Comprehensive Plan Report - Hoquiam Middle School · 2013-12-12 · A detailed report showing activity of the school team¶s work on the improvement plan including ... State AMO targets

Student and School Success Principle 1: Strong leadershipTeam structure

Indicator P1-ID07 - The principal maintains a file of the agendas, work products, and minutes of all teams. (41)

Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 10/28/2013

Index: 3 (Priority Score x Opportunity Score)Priority Score: 1 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished

within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

.

Plan Assigned to: Not yet assigned

Hoquiam Middle---F NCES - na

Key Indicators are shown in RED.Student and School Success Principle Indicators

Comprehensive Plan Report

A detailed report showing activity of the school team’s work on the improvement plan including assessments, plans, tasks, monitoring, and implementation for selected time periods.

Hoquiam

December 12, 2013

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Student and School Success Principle 1: Strong leadershipPrincipal's role

Indicator P1-IE06 - The principal keeps a focus on instructional improvement and student learning outcomes. