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Quarterly Review #1, October 2013: . Olson Middle School. Quarterly Review Goal & Purpose. Goal: The goal of the SIP Quarterly Review process is to increase academic outcomes for ALL students with particular attention to closing the achievement gap. Purpose: - PowerPoint PPT Presentation
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Olson Middle SchoolQuarterly Review #1, October 2013:
Quarterly Review Goal & PurposeGoal: The goal of the SIP Quarterly Review process is to increase academic outcomes for ALL students with particular attention to closing the achievement gap.
Purpose: SIP QR #1 will provide a discussion framework for answering the following questions:• Where are we now?• Where are we going?• How will we get there?• How will we monitor progress?
Emphases:• Share our plan for the year (SIP) • Identify challenges and opportunities for additional support• Ask and answer questions regarding SIP
Mission & Vision: Olson Middle SchoolMission:The mission of Olson is to create a culture that will instill in our students the intellectual, social and personal habits of mind necessary for success in college. We are a 6-8 grade school that offers a learning environment where students are the center of academic achievement as well as personal development that teaches students how to have lifelong learning and success.
Vision:Every student college-ready
School Leadership:Olson Middle SchoolInstructional Leadership Team (ILT)
Principal: Karon Cunningham Assistant Principal: Evelyn Kimble Assistant Principal Intern: Bart Johnson Instructional Facilitator: Jeff Wendelberger Math Coach: Cheryl Tucker
Building Leadership Team ILT Grade-level representatives Special Education Faculty English Language Learner Teacher Mental Health Professionals Support Staff
Demographic DataOlson Middle School
Gender Racial & Ethnic Groups Socioeconomic Status Special Education Status English Learners Status Students’ Home Language
Racial & Ethnic Demographics
72%3%
14%
2% 9%
Ethnicities of Students, 2013-2014 (N=346)
African Amer-icanAmerican IndianAsianLatinoPacific IslanderWhite
Socioeconomic Status
5%
95%
Socioeconomic Status Based on Free & Reduced Lunch Count, 2013-2014
(N=346)
Full Pay LunchFree/Reduced Lunch
Special Education Status
28%
72%
Students Receiving Special Education Services vs. Students Not Receiving
Special Education Services, 2013-2104 (N=346)
Special EducationNon-Special Educa-tion
School Culture & ClimateOlson Middle School
Communication Stakeholders Staff Survey Results Summary Tripod Student Surveys 2012-2013 Climate Goals Meeting Climate Goals Attendance & Engagement Students: Behavioral referrals, removals, suspensions
Climate Goals in the School Improvement Plan
The number of student receiving suspensions at Olson Middle School will decrease by 30% from 2013 to 2014 and an additional 20% in 2015.
The number of African American students who are suspended at Olson Middle School will decrease by 30% from 2013 to 2014 and an additional 20% in 2015.
Meeting the Climate GoalStrengths:
Weekly JAM Sessions Monthly Staff Meetings Collaborative Team Meetings Weekly Content PLCs Weekly PBIS Meeting to review data (representatives from
grade levels, specialist, special education, ELL, support staff, and Check & Connect)
Parent Conferences with grade level teams and support staff Relationship building (gender based groups, staff mentoring,
and Cargill e-mentoring) Student recognitions (attendance, academic, behavior, and
sports) New teachers assigned building teacher mentors
Meeting the Climate GoalChallenges:
Teacher turnover (new teachers to the building; the entire 7th grade is new)
Two new support staff (7th grade team without assigned grade level behavior support for 1 month, as of October 18, 2013)
Unfilled positions (new SERT, math, Specialist (due to teacher going to District office)).
Integrating students from Cityview, Charter, Day Treatment Programs, JDC and SPAN into Olson’s culture
Multiple students with mental health issues (treated and untreated)
Gang conflicts
Meeting the Climate GoalKey Actions and Monitoring:
PBIS team will examine data weekly Professional development: Teach Like a Champion (Lemov,
2010). All teachers and behavior support staff will receive training to develop school-wide common strategies to:
▪ build relationships ▪ teach expectations▪ manage classrooms
Social-emotional learning during Advisory on Mondays▪ Peacemaking Circles▪ Second Step
Weekly Student Mentoring (Cargill e-mentoring, staff-students)
Student Support groups (Gender based)
Attendance & EngagementOlson Middle School
Attendance
A (95%+) B (90%+) C (85%+) D (85% & below)
01020304050607080
Percentage of Students Meeting Attendance Grade Categories
2011-20122012-20132013-2014
Attendance Grade Categories
Perc
enta
ge o
f Stu
dent
s
Engagement: Behavioral Referrals
0 1 2 3 4 5 6 7 8 9 10 110
50
100
150
200
250 250
4321 10 4 7
5 1 0 1 0 1
No Referrals vs. Referrals, 9/27/13, (N=343)
Number of Referrals Received
Num
ber
of
Stud
ents
Racial Ethnicity: Student Behavioral Incidents
72%3%
14%
2% 9%
Ethnicities of Stu-dents,
2013-2014 (N=346)African Amer-ican
American Indian
Asian
Latino
Native Hawai-ian/Pacific Is-lander
White
99%
1%
Behavioral Inci-dents by Ethnicity, 2013-2014 (N=275)
African Amer-icanAmerican IndianAsianLatinoNative Hawai-ian/Pacific Is-landerWhite
Attendance & Behavior Data Summary The number of students with 95% attendance
is up from the previous two years. 93 students have received one or more
referrals this school-year Racial disproportionalities exist in number of
behavioral incidents:▪ African American students are over-represented by 27%▪ Asian students are under-represented by 14%▪ American Indian students are under-represented by 3%▪ Latino students are under-represented by 2%▪ White students are under-represented by 8%
Attendance & Behavior Data SummaryStrengths:
Collaboration with SSW, Attendance SSPA and Check & Connect staff (Attendance Team)
Daily check-ins with students and Attendance Team) Home visits Phone Calls (Robo-calls and Attendance Team staff) Three-Day absence letters Contracts with students
Attendance & Behavior Data SummaryChallenges:
Inaccurate data (Discovery – reserve teachers) Missing or inaccurate and lack of current contact
information (after repeated attempts to obtain) New Discovery training not currently available to
attendance team staff (District waiting for Discovery update)
Transportation (buses not picking up students, new drivers not aware of routes)
Key Actions: Continue to focus on the strengths
Systemic Professional PracticesOlson Middle School
PLCs(1-2 Slides)
Strengths: Returning teachers (6/15) are familiar with and have used Data Team cycles ELA and Math use MAP and MCA data to differentiate and focus
instruction ELA and Math professional development is responsive to
staff/student needs
Challenges: Uniformity of data use across all content areas. Reading and math use MAP and MCA data; Social Studies and science are in the process of implementing the Data Team cycle.
Key Actions: Bart Johnson to facilitate Science PLC. Evelyn Kimble to co-facilitate Social Studies PLC Whole school PLCs around AVID Critical Reading and SOEI.
Monitoring: ILT, and math, science, and ELA PLCs. Data team results are shared in team meetings.
Professional Learning Communities
Challenges to Systemic Practices: New Staff
2010-11 2011-12 2012-13 2013-140
2
4
6
8
10
12
14
16
New Support StaffNew Teachers
Focused InstructionStrengths:
Scope & Sequence: teachers are aligning instructional pacing with curriculum guides.
Learning Targets: teachers consistently communicate and make visible (2012-2013 Tripod Survey – Consolidate was 60% (exceeded District average)).
Formative Assessments: most teachers are using the benchmark assessments
Differentiation: The ELA/ESL collaboration at all grade levels to align programs; Focus math classes.
Analysis and Response: Most content/grade-level teams utilize assessments to inform team planning. (Long classes)
Challenges: 10/10 teachers in FI grades are new to district and/or new to FI. Teachers are challenged of following grade level expectations and
providing differentiated skills instruction based on academic needs.
Focused Instruction
Key Actions: Schedule includes 2 “Long” sections of ELA and Math to address foundational skills instruction.
Monitoring: Benchmark tests in PLCs.
Needs for Support: Training for teachers who are not trained (substitutes for FI days).
Master Schedule: Olson Middle School, 2013-2014
6th Grade
7th Grade
8th Grade
9:30 - 10:15 Advisory 9:30 - 10:15 Advisory 9:30 - 10:15 Advisory
10:15-11:15 Elective Focus 10:15-11:30 Long Enrich. 10:15 - 11:30 Long Enrich.
11:15-12:07 Short 11:30-12:25 Elective Focus 11:30-12:00 Lunch
12:07 - 1:00 Short 12:25 - 12:55 Lunch 12:00-12:52 Short
1:00 -1:30 LUNCH 1:00-2:15 Long Reading 12:52-1:45 Short
1:30 - 2:45 Long Enrich. 2:15 - 3:05 Short 1:45-2:45 Elective Focus
2:45 - 4:00 Long Reading 3:05-4:00 Short 2:45 - 4:00 Long Reading
Student Achievement DataOlson Middle School
MMR & Focus Ratings
Multiple Measures RatingNon-Designated Site (2013)
MMR increased from 24.40% in 2012 to 26.44% in 2013. FR increased from 28.15% in 2012 to 33.78% in 2013.
MMR vs. FRPL for Title 1 MPS Middle SchoolsSchool MMR % FRPL %Northeast 11.63 80.8Anwatin 12.52 82.3Olson 26.44 92.8Sanford 38.59 62.5Ramsey 59.48 41.6Anthony 67.63 38.5
Note the inverse relationship between MMR and FRPL with Olson as the exception.
Focus Rating vs. FRPL for Title 1 MPS Middle SchoolsSchool Focus
Rating %FRPL %
Northeast 12 80.8Anwatin 12 82.3Sanford 28.44 62.5Olson 33.78 92.8Ramsey 59.48 41.6Anthony 67.63 38.5
Note the inverse relationship between Focus Rating and FRPL with Olson as the exception.
Student Achievement DataOlson Middle School
Mathematics
Student Achievement: MCA Math, All Students
2010 2011 2012 2013State 64.7% 56.0% 61.3% 60.2%MPS 45.9% 37.6% 39.3% 42.2%Olson 33.8% 23.0% 24.5% 25.5%
Racial Achievement Gap: Math MCA, 2009-2013
2009 2010 2011 2012 20130
102030405060708090
100
African AmericanAmerican IndianAsianLatinoWhite
Perc
ent
of P
rofic
ient
St
uden
ts
Math Growth by Ethnicity
Math Data Summary from 2012-2013 Olson students performed below the State and District
averages in math proficiency on the MCA Olson students performed ~20% lower than their MPS
peers on the MAP one-year’s growth metric Asian students performed higher than the District average
for one-year’s growth Asian students performed the highest in both proficiency
and growth On MCA proficiency, there was a racial achievement gap
between students:▪ 39% of Asian students were proficient▪ 33% of American Indian students were proficient▪ 28% of White students were proficient▪ 22% of African American students were proficient▪ Cell size for Latino students was too small to report (N=5)
Math Goal from the School Improvement Plan The percent of all students in all
grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Math MCA-III at Olson Middle School will increase from 17 % in 2013 to 30% in 2014 and to 45% in 2015.
Professional Practices: Math Weekly Professional Learning Communities Teacher observations with feedback (Math Coach) Data team cycles/common assessments uncover
student strengths and foundational needs 2 Math teachers per grade level allow for small
class sizes and individualized instruction 2 “Long” Periods allow for foundational skill
instruction Extended day programs will focus on building
mathematical strategies and competencies (the data from Data team cycles will determine the strategies)
Student Achievement DataOlson Middle School
Reading
Student Achievement: MCA Reading, All Students
2010 2011 2012 2013State 72.4% 74.0% 75.3% 57.6%MPS 52.5% 56.2% 56.9% 41.8%Olson 45.3% 46.2% 49.5% 25.8%
Racial Achievement Gap: Reading MCA, 2009-2013
2009 2010 2011 2012 20130
102030405060708090
100
African AmericanAmerican IndianAsianLatinoWhite
Perc
ent
of P
rofic
ient
St
uden
ts
“Red Zone” Reading Trend Data: MCA, 2009-2013
2009 2010 2011 2012 20130
102030405060708090
100
OlsonAnthonyAnwatinNortheastRamseySanford
Perc
ent
of S
tude
nts
Rea
ding
in
the
“Red
Zon
e”
Reading Growth by Ethnicity
Reading Data Summary from 2012-2013 Olson students performed 35% below the State and 18% below
District averages in reading proficiency on the MCA Olson students performed 13% lower than their MPS peers on the
MAP one-year’s growth metric American Indian students and students in Special Education
performed higher than the District average for one-year’s growth American Indian students performed the highest in both
proficiency and growth On MCA proficiency, there was a racial achievement gap between
students:▪ 34% of American Indian students were proficient▪ 33% of White students were proficient▪ 31% of Asian students were proficient▪ 23% of African American students were proficient▪ Cell size for Latino students was too small to report (N=5)
Reading Goal from the School Improvement Plan The percent of All Students in all
grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Reading MCA-III at Olson Middle School will increase from 18 % in 2013 to 30% in 2014 and to 45% in 2015.
Meeting the Reading GoalProfessional Practices: Where are we now?
Weekly PLCs (Data Team Cycles) Common Core Professional Development Conscious creation of a literacy culture 4 days per week leveled reading strategy instruction 20-minutes of self-selected reading per day (IMGREATT) AVID Critical Reading Strategies school-wide 20 minutes of reading at home per night Extended day programs incorporate comprehension
strategies 2 “Long” periods allow for foundational skill instruction
Systematic Vocabulary InstructionStrengths:
ELA/EL collaboration – EL teacher collaboratively plans and co-teaches with each grade level ELA teacher
School-wide teaching of Tier II vocabulary through Word of the Day
Professional Development in PLCs on Academic Language provided by the EL teacher
Challenges: Finding collaborative time Keeping up with the FI pacing and teaching (based on
the needs of our students
Systematic Vocabulary InstructionKey Actions:
Master Schedule has been designed to facilitate ELA/EL co-teaching and Word of the Day vocabulary instruction
Utilize curriculum guides in Focused Instruction that focuses on academic and content language
Monitoring: Data team cycles monitor use of academic language
Needs for Support: Availability of Reserve Teachers to allow opportunities to attend Professional Development training
Family & Community EngagementOlson Middle School
Family & Community EngagementStrengths:
Diversity of approaches to engage families (AVID, Get Ready, Beacons, CPEO, Project Success, Family Nights, sporting events)
Diversity in language and culture of our families (Hmong New Year, Black History)
Challenges: Transportation Families whose students are struggling the most are
the ones that we see the least and have the most difficulty involving in their child’s education
Family & Community Engagement
Fall 2012 Fall 201305
10152025303540
Family Information Night Attendance
Num
ber o
f Stu
dent
s’ P
aren
ts
Atte
ndin
g
Fall 2012 Fall 2013020406080
100120
Fall Parent-Teacher Conference Atten-
dance
Num
ber
of S
tude
nts’
Par
ents
A
tten
ding
Family & Community EngagementKey Actions:
Personal phone inviting parents to conferences and school events
Phone calls to build relationships and to provide positive feedback on academic and behavior improvement.
Team conferencing with parents for readmit meetings and to address academic and behavior concerns.
Quarterly family nights Parent Training (Parent Portal and CPEO) Invite families to student performances and student
recognition programs. Computer give-away Grade Level competitions Robo-calls in two languages (English and Hmong)
Family & Community EngagementMonitoring:
Parents sign-in/sign-up Parent surveys Verbal feedback
Needs for Support: Parent resource room (computers; information on
employment, housing, training, community challenges, drug/alcohol addictions, mental health)
Families and community have access to wrap around services to meet the social, emotional, psychological and health needs of our students
Questions/Comments
Next Steps
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