific strategies to effectively scaffold learning to meet the needs of ELL and Special Education students. SWT-2 Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

Teachers will identify ELL students and their language levels, and Special Education students and their reading proficiency levels. Teachers will implement effective scaffolding of instruction to meet the needs

• f identified students.

Increase in student growth as measured MAPs, SBAC, WELPA and classroom– based assessments. By October 1, each year classroom teachers will have identified the language levels and learning needs of ELL and Special Education students in their core classes. Expertise of SPED and ELL staff Instructional Specialists Instructional Coaches Title I Coordinator Building Leadership Team Instructional Specialist Title I Support Staff

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Teachers will use monitoring results to review effectiveness of scaffolded instructional strategies, and make adjustments as needed. Progress for students will be monitored

• monthly. (Refer to

building assessment calendar.) Effectiveness of instructional strategies will be reviewed at least monthly in PLCs in accordance with the instructional/assessment calendar. Review imp- implementation monthly with Building Leadership Team. Department of Student Learning staff, PLCs Building Hours Instructional/Assessment Calendar

SMART Goal 4

Subject Area: Culture School Name:

Rainier Middle School

Target Population- based on

demographic, discipline and attendance data analysis:

Certificated and Classified staff members of Rainier Middle School

Our Reality-based on assessment

data analysis:

A building designed assessment on questions of school culture demonstrated that 55% of staff felt there was a need for common agreements around student expectations and procedurss.

SIP Template

26 | P a g e 9 / 1 7 / 2 0 1 3 Our SMART Goal-based on

target population and your reality:

RMS culture perception survey data will reflect an increase of staff perception of positive student engagement from 45.6% to 75% by the 2018-2019 school year. Action Step Teachers will use Panther PAWS protocols in order to help communicate with all staff and students learn and follow behavior expectations.SWT-2 Evidence of Implementation Evidence of Impact Timeline Resources Responsibility

Teachers will use Positive Panther rewards for students exhibiting behaviors within the PAWS protocols. A “discipline team” will be formed to consider student behaviors and discipline

• n a monthly basis to consider ongoing

adjustments as needed. A change in staff perception of student engagement as measured by the survey instrument. Survey staff in November and May to measure progress. Schoolwide protocols developed and implemented each month from September

• December

Administrative team updates discipline data review system monthly Review imp- implementation monthly with Building Leadership Team. Teacher Leader/Administrative Team Expertise Office staff maintaining data bases Building Leadership Team

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High Quality Ongoing Professional Development SWT-4 Planning Implementation Calendar, 2014-2015:

Timeline for Planning Process

Leadership Team Meetings: Building Leadership Meetings Instructional Specialist Meetings Team Leader Support Trainings Middle School Principal Meetings Auburn Teacher Leadership Academy (ATLA) Meetings District Meetings: CIA Meetings Instructional Specialist Meetings Title I Meetings Content Team Meetings OSPI Focus Meetings Standards-Based Teaching and Learning Staff Professional Development:

Month Activities

August  Standards-Based Teaching and Learning Training September  Staff Meetings  Team Leader Meetings  New Staff Orientation  Content-Specific Standards Collaboration (Each Team) October  Staff Meetings  Team Leader Meetings  PLCs  New Staff Orientation  Content-Specific Standards Collaboration (Each Team)  Instructional Framework (CEL5D) November  Staff Meetings  Team Leader Meetings  PLCs

SIP Template

28 | P a g e 9 / 1 7 / 2 0 1 3  New Staff Orientation  Content-Specific Standards Collaboration (Each Team)  Standards-Based Teaching and Learning Training  Close Reading and Summary Strategies Training  Explicit Vocabulary Instruction Training  Data organization and Analysis Session  Instructional Framework (CEL5D) December  Staff Meetings  Team Leader Meetings  PLCs  New Staff Orientation  Content-Specific Standards Collaboration (Each Team)  Standards-Based Teaching and Learning Training  Close Reading and Summary Strategies Training  Explicit Vocabulary Instruction Training  Instructional Framework (CEL5D) January  Staff Meetings  Team Leader Meetings  PLCs  New Staff Orientation  Content-Specific Standards Collaboration (Each Team)  Standards-Based Teaching and Learning Training  Close Reading and Summary Strategies Training  Instructional Framework (CEL5D)  Community Engagement Training February  Staff Meetings  Team Leader Meetings  PLCs  New Staff Orientation  Content-Specific Standards Collaboration (Each Team)  Standards-Based Teaching and Learning Training  Instructional Framework (CEL5D)  Close Reading and Summary Strategies Training  Data organization and Analysis Session  Strategies for English Language Learning Training March  Staff Meetings  Team Leader Meetings  PLCs  Close Reading and Summary Strategies Training  Content-Specific Standards Collaboration (Each Team)  Standards-Based Teaching and Learning Training  Data organization and Analysis Session  Strategies for English Language Learners Training  Community Engagement Training

SIP Template

29 | P a g e 9 / 1 7 / 2 0 1 3 April  Staff Meetings  Team Leader Meetings  PLCs  Close Reading and Summary Strategies Training  Content-Specific Standards Collaboration (Each Team)  Standards-Based Teaching and Learning Training May  Staff Meetings  Team Leader Meetings  PLCs  New Staff Orientation  Content-Specific Standards Collaboration (Each Team)  Standards-Based Teaching and Learning Training  Close Reading and Summary Strategies Training  Explicit Vocabulary Instruction Training  Data organization and Analysis Session  Strategies for English Language Learners Training June  Staff Meetings  Team Leader Meetings  Data organization and Analysis Session