School Improvement & Innovation Plan

School Innovation and Improvement Plan At-a-Glance

  • 2018-2019

  • Luther Jackson Middle School

  • Region 2

  • Chad Lehman, Principal  

STUDENT ACHIEVEMENT GOAL—ACADEMICS

Student Achievement Goal: All students will be literate, able to obtain, understand, analyze, integrate, communicate and apply knowledge and skills to achieve success in school and in life. Academic progress in the core disciplines will be measured to ensure that all students, regardless of race, poverty, language or disability, will graduate with the knowledge and skills necessary for college and/or employment, effectively eliminating achievement gaps.

Check all sub-goal(s) that apply to this school improvement plan objective.

☒ 1.1. Achieve their full academic potential in the core disciplines of:

☒ 1.1.1. English language arts.

☐ 1.1.2. Mathematics.

☐ 1.1.3. Science.

☐ 1.1.4. Social studies.

☐ 1.2. Communicate in at least two languages.

☐ 1.3. Explore, understand, and value the fine and practical arts.

☐ 1.4. Understand the interrelationship and interdependence of the countries and cultures of the world.

 

SUMMARY OF SMARTR OUTCOMES

Academic Area(s):  ENGLISH LEVEL: SCHOOL

☒  CLOSE THE GAP     ☒  RAISE THE BAR   ☐  INDIVIDUAL GROWTH

Baseline/Initial Goal

Interim Goal

End of Year SMARTR Outcome

In 2017-2018, the combined school pass rate for all students on the Reading 7 and Reading 8 SOL was 87% using the revised SOA pass rates 

and criteria.  *

 

*In 2017-2018, SOL pass rates were broken out by reading and writing, thus our baseline data is stated as such.

The combined school pass rate on the Horizon Division 1 Assessments, which tests reading only will be at a 75% rate.

 

The combined school pass rate for all students on the English SOLs will increase by 3 % points to at least 90% in the Spring of 2019 using the Revised SOA pass rate.

 

In the spring of 2019, the pass rate for SWD will increase by 11% on the combined English SOLs resulting in a 75% pass rate for SWD.

 

Strategy 1 Link to Portrait of a Graduate Link to CAG Strategies

Strengthen Tier 1 Instruction by ensuring high quality tasks and high leverage strategies aligned to quality daily learning targets.

Action(s)

  1. Implementation of literacy strategies such as Think Sheets, Student Questioning, Think Alouds, and use of Active Reading Codes

  2. Formulating Learning Targets to communicate the what, the why and the how of learning. Learning Targets will be drafted to include an agenda and a check for understanding so that all students know what measures they are responsible for in each class.

  3. Utilizing the Engagement Model in lesson planning.

  4. Aligning administrative observations and accompanying feedback to teachers with the focus on LEARN and learning targets.  Emphasis will be placed on the quality of the learning tasks that are occurring in the classroom.

  5. Expanding Guided Reading and other elements of Balanced Literacy in reading support classes.

  6. Expanding the use of Cornell Notes as a processing tool for content information.

  7. Providing a differentiated school-wide Professional Development Plan around multiple learning cohorts where teachers choose to participate in a year long study of a topic of interest.  The topics are related to the following categories: Student Engagement; Differentiation/Scaffolding; Strategies for Classroom Management; Blended Learning; Co-Teaching Practices. The 2018-2019 PD Cohorts will engage participants in an action research project directly connected to impact classroom practice.

  8. Building a  school-wide culture of reading through a focus on literacy practices supporting reading and SSR with a commitment to building reading stamina in all students. All students will be expected to carry a book to all classes and read upon completion of classroom activities. The school and teachers will use positive reinforcement (i.e. ROAR cards for students caught with a book, teachers caught reading during SSR time, etc) to encourage this culture.  The librarians will incorporate school competitions such as Battle of the Books.

  9. Increasing access through the utilization of Learning Ally will remove barriers to reading and promote the culture of reading throughout the building.  Promoting reading aloud and reading in the classroom (the research about how students how much students are vs. should be exposed to text in their classes)

 

Strategy 2 Link to Portrait of a Graduate Link to CAG Strategies

Maintain a sharp focus to support Students With Disabilities through the intentional process of collecting and analyzing both student and instructional data to inform professional development and instructional practice.

Action(s)

  1. Co-Teaching leaders (general education, special education, and teachers of ELs) develop a vision for instruction for co-taught classrooms, incorporating a system for observations and feedback.

  2. Co-Teaching leaders will develop best practices to provide scaffolds for students with disabilities.

  3. Teachers of Self Contained English classes will assess their students during the first two weeks of school in order to identify the students’ needs and appropriate intervention

  4. Self-Contained English classes will utilize an evidenced based program to support and strengthen reading comprehension.  Using a program will allow for progress monitoring as well as opportunities for targeted intervention.

  5. Special Education teachers will focus on writing and monitoring IEP goals, collecting and evaluating data for continuous improvement and progress monitoring.

  6. The Special Education Department will facilitate the sharing of  instructional strategies for supporting students in self-contained and team-taught classes

  7. A Multi-Tiered Systems of Support Team (MTSS) will be created to begin identifying and documenting interventions to ensure appropriate academic, behavioral and emotional support for students.

 

Strategy 3 Link to Portrait of a Graduate Link to CAG Strategies

Support and strengthen collaborative teams across the school to ensure implementation of the instructional cycle and commitment to the four critical questions of the PLC cycle.

Action(s)

  1. Grade level CTs will continue to collaboratively analyze school-wide and grade level data to identify students by name and need.

  2. Department wide vertical articulation will be centered around areas of growth that involve skills that are transfer between grade levels (ex: inferencing, summarizing, grammar, writing)

  3. All CTs will unpack standards and ask the 4 critical questions of collaborative planning to include the following (2.5a and 2.5b):

2.5a Which instructional approaches, strategies, and resources will be used

2.5b Which specific scaffolding strategies will be utilized to ensure learning is accessible for all Special Education and English Learners (ELs).

  1. CTs will evaluate task quality and student engagement through a common planning document centered around the LEARN Engagement model

  2. CT’s will leverage the Special Education teachers on their CT when planning appropriate scaffolds for Special Education students

  3. A team of reading teachers and coaches will use multiple data sources to place students in reading support classes and make adjustments throughout the year.

  4. The 2018-2019 school-wide Professional Development Plan has been developed around multiple learning cohorts where teachers choose to participate in a year long study of a topic of interest.  The categories are: Student Engagement; Differentiation/Scaffolding; Strategies for Classroom Management; Blended Learning; Co-Teaching Practices. Cohorts will create a common goal linked to an action research project directly connected to impact classroom practices.

SUMMARY OF SMARTR OUTCOMES

Academic Area(s): Mathematics LEVEL: SCHOOL

☐  CLOSE THE GAP     ☒  RAISE THE BAR   ☐  INDIVIDUAL GROWTH

Baseline/Initial Goal

Interim Goal

End of Year SMARTR Outcome

In Spring 2018, the percentage of students overall who passed the Virginia Mathematics 7 SOL assessment was 60.4%.

 

In Spring 2018, the percentage of 8th grade students who passed the Virginia Mathematics 8 SOL assessment was 56.1%.

Utilize Quarter 1 Division eCART assessment data to further highlight areas of strength and needed growth.

 

In Spring 2019, the percentage of students who pass the Virginia Mathematics 7 SOL assessment will increase from an unadjusted pass rate of  67% to 70%.

 

In Spring 2019, the percentage of 8th grade students who pass the Virginia Mathematics 8 SOL assessment will increase from 56% to 70% (this number excludes Math 7 honors scores).

 

☒  CLOSE THE GAP     ☐  RAISE THE BAR   ☐  INDIVIDUAL GROWTH

 

Baseline/Initial Goal

Interim Goal

End of Year SMARTR Outcome

In Spring 2018, the percentage of Special Education students who passed the Virginia Mathematics 7 SOL assessment was 55.07%.

 

In Spring 2018, the percentage of 8th grade Special Education students who passed the Virginia Mathematics 8 SOL assessment was 29.41%.

Utilize Quarter 1 Division eCART assessment data to further highlight areas of strength and needed growth.

 

In Spring 2019, the percentage of Special Education students who pass the Virginia Mathematics 7 SOL assessment will increase from 64% to 70%, and the percentage of 8th grade Special Education students who pass the Virginia Mathematics 8 SOL assessment will increase from 32% to 70%.

 

Strategy 1 Link to Portrait of a Graduate Link to CAG Strategies

Strengthen Tier 1 Instruction by ensuring high quality tasks and high leverage strategies aligned to quality daily learning targets.

Action(s)

  1. Incorporate aspects of math workshop in lesson planning to include stations and focused lessons

  2. Utilize resources in Discovery and MathSpace with embedded feedback for student work

  3. Use data to appropriately place students in Tier 2 math intervention classes.

  4. Use formative assessment to drive Tier I classroom instruction and Tier 2 intervention.

  5. Utilize Dreambox learning tool in Power Math, Special Education, ESOL Fast Math and PAWS remediation sessions to assist student who are well below grade level in math.

  6. Within the PAWS intervention time, distinguish between students in need of remediation versus students in need of intervention. Assign students by name and need and differentiate instruction appropriately.

  7. Administrative observations and accompanying feedback to teachers is aligned to the focus on LEARN and learning targets.  Emphasis will be placed on the quality of the learning tasks that are occurring in the classroom.

  8. The 2018-2019 school-wide Professional Development Plan has been developed around multiple learning cohorts where teachers choose to participate in a year long study of a topic of interest.  The categories are: Student Engagement; Differentiation/Scaffolding; Strategies for Classroom Management; Blended Learning; Co-Teaching Practices. Cohorts will create a common goal linked to an action research project directly connected to impact classroom practices.

  9. We will build upon the PD provided for Learning Targets with the expectation that CTs will document the agreed upon learning targets to be used to design both their instruction and their formative assessments.

 

Strategy 2 Link to Portrait of a Graduate Link to CAG Strategies

Maintain a sharp focus to support Students With Disabilities through the intentional process of collecting and analyzing both student and instructional data to inform professional development and instructional practice.

Action(s)

  1. Co-Teaching leaders (general education, special education, and teachers of ELs) develop a vision for instruction for co-taught classrooms, incorporating a system for observations and feedback.

  2. Co-Teaching leaders will develop best practices around providing scaffolds for students with disabilities.

  3. Co-Teaching leaders (general education, special education, and teachers of ELs) develop a vision for instruction for co-taught classrooms, incorporating a system for observations and feedback.

  4. Co-Teaching leaders will develop best practices around providing scaffolds for ELs.

  5. Strategic use of accommodations both in the classroom and in testing, explicit instructions about accommodations.

  6. Each CT will have an ESOL teacher who provides resources for scaffolding CT plans for language learners

  7. All CTs will answer the additional CT question about scaffolding for English Language Learners.

Strategy 3 Link to Portrait of a Graduate Link to CAG Strategies

Support and strengthen collaborative teams across the school to ensure implementation of the instructional cycle and commitment to the four critical questions of the PLC cycle.

Action(s)

  1. Grade level teams will continue to collaboratively analyze school-wide and grade level data to identify students by name and need

  2. Department wide vertical articulation will be centered around areas of growth that involve skills that are transfer between grade levels (ex. proportional thinking, balancing equations)

  3. CTs will evaluate task quality

  4. A Multi-Tiered System of Support Team (MTSS) will be created to begin identifying and documenting interventions to ensure appropriate academic, behavioral and emotional support

  5. All CTs will ask the 4 questions of collaborative planning plus the following additional questions - 2.5a Which instructional approaches, strategies, and resources will be used? and 2.5b Which specific scaffolding strategies will you utilize to ensure learning is accessible for all Special Education and English Learners (ELs).

  6. CT’s will leverage the Special Education teachers on their CT when planning appropriate scaffolds for Special Education students.

  7. The focus of the Special Education Department will be on writing and monitoring IEP goals, evaluating data related to individual student goals and sharing instructional strategies for supporting students in self-contained and team-taught classes.

  8. The 2018-2019 school-wide Professional Development Plan has been developed around multiple learning cohorts where teachers choose to participate in a year long study of a topic of interest.  The categories are: Student Engagement; Differentiation/Scaffolding; Strategies for Classroom Management; Blended Learning; Co-Teaching Practices. Cohorts will create a common goal linked to an action research project directly connected to impact classroom practices.

