Strategic Quality Improvement Col. John Wheeler Middle School - - PDF document

▶
strategic quality improvement col john wheeler middle
SMART_READER_LITE
LIVE PREVIEW

Strategic Quality Improvement Col. John Wheeler Middle School - - PDF document

Oct 19, 2022 40 likes •121 views

Strategic Quality Improvement Col. John Wheeler Middle School AdvancED Accreditation Standard for Quality School Systems Standard 4: Documenting and Using Results Quality School Indicator 4.5: The school uses comparison and trend data from

slide-1
SLIDE 1

Strategic Quality Improvement

  • Col. John Wheeler Middle School

AdvancED Accreditation Standard for Quality School Systems Standard 4: Documenting and Using Results Quality School Indicator 4.5: The school uses comparison and trend data from comparable schools to evaluate student performance and school effectiveness. League Schools of Col. John Wheeler Middle School Wilbur Wright Middle School Grades 6-8 Munster Kahler Middle School Grades 5-8 Dyer Grimmer Middle School Grades 5-8 Schererville Westfield Junior High Grades 7-8 Westfield Brownsburg East Middle School Grades 5-8 Brownsburg Fishers Junior High Grades 7-8 Fishers Carroll Middle School Grades 6-8

  • Ft. Wayne

Ben Franklin Middle School Grades 6-8 Valparaiso Comparison and Trend Data: ISTEP All Grades Passing Percentage Both Math and English Language Arts 2007-08 2008-09 Fall 2008-09 Spring League Average 85 87 82 League Maximum 88 91 87 League Minimum 79 83 76

  • Col. Wheeler

83 83 76 State Average 73 74 71 Grade 6: English Language Arts Passing Percentage 2007-08 2008-09 Fall 2008-09 Spring League Average 81 84 80 League Maximum 89 93 91 League Minimum 71 73 75

  • Col. Wheeler

82 79 75 State Average 73 73 70

slide-2
SLIDE 2

Grade 6: Mathematics Passing Percentage 2007-08 2008-09 Fall 2008-09 Spring League Average 88 90 83 League Maximum 93 92 89 League Minimum 85 87 79

  • Col. Wheeler

88 89 79 State Average 81 80 76 Grade 7: English Language Arts Passing Percentage 2007-08 2008-09 Fall 2008-09 Spring League Average 83 85 82 League Maximum 88 92 88 League Minimum 77 77 74

  • Col. Wheeler

82 77 74 State Average 71 70 68 Grade 7: Mathematics Passing Percentage 2007-08 2008-09 Fall 2008-09 Spring League Average 88 91 82 League Maximum 93 94 86 League Minimum 84 88 73

  • Col. Wheeler

88 88 73 State Average 80 82 69 Grade 8: English Language Arts Passing Percentage 2007-08 2008-09 Fall 2008-09 Spring League Average 84 82 81 League Maximum 90 91 86 League Minimum 74 76 72

  • Col. Wheeler

79 82 77 State Average 70 69 69

slide-3
SLIDE 3

Grade 8: Mathematics Passing Percentage 2007-08 2008-09 Fall 2008-09 Spring League Average 86 85 80 League Maximum 90 94 92 League Minimum 81 80 71

  • Col. Wheeler

81 82 76 State Average 75 75 68 Grade 6: English Language Arts Pass + Percentage 2007-08 2008-09 League Average 9 12 League Maximum 16 22 League Minimum 5 7

  • Col. Wheeler

5 8 Grade 6: Mathematics Pass + Percentage 2007-08 2008-09 League Average 27 18 League Maximum 36 31 League Minimum 19 8

  • Col. Wheeler

19 8 Grade 7: English Language Arts Pass + Percentage 2007-08 2008-09 League Average 15 16 League Maximum 24 21 League Minimum 4 10

  • Col. Wheeler

4 10 Grade 7: Mathematics Pass + Percentage 2007-08 2008-09 League Average 23 24 League Maximum 38 37 League Minimum 12 14

  • Col. Wheeler

12 14

slide-4
SLIDE 4

Grade 8: English Language Arts Pass + Percentage 2007-08 2008-09 League Average 12 9 League Maximum 17 14 League Minimum 7 4

  • Col. Wheeler

8 4 Grade 8: Mathematics Pass + Percentage 2007-08 2008-09 League Average 28 24 League Maximum 38 45 League Minimum 20 14

  • Col. Wheeler

20 14 Special Education: English Language Arts All Grades Passing Percentage 2007-08 2008-09 League Average 39 40 League Maximum 56 60 League Minimum 31 27

  • Col. Wheeler

35 27 Special Education: Mathematics All Grades Passing Percentage 2007-08 2008-09 League Average 49 51 League Maximum 64 72 League Minimum 41 27

  • Col. Wheeler

41 27

slide-5
SLIDE 5

Evaluation of Data

  • Col. John Wheeler Middle School finds itself at the “bottom of the pack” when compared

to our league schools. While incorporating new instructional strategies and programming will be helpful, the largest change needed is mindsets of expected outcomes and the tenacity to reach them. In delving more deeply into the data, it was determined that we needed to improve in our students critical thinking skills, their response to literature answers, application skills, problem-solving; particularly those requiring multi-steps. Utilization of Data We have added two days of ISTEP skills to our Advisory classes for all students at all grade levels targeting English Language Arts and Mathematics. We have mandated that all special education students who have not passed ISTEP to enroll in a daily resource class that immerses them in ISTEP skills. We are using Acuity testing results to re-teach skill gaps during the school day. We are using Acuity testing to prep for upcoming tests. We are using an on-line measurement for essay writing for pre and post-tests while measuring improvement. Teachers have been trained in the “Question-Answer-Relationship” strategy to use in all classrooms. Teachers have been trained in additional high-yield instructional strategies. More clustering of students within academic teams is taking place during the school day. Provide incentives as goals for successful ISTEP outcomes. What We Plan to Add in 2010-11 Add special education teachers to work directly with one academic team. This will increase service time with special education students as well as providing more opportunities for all students with increased contact. Better identification of Tier 2 and 3 students through a progress monitoring system. Better utilize the use of teacher special talents during Advisory time to work on academic skills while not losing other skills taught during this time period. Team- teach during small group instructional time to increase student contact time with teaching professionals.

slide-6
SLIDE 6

While programming and scheduling are important to continuous improvement, I feel that the most important resource that any school has are its people. In this, it is important that the contributions from a “human” standpoint are vital to include in this report. Below are statements from our teaching staff on how they are seeking to improve our status academically:

  • I am keeping up with practice ISTEP packets in both English and Math during my

Advisory class

  • I connect my subject area to the core subjects.
  • I question the students’ reasoning behind their answers.
  • I use journal writing to reinforce written expression.
  • I use the Question-Answer-Response method during classroom discussions.
  • I have students proof read papers and show corrections.
  • I use the language of the ISTEP.
  • I use higher level thinking tasks in my classroom.
  • I use more non-fiction, content oriented reading and analyzing.
  • We spend more time analyzing graphs and connecting to Math.
  • I am using more critical thinking and connecting it to Bloom’s Taxonomy to tap

into higher learning.

  • I implement Science questions into Advisory with a focus on LA and Math.
  • I am using actual ISTEP material from the past.
  • I am using addressing specific standards from the D.O.E.
  • I am covering core standards prior to the ISTEP.
  • I am linking Math and Science together.
  • I am working on open-ended questions.
  • We are dissecting graphs and working on the “Why” of them.
  • I am delving into our standards to generate questions.
  • I am explaining to students how the ISTEP+ rubric is used to grade sample

writing.

  • I dedicated extra time to areas of weakness – informational text, persuasive

writing, response to literature, and reading comprehension.

  • I am using vocabulary strategies to teach students test vocabulary.
  • I am utilizing graphic organizers to improve writing and thought organization.
  • I am using small group time to remediate and practice testing techniques.
  • I am grouping students according to Acuity score results in small group time.
  • I have a list of all standards that I highlight as I teach to maintain focus and

goals.

  • I have a volunteer that works with kids one on one.
  • I am using QAR strategies especially in response to reading selections in LA.
  • I am implementing shorter, more frequent writing prompts that meet our

standards.

  • I am using note-taking strategies.
  • I am focusing more intensely on the grammar and vocabulary skills specifically

mentioned in our standards.

slide-7
SLIDE 7
  • I am having students evaluate each others’ writing.
  • I have developed pre and post tests based on Bloom’s.
  • We continually implement cross-curricular assignments.
  • After a test, students are allowed to check and correct their wrong answers. They

must present evidence of where the answer was found and why it was wrong.

  • Students write in complete sentences using correct punctuation and grammar.
  • We are applying different questioning techniques using QAR and Bloom’s.
  • Students are exposed to ISTEP language daily through questioning and test

questions modeled after ISTEP formats.

  • Students are combining English and Social Studies essays using the 6 + 1 model.
  • We analyze maps, charts, graphs, and interpret data in class.
  • Projects are used to apply skills learned in class.
  • State standards are assessed daily.
  • My classroom provides a unique setting where there are all kinds of opportunities

to integrate the core classes into my curriculum.

  • I present tasks in my classroom that require a higher level of thinking.
  • I have students analyze the lyrics to music.
  • I am teaching students to process information presented to them and create sound

that is aesthetically pleasing. This involves simultaneous left and right brain activity and enables students to perform at a higher level when doing work in

  • ther subjects.
  • We are really focusing on grouping and using the Acuity scores to separate the

kids into groups and focus on areas of weakness.

  • I am incorporating ISTEP skills in my core rotation classes. This is in addition to

covering the standards in class. We also hit them again with ISTEP material in Advisory class. I also help other Advisory teachers to know the material so they can help the kids.

  • I am differentiating instruction to meet the needs of learners as individuals.
  • Students have been working on writing explanations for their work (Math) as well

as how they would fix problems. During Advisory, we work on ISTEP problems as well.

  • I am using Advisory and core rotation time to reinforce ISTEP skills by giving

practice problems and practice quizzes over ISTEP review problems.

  • I have been offering after school tutoring to work on math concepts and skills

crucial to success on the ISTEP.

  • I try to assess and provide individualized interventions based on the needs of the
  • students. We utilize Acuity’s learning resources to intervene. I offer after school

help sessions before major assessments and I call parents based on prior quiz scores to encourage participation.

  • I have grouped students for after school tutoring to give extra help and

remediation and work on specific skills.

  • Students who are regularly and actively engaged in music making are enhanced

to a higher level of thinking at an elevated level of consciousness. I am addressing AYP every day in class through music.

slide-8
SLIDE 8
  • I support making AYP by designing activities in my encore classes from the skill

sets of English, Math, and Social Studies.

  • On a daily basis, a strong effort is made to make all students understand the need

for problem solving skills, decision making skills, and critical thinking skills.

“Not everything that can be counted counts and not everything that counts can be counted.” ---Einstein