Pickering Middle School - lynnschools.org€¦ · Pickering Middle School strives to improve...

Pickering Middle School

School Improvement Plan

May 2014

SIP Team Members

Kevin Rittershaus, Principal

Maria Fenn, Vice Principal

Deborah Morel, Academic Support Specialist

Mary Archambault, Math Coach

Briana Cennami, Science Lead Teacher

Karen Dulong, ELA Lead Teacher/Data Coach

Catherine Griffin, ELA Teacher

Jill Joyce, Data Coach/Science Teacher

Claire Pappas, Special Education Teacher

Renee Philbrook, Math Lead Teacher

Pickering School Council

Kevin Rittershaus – Principal

Maria Fenn – Assistant Principal

Deborah Morel – Academic Support Specialist

Matt Ridley – School Social Worker

Claire McRobbie – Guidance Counselor

Robin Erelli – School Nurse

Claire Pappas – SPED Teacher

Kelly Papageorgiou – Parent

Deb Lang - Parent

Jan Reardon – East Boston Savings Bank Branch Manager – Business Partner

2

EXECUTIVE SU MMARY

Mission Statement Pickering Middle School strives to improve students’ social, cultural and academic achievement. Pickering also provides all students with the

skills, knowledge and experiences to prepare them for high school and beyond.

School Profile and Demographics

The Pickering Middle School has a student population of 646 students. Demographically the student population is 7.3% African

American, 9.9% Asian, 36.1% Hispanic, 0% Native American, 41.5% White, and 5.1% Multi-Race, Non-Hispanic. Pickering is a Title I school. The student population is composed of 37% of students whose first language is not English, 4% who are Limited English Proficient,

61.5% who are low income, and 20.1% who receive services from the Special Education Department. 69% of our students are considered “High

Needs” by the DESE classification system. .

In addition to core academic courses, Pickering also offers the following programs:

Creating Opportunities for Autistic Children (COACH), a program designed for children diagnosed with autism.

Specialized .4 Special Education programs for students who have language based disabilities, intellectual impairments, social/ emotional

impairments.

Inclusion classes

Foreign languages

Enrichment classes including music, visual arts, health, fitness, physical education, technology and engineering, and drama

The average class size for clusters in grade 6 is 25 students; for grade 7, 26 students; and for grade 8, 25 students. Our foreign language class

size average is 28 students; and language and literacy class size for grade 6 is 29, grade 7 is 30, and grade 8 is 33. Grade 6 enrichment classes

average 26 students, grade 7 classes average 24 students, and grade 8 classes average 20 students.

Enrollment Data 2013-2014

School Number

of

Students

% African

American

% Asian % Hispanic % Native

American

% White % Multi Race,

Non-Hispanic

%

FLNE

% ELL % Low

Income

% Special

Ed

% High

Needs

Pickering 646 7.3 9.9 36.1 0.2 41.5 5.1 37 4 61.5 20.1 69

Lynn 14,378 11 9.5 54.5 0.3 20.9 3.7 54 17.8 83 15.8 86.4

State 955,739 8.7 6.1 17 0.2 64.9 2.9 17.8 7.9 38.3 17 48.8

3

Accountability Status

In February of 2012, Massachusetts received a waiver of certain aspects of the federal No Child Left Behind Act. Beginning with

the 2012-2013 school year, the NCLB goal of 100 percent proficiency will be replaced with a new goal of reducing proficiency

gaps by half by the end of the 2016-2017 school year. NCLB accountability labels have been replaced by state accountability and

assistance levels (Levels 1-5). Instead of Adequate Yearly Progress (AYP) reporting, Massachusetts will report district and school

progress toward narrowing proficiency gaps using a new 100-point Progress and Performance Index (PPI). PPI combines

information on up to seven indicators (where applicable) that include: (1-3) Narrowing proficiency gaps in ELA, mathematics and

science, (4-5)Growth in ELA and mathematics, (6) Annual dropout rates, and (7) Cohort graduation rates. Most districts, schools,

and groups will receive an annual PPI based on improvement over two years and a cumulative PPI that measures improvement

over four years. Extra credit is awarded for reducing the percentage of students scoring Warning/Failing and/or by increasing the

percentage of students scoring Advanced on English language arts, mathematics, or science MCAS tests. To be considered on

target for a given indicator, a group must earn 75 points. It is important to note that if NCLB is reissued or changed, the new

Massachusetts Accountability Reporting System could be discontinued.

PPI Indicators (all students) Proficiency Gap

Narrowing

2011 CPI 2012

CPI

2013 CPI

Target

2013 CPI PPI

Points

Target

Rating

Extra Credit

Increase Advanced

Extra Credit

Decrease

Warning

ELA 85.8 84.7 88.2 85 50 Improved

Below Target 25 0

Math 75.3 72.2 79.4 70.4 25 No Change 25 0

Science 64.4 67.9 70.3 65.8 25 No Change 0 25

Student Growth

(SPG)

6 Yr.

Goal

2011

SGP

2012 SGP 2013 SGP PPI

Points Target

Rating

ELA 51 34 40 44 50 Below Target

Math 51 47 39 40 50 Below target

Accountability and Assistance Level-

Level 3

Cumulative PPI (all students)- 52

4

MCAS Results The following charts show the percentage of Pikering’s students in each of the reporting categories, Advanced, Proficient, Needs Improvement, and Warning, for the MCAS grades 6-8 math test, and the grades 6-8 English language Arts (ELA) test.

Grade 6

ELA

Advanced Proficient Needs

Improvement

Warning

Grade 6

Math


Improvement

Warning

School Lynn School Lynn School Lynn School Lynn School Lynn School Lynn School Lynn School Lynn

2003 2003 10 6 31 21 38 36 21 37

2004 2004 6 7 31 21 41 38 23 35

2005 2005 15 8 29 22 35 36 20 35

2006 8 4 67 46 22 39 3 12 2006 14 9 30 22 36 34 20 35

2007 10 4 60 44 26 39 5 13 2007 24 10 30 25 29 32 17 33

2008 11 7 58 46 25 35 5 13 2008 21 15 33 29 32 30 14 26

2009 12 6 50 41 29 36 10 17 2009 16 10 34 28 31 33 10 30

2010 9 4 56 41 24 33 12 22 2010 17 10 29 26 33 30 21 34

2011 10 5 50 37 31 37 10 21 2011 13 8 41 27 29 33 16 32

2012 11 5 47 34 28 36 14 25 2012 11 9 33 30 36 34 20 26

2013 7 4 52 40 26 33 15 23 2013 11 7 34 28 33 34 22 32

Grade 7

ELA


Improvement

Warning

Grade 7

Math


Improvement

Warning


2003 3 2 61 50 31 37 5 10 2003

2004 2 2 62 49 28 38 9 11 2004

2005 6 2 56 45 32 43 6 9 2005

2006 5 3 51 43 36 38 8 17 2006 6 4 23 16 50 36 21 44

2007 2 2 62 47 30 39 5 12 2007 5 4 36 24 40 36 19 36

2008 5 2 59 44 31 37 5 17 2008 13 5 34 20 27 33 26 42

2009 3 2 58 45 33 39 6 13 2009 9 5 31 20 38 34 22 40

2010 1 1 60 48 33 36 6 15 2010 10 4 38 26 34 31 17 39

2011 3 3 55 48 33 35 10 14 2011 15 7 36 22 26 30 23 42

2012 1 4 54 46 40 33 5 18 2012 10 5 30 16 37 38 23 40

2013 6 3 56 45 30 37 9 15 2013 4 3 23 17 40 37 33 43

5

Grade 8

ELA


Improvement

Warning

Grade 8

Math


Improvement

Warning


2003 2003 8 3 23 14 38 32 31 52

2004 2004 12 6 27 17 36 35 24 42

2005 2005 10 4 20 16 42 36 28 44

2006 4 3 63 49 26 36 8 13 2006 8 4 22 18 38 30 32 48

2007 10 3 57 52 27 32 6 12 2007 14 7 21 16 36 32 29 45

2008 9 4 68 56 19 29 3 11 2008 12 7 34 22 33 30 21 41

2009 5 4 66 57 24 25 5 14 2009 15 8 26 20 36 30 23 42

2010 6 5 64 56 24 25 6 13 2010 10 8 29 22 37 32 24 39

2011 6 6 69 57 18 25 6 12 2011 15 9 31 21 32 32 22 39

2012 11 5 63 54 14 25 12 16 2012 15 6 34 22 28 30 23 42

2013 13 6 62 51 20 25 4 18 2013 28 10 30 20 28 31 15 40

6

Student Growth Percentile by School and Grade

For K-12 education in Massachusetts, the phrase “Growth Model”, describes a method of measuring individual student progress on MCAS by

tracking students from one year to the next. Each student receives a student growth percentile, which measures how much the student changed relative to other students statewide with similar score histories from one year to the next. The District Growth Stacked Bar Chart, by school,

shows how much students grew over the past year relative to their academic peers, with the individual data grouped by school. The District

Growth Stacked Bar Chart, by Grade, shows how much students changed relative to their academic peers between grade level MCAS tests. Each chart shows the percentage of growth in the following categories: Very Low, Low, Moderate, High, and Very High.

8

Implementation Summary of 2013/2014 School Improvement Plan

The following chart gives the goals from Pickering Middle School SY 2013/2014 School Improvement Plan, the strategies that were

put in place, the implementation activities to support the strategies, and the results thus far.

Measurable

Goals

Strategies Implementation Status and Next Steps

To achieve a minimum

of 75 points in the

Progress and

Performance Index

(PPI) as measured by

the following indicators

where applicable: (1-3)

Narrowing proficiency

gaps in ELA,

mathematics and

science, (4-5) Growth in

ELA and mathematics.

To increase the number

of students scoring

“advanced” by 15%

from the previous

MCAS results in ELA,

math and science

To decrease the number

of students scoring

“warning/ failing” by

15% from the previous


math and science

The ELA Department will choose 10 high

frequency, high-level terms and concepts to

address within the ELA department.

Each ELA and reading teacher will create and

laminate 5 charts.

The principal will purchase easels, high-quality

chart paper, and a laminator.

The ELA department will create pre- and post-

tests regarding the 10 chosen words. Choose

focus for specific time frames.

Department settled on the terms—need to

revisit

o Should we do school wide

nonfiction terms?

o Need to print and laminate agreed

upon terms

Materials were purchased and used

throughout the school year

Eliminate pre-/post- tests

Grade 7 teachers will give a long composition

prompt to establish a baseline.

Analyze student work to prioritize the order of

“Smiley Face Tricks” to be taught.

Model and scaffold “Smiley Face Tricks”

Assign monthly prompt

Teachers will analyze student responses and

track student progress

Continue SY2014/2015\

Leadership Team will monitor all grade 7

ELA teachers for adherence to the initiative

9

Measurable

Goals



of 75 points in the

Progress and

Performance Index





gaps in ELA,

mathematics and




of students scoring


from the previous


math and science


of students scoring




math and science

Follow the ELA map to determine which one

of the ten “Reading Standards for Literacy in

History/ Social Studies” standards will be

focused on each month.

Research and decide on instructional videos

about the specified standard to share with

cluster teams the first week of each month;

Clusters watch video on selected standard in

cluster meeting time.

Teachers will include the literacy skill in lesson

planning and assessments

Literacy skills charts that show ways of

implementing the literacy standards.

Leadership Team has found the following

results based on evidence (inc. evidence

binders and walkthroughs)

o Grade 6 SS teachers are teaching

and assessing the focus standard

each month

o Grade 7 SS teachers are not

teaching and assessing the focus

standard each month

o 50% of Grade 8 teachers are

teaching and assessing the focus

standard each month

Eliminate videos

Assessments have been created and used

SY 2013/2014

Eliminate charts

10

Measurable

Goals



of 75 points in the

Progress and

Performance Index





gaps in ELA,

mathematics and


ELA and mathematics,

(6) Annual dropout

rates, and (7) Cohort

graduation rates.


of students scoring


from the previous


math and science


of students scoring




math and science

The Math Department will institute common

initiatives regarding data displays present in

each math room.

Class assessment data

Student’s personal stats (independent)

The Math Department will develop, assign, and

analyze quarterly common projects requiring

the use of graphs and data.

Teachers will incorporate functions and

Cartesian plane into grade 6 curriculum.

Department will revisit SY2014/2015

o Use for motivation?

o Post First In Math?

Eliminate

The Leadership Team will identify students to

receive an extra block of math instruction

during 5th major.

Selected students will use research-based

software program that targets instruction based

on student needs.

Inclusion teachers will provide hands-on, small

group instruction and activities based on the

data collected.

Continue SY 2014/2015

o Create new 5th major


o Need guidelines for SuccessMaker


o Leadership Team will map out

expectations for Tier 2 instruction

within the inclusion classrooms

o Leadership Team will revamp PLC

schedule so inclusion teachers can

attend with the major subject

teachers

11

Measurable

Goals



of 75 points in the

Progress and

Performance Index





gaps in ELA,

mathematics and




of students scoring


from the previous


math and science


of students scoring




math and science

The Science Department will inventory science

resources and materials and identify needs.

The Science Department will compile list of

effective science websites.

The Science Department will research

materials needed. The principal will order the

requested materials.

The Academic Support Specialist and members

of the ELA and Reading Departments will

create a curriculum map for the Reading

Department.

The Leadership Team will form a committee to

create PD for implementing the teaching of

Common Core skills in the science classroom.

The Leadership Team and chosen teachers will

provide PD to science teachers on

implementing the teaching of Common Core

skills in the science classroom.


Completed


Completed

o Needs revision so materials are not

repeated in each department


o Need PD—district support?

o Need to ensure consistency among

teachers in all departments with

ELA and Reading

12

Measurable

Goals



of 75 points in the

Progress and

Performance Index





gaps in ELA,

mathematics and




of students scoring


from the previous


math and science


of students scoring




math and science

Science department will create a question bank

from DESE website and align each question to

the curriculum.

The Academic Support Specialist will create a

record keeping system to track students’

progress in answering the monthly open

response question.

The Science Department will set a schedule for

the monthly implementation and analyzing of

the Open Response Initiative.

The Science Department will pilot the

initiative:

Give the common question

Score the questions using the exemplars

Record student data

The Science Department will look at the data

from the pilot and revise as needed. New

schedules and questions will be planned.

Eliminate


o Change to TestWiz


o Revise for HOTs

13

Pickering Middle School SY 2014/2015 School Improvement Plan

Goal Our goal has been revised because Massachusetts received a waiver of certain aspects of the federal No Child Left Behind Act. AYP results are no longer the only measure of school success currently used by the Massachusetts Department of Elementary and Secondary

Education (DESE). ). Instead of Adequate Yearly Progress (AYP) reporting, Massachusetts will report district and school progress toward

narrowing proficiency gaps using a new 100-point Progress and Performance Index (PPI). Therefore, the goals for this School Year 2013-

2014 are:

To achieve a minimum of 75 points in the Progress and Performance Index (PPI) as measured by the following indicators: (1-3)

Narrowing proficiency gaps in ELA, mathematics and science, (4-5) Growth in ELA and mathematics

To increase the number of students scoring “advanced” by 15% from the previous MCAS results in ELA, math and science

To decrease the number of students scoring “warning/ failing” by 15% from the previous MCAS results in ELA, math and science

Data Analysis – Strengths and Weaknesses

The 2013 NCLB Report Card shows:

Pickering did not make CPI for the Aggregate or all subgroups with the exception of the White subgroup in both ELA and mathematics.

The Composite Performance Index (CPI) for the aggregate in ELA increased .3 points, going from 84.7 to 85.

In ELA only the ELL/FLEP and Asian subgroups showed a decrease in CPI. -5.1 and -4.5 respectively.

The aggregate’s CPI for mathematics decreased 1.8 points from 72.2 to 70.4.

In mathematics the Sped subgroup showed an increase (0.3).

In mathematics the High Needs (-1.9), Low Income (-2.5), ELL/ Former ELL (-10.9), White (-1.6), Asian (-8.9), African-American Black

(-0.1), and Hispanic Latino (-3.2) subgroups decreased.

The Composite Performance Index (CPI) for the aggregate in Science decreased 2.1 points, going from 67.9 to 65.8.