SUMMARY OF SMARTR OUTCOMES Area(s): Innovation LEVEL: SCHOOL

☐  CLOSE THE GAP     ☐  RAISE THE BAR   ☐  INDIVIDUAL GROWTH

Baseline/Initial Goal

Interim Goal

End of Year SMARTR Outcome

During the 2017-2018 school year, each CT implemented a minimum of one Project Based Learning unit to include Blended Learning.

 

By the end of the first semester, each CT will either have conducted one PBL or will have initiated plans for one during the second semester.

 

During the 2018-2019 school year, each CT will further their implementation of Project Based Learning  by refining a previous unit through a collaborative reflective process during the first semester and/or planning a new unit to take place during the year..

☐  CLOSE THE GAP     ☐  RAISE THE BAR   ☐  INDIVIDUAL GROWTH

Baseline/Initial Goal

Interim Goal

End of Year SMARTR Outcome

The 2017-2018 district wide Engagement Survey showed LJMS staff who reported receiving recognition for their accomplishments as 55% and LJMS staff who report feeling appreciated for their work as 55%.

 

Rationale:  During the 2016 - 2017 SY, we were at 62% for recognition and 64% for appreciation and we did not meet our goal of going to 67% and 69% in these two areas.  Overall staff morale went down from 48% in 2016-2017 SY to 36% in the 2017-2018 SY and this will remain a focus for us in the 2018-2019 SY.

A mid-year survey will be administered to the staff measuring growth in these two areas.

During the 2018-2019 school year, staff morale as measured by the district wide Engagement Survey will increase by 10%. In addition, LJMS staff who report receiving recognition for their accomplishments will increase from 55% to 60% and LJMS staff who report feeling appreciated for their work will also increase from 55% to 60%.

 

Strategy 1 Link to Portrait of a Graduate Link to CAG Strategies

Provide additional professional development to support the planning of Project Based Learning units through CTs.

Action(s)

  1. CTs will refine and share their learning by going through a reflective process with specialists from the county to strengthen a previously implemented PBL.

  2. Two differentiated PBL Academy courses at LJMS will  be offered with at least ten teachers registered to attend each.

  3. Opportunities will be provided for staff members and teams who have successfully implemented PBLs to share their experiences and serve as resources for those who are developing PBLs.

 

Strategy 2 Link to Portrait of a Graduate Link to CAG Strategies

The administrative team will utilize the Other People Matter mantra from the Positivity Project to recognize staff members and students who are exhibiting one of the 24 character strengths.

Action(s)

  1. Faculty meetings will include highlights of staff members for public recognition.

  2. As part of the Positivity Project a school-wide focus on recognizing P2 character strengths in staff and students will cultivate and promote a positive school culture.

  1. Admin team members will utilize Positivity Project postcards to write personal notes to individuals to increase individual recognition of character strengths.

  2. Staff members will be encouraged to recognize each other by using the Positivity Project postcards in support of character strengths.

  3. Students will participate in a kick-off pep rally at the beginning of the school year.

  1. In year 2 of the Positivity Project, students will engage in activities to support the continual development of character strengths in themselves as well as others. The daily P2 lessons reinforce literacy and build on collaboration and communication (POG skills).

  2. Administrative Commitments to increase staff morale include:

  1. Proactive and strategic communication through the weekly Tiger Telegraph and Administrator Corner in LJTV, our morning news show, will help build community and strengthen staff unity.

  2. Quarterly State of Address from Principal on LJTV will include a live question-answer component with questions coming directly from students and staff.

  3. Improved communication through a standardized process of responding to referrals and providing ongoing feedback on evaluations.

  4. The staff will focus on building strong, positive relationships with students as part of the culture of our school through the implementation of the PBIS program.

  5. Clear expectations established during Staff Return Week and a year-long emphasis to support positive school culture by focusing on relationship building, clear expectations, and student ownership of learning through learning targets.

  6. Teachers will have increased influence through our newly invigorated Instructional Leadership Council.

  7. Inclusion of teacher leaders into mission/vision work.

  8. Inclusion of instructional leaders in Collaborative Learning Visits.