School Improvement Plan Review - Auburn School District...Name Fall 2015 RIT Winter 2016 RIT...

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

61.268.2 71.3 72.4 75.5

46.8

0

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

7367.2

75.7

64.54964.2 65.2 59.7

54.1

0

20

40

60

80


7th Grade State Assessment Trend Data – Reading


69.2 61.864.1

73.96563.6 57.6 61.9 67.3

49.5

0

20

40

60

80


8th Grade State Assessment Trend Data - Reading


67.7 63.457.5 54.7 64.560.9 53.4 46.8

55.6

47.5

0

20

40

60

80


6th Grade State Assessment Trend Data - Math


63.1 63.3 6655.5 56.550.1

64.2 54 47.148.7

0

20

40

60

80




49.354.3

50.3

44.4

56.150.3

55.5 53.3 55.9 46.1

0

20

40

60




Assessment Trends MAPs Reading

Reading Key: 50%-100%

25%-49%

0%-24%

Year6th

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%

Year6th

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%

Year6th

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%

Year6th

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

Year6th

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%

Year6th

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%

Year6th

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%

Year6th

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 1Teachers 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 of 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 of 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

or 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

SIP Template

15 | P a g e

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.

SIP Template

16 | P a g e

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:

o MAP Data Dashboard

o WLPTII results

o Honors/AP Dashboards

o CEE Spider chart

o Discipline Dashboards

o Demographic charts

o AYP Results

o MSP/HSPE Results and trend charts

o Other data

SIP Template

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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

SIP Template

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6th Grade Reading 7th Grade Reading 8th Grade Rreading

MSP Reading Data Trends

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

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6th Grade Math 7th Grade Math 8th Grade Math

MSP Math Data Trends

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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

of 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


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

only 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

of high performing schools.

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SMART Goal 2

Subject Area: Mathematics



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.


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


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



Math Team Leader

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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

once 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

of high performing schools.

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SMART Goal 3

Subject Area:




data analysis:

Certificated and Classified staff members of Rainier Middle School


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.


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


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

of 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



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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


Leadership Team.

Department of Student

Learning staff,

PLCs

Building Hours

Instructional/Assessment

Calendar

SMART Goal 4

Subject Area: Culture




data analysis:

Certificated and Classified staff members of Rainier Middle School


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.

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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


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

on 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


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


PLCs



Instructional Framework (CEL5D)

November Staff Meetings


PLCs

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Standards-Based Teaching and Learning Training

Close Reading and Summary Strategies Training

Explicit Vocabulary Instruction Training

Data organization and Analysis Session


December Staff Meetings


PLCs







January Staff Meetings


PLCs






Community Engagement Training

February Staff Meetings


PLCs







Strategies for English Language Learning Training

March Staff Meetings


PLCs





Strategies for English Language Learners Training

Community Engagement Training

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April Staff Meetings


PLCs




May Staff Meetings


PLCs







Strategies for English Language Learners Training

June Staff Meetings



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