In Science the Aggregate (-2.1) as well as all subgroups, (White (-.9), High Needs (-4.3), Low Income (-4.8), Hispanic Latino (-3.0)

showed a decrease except Students with Disabilities who increased (.5).

Student Growth Percentile (SGP) was Improved Below Target in both ELA (44) and mathematics (40).

14

It is clear that Pickering students continue to score below the state in ELA, mathematics and science MCAS test. The Pickering SIP team

is committed to refocus on the areas of weakness listed below:

Weaknesses in All Content Areas:

Students do not successfully answer higher-level thinking questions.

Lack of background knowledge and remembrance of previous content and skills taught.

Weaknesses in ELA

Lack of knowledge of ELA-specific Common Core language and literary terms.

Lack of vocabulary needed to read, comprehend, and interpret rigorous texts.

Students’ Topic Development scores on the Long Composition portion of the MCAS average 3 out of 6 on the 6-point rubric.

Students do not comprehend rigorous text and as a result do not successfully answer higher-level thinking questions.

Weaknesses in math:

Students cannot accurately evaluate expressions and equations.

Limited mastery of basic skills.

Students do not effectively implement formulas.

Weaknesses in science:

Inability to recall content-related information learned across all 3 grade levels and all 4 domains of science in the middle school

curriculum.

The average open response score for MCAS remains below the state at 1.83 out of 4.

Lack of retention of content-specific science vocabulary.

Student Learning Objectives

The action plan that follows outlines the nine student learning objectives and the strategies related to those objectives that the entire staff

will concentrate on for the following year. Those objectives are:

Read closely to interpret words and phrases as they are used in a text.

Develop pertinent support for each type of essay, strengthening the writing through revision to engage the audience.

Read closely to determine what the text says and to make logical inferences from it; cite specific textual evidence when writing or

speaking to support conclusion drawn from the text.

Interpret, write and evaluate expressions and equations.

Apply and extend computation of rational numbers, including whole numbers, fractions, decimals, and negative integers.

Solve real world and mathematical problems involving area, volume, and surface area of two and three dimensional objects.

Access prior knowledge of previously taught middle school science content in all 4 domains through weekly science reviews.

Integrate content knowledge with Common Core literacy skills to answer open response questions.

Apply previously taught science vocabulary across all grade levels and domains.

15


Goal

To achieve a minimum of 75 points in the Progress and Performance Index (PPI) as measured by the

following indicators: (1-3) Narrowing proficiency gaps in ELA, mathematics and science, (4-5) Growth

in ELA and mathematics.

Identified Student Weakness Lack of knowledge of ELA-specific Common Core language and literary terms.

Lack of vocabulary needed to read, comprehend, and interpret rigorous texts.

Student Learning Objective

Read closely to interpret words and phrases as they are used in a text.

Strategy/Action

(What, Who, How)

Timeline

(When) Resources Needed

Method of Collecting

Evidence

The ELA Department will choose 10 Common Core

high frequency, high-level terms and concepts for

literature and literary nonfiction to address within the

ELA department.

May/June 2014

Department

meetings

Common Core

curriculum

Department

meetings

Department meeting records

Each ELA and reading teacher will create and laminate

5 charts.

PD day #1, 9/3/14 Poster-making

materials (see

below)

Anchor Charts in

classrooms-monitored by

unannounced/announced

observations by Leadership

Team

All ELA teachers will routinely implement the Wordly

Wise program.

SY 2014/2015 Wordly Wise

workbooks

Evidence Binder

16


Goal



in ELA and mathematics

Identified Student Weakness

Students’ Topic Development scores on the Long Composition portion of the MCAS average 3 out of 6

on the 6-point rubric.


Develop pertinent support for each type of essay, strengthening the writing through revision to engage

the audience.

Strategy/Action

(What, Who, How)

Timeline



Evidence

Grade 7 teachers will give a long composition prompt to

establish a baseline.

September Prompt

Long Write

Graphic Organizer

PLC meetings to

correct student

work and record

data

Pickering Topic

Development

Rubric

Student work

PLC meeting records

Analyze student work to prioritize the order of “Smiley

Face Tricks” to be taught.

September PLC meetings

Pickering Topic

Development

Rubric

Date from baseline

prompt

Student work

PLC meeting records

17

Strategy/Action

(What, Who, How)

Timeline



Evidence

Model and scaffold “Smiley Face Tricks” Monthly Smiley Face

PowerPoints

Model lessons by

consultants

Unannounced/announced

observations by the

Leadership Team

Evidence binder review

Assign monthly prompt Sept - March Student Work

PLC meetings to

score student work,

record data on

spreadsheet,

analyze data, and

plan next steps

Student work

PLC meeting records

Spreadsheet

Teachers will analyze student responses and track

student progress

Sept - March Spreadsheet

PLC meetings to

collect and analyze

data

Student work

PLC meeting records

Spreadsheet

18


Goal





Students do not comprehend rigorous text and as a result do not successfully answer higher-level

thinking questions.


Read closely to determine what the text says and to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusion drawn from the text.

Strategy/Action

(What, Who, How)

Timeline



Evidence

Follow the ELA map to determine which one of the ten

“Reading Standards for Literacy in History/ Social

Studies” standards will be focused on each month.

May - June ELA Core

Curriculum and

Lynn ELA

Curriculum Map

Calendar

Schedule of standards to be

focused on each month

Literacy Skills PD for content teachers SY 2014/2015 District support

Teachers will include the literacy skill in lesson

planning and assessments

Monthly Lesson plans

Assessments

PLC meetings

PLC meeting records

Evidence binder review and

unannounced/announced


Team to monitor

implementation of teaching

the skills

Drop Everything and Read—all students and faculty

once a week on a rotating schedule

Weekly

SY2014/2015 Schedule Unannounced/announced

observations

Roundtable/Think Tank for PDPs: Rigorous texts for the

21st Century middle school student

Group will use Core Appendix B and other resources

to compile rigorous texts for use by ELA teachers

Fall 2014 District approval

Excerpts and books

available for use by all ELA

teachers

19


Goal





Students cannot accurately evaluate expressions and equations.


Interpret, write and evaluate expressions and equations.

Strategy/Action

(What, Who, How)

Timeline



Evidence

In order to increase mathematical vocabulary acquisition

in all students, teachers will:

Encourage the use of a math binder with a

vocabulary section

Post a current word wall

Use a nontraditional approach in teaching vocab

o define the term with a visual

representation/example and description

o not only glossary-definition assignments

o model proper use of vocabulary by routinely

using the terms during instruction

o encourage students to use vocabulary terms

during class participation

Infuse vocabulary instruction in each lesson

SY2014/2015 Binders




Team to monitor


vocabulary

Student binders

Posted word walls

Teachers will develop graphic organizers to evaluate

expressions and equations

Department

meeting and PLC

meetings 9/14

Student work

20


Goal





Limited mastery of basic skills.


Apply and extend computation of rational numbers, including whole numbers, fractions, decimals, and

negative integers.

Strategy/Action

(What, Who, How)

Timeline



Evidence

The Leadership Team will identify students to receive

an extra block of math instruction during 5th major.

Spring/Summer

2014 SY 2012/2013

quarterly

assessments

2014 Math MCAS

Assessment data

Scheduling

Selected students will use research-based software

program that targets instruction based on student needs.

SY 2014/2015 TBD

Whiteboards

Computers

Data from software

programs

Inclusion teachers will provide instructional support. SY 2014/2015 Schedule: inclusion

teachers to attend

PLC and

department

meetings; prep with

teacher

Math content PD




Team to monitor support of

inclusion teachers in the

classroom

PLC meeting notes

Teachers will implement a routine review every 15 days

through the use of differentiated stations.

SY 2014/2015 Schedule

Poster paper and

markers

Whiteboards

PLC meetings




Team

PLC meeting notes

Teachers will create and administer a pre-, midterm, and

post- test of basic skills.

Summer 2014

September,

January, and June

2014-2015

Test

PLC and

department

meetings

PLC meeting notes

Department meeting

agenda/notes

Data from assessments

21


Goal





Students do not effectively implement formulas.


Solve real world and mathematical problems involving area, volume, and surface area of two and three

dimensional objects.

Strategy/Action

(What, Who, How)

Timeline



Evidence

All students will write the formula first on all work, and

then the students will show the steps.

SY 2014/2015 Whiteboards,

calculator

Student work

Assessments

22


Goal





Inability to recall content-related information learned across all 3 grade levels and all 4 domains of

science in the middle school curriculum.


Access prior knowledge of previously taught middle school science content in all 4 domains through

weekly science reviews.

Strategy/Action

(What, Who, How)

Timeline



Evidence

The Science Department will develop a template for

weekly review of previously taught content consisting of

2 multiple choice questions and an area for student

defense of answers.

Fall 2014 MCAS Question

Bank on X-Drive

Weekly review

template

Student work

Data

PLCs will analyze data from weekly reviews to identify

weaknesses as a focus for upcoming review questions.

SY 2014/2015 MCAS Question

Bank and SMART

notebook review

lessons on X-Drive

PLCs

Student work

Data

PLC meeting notes

23


Goal





The average open response score for MCAS remains below the state at 1.83 out of 4.


Integrate content knowledge with Common Core literacy skills to answer open response questions.

Strategy/Action

(What, Who, How)

Timeline

(When)

Resources Needed Method of Collecting

Evidence

Science teachers will use TestWiz to record and analyze

student response data for monthly open response

questions.

SY 2014/2015 TestWiz Data analysis from TestWiz

The Science Department will set a schedule for the

monthly implementation and analyzing of the Open

Response Initiative.

PD #1 9/3/14

Sept. dept.

meeting

Question bank

Calendar

Depart. meeting

Schedule

Department meeting records

The Science Department will:

Give the common question

Score the questions using the exemplars

Record student data

SY 2014/2015 PLC meetings to

collect and analyze

data

TestWiz

Student work

Assessment data

Evidence Binder

Each grade level science PLC will give common open

response questions every month, analyze the data, and

inform instruction as needed.

SY 2014/2015 PLC meetings to

collect and analyze

data

TestWiz

Assessment data

Student Work

Evidence Binder

24


Goal





Lack of retention of content-specific science vocabulary.


Apply previously taught science vocabulary across all grade levels and domains.

Strategy/Action

(What, Who, How)

Timeline

(When)

Resources Needed Method of Collecting

Evidence

The Science Department will create a resource

packet/resource binder of vocabulary instructional

methods.

PD Day #1

September

Department

Meeting

Science curriculum

Binders

Resource packet/binder

Science teachers will incorporate a variety of

instructional methods when teaching vocabulary

explicitly.

Use a nontraditional approach in teaching vocab

o define the term with a visual

representation/example and description

o not only glossary-definition assignments

o model proper use of vocabulary by routinely

using the terms during instruction

o encourage students to use vocabulary terms

during class participation

SY 2014/2015 resource

packet/binder

PLC meetings

Department

meetings

Evidence binder



Team to monitor


vocabulary

25

Parent/Guardian Involvement

Pickering Middle School will implement the following actions for parental/guardian involvement during SY 2014-2015:

Clusters regularly schedule parental conferences

School wide Open Houses

Enhanced school website

Individual Student Agenda Books

Quarterly and/or Weekly Progress Reports

Home School Compact

Ongoing correspondences between home and school using Connect Ed automated calling system

Parent Teacher Organization

Parent Workshops

Staff Development

Pickering Middle School has implemented or is in the process of implementing the following programs:

- Test Wiz, a web-based software program, to analyze student assessment results.

- Brain Pop educational website

- Read 180, System 44, SuccessMaker, and other TBD instructional software systems

- Gradebook software program for student quarterly reports, grading and student management.

- Continued use of middle school Mathematics Coach daily

- Continued structured collaboration meetings between same grade/subject peers, one hour/week.

- Use of new Common Core Standards for all subject areas, as well as Lynn Curriculum Map for ELA and Math

- Reading and Writing Standards for Literacy in History/ Social Studies

- Reading and Writing Standards for Science and Technical Subjects

- Higher Order Thinking Skills Professional Development opportunities

- Writing Traits Professional Development opportunities for ELA, Reading, and Social Studies teachers

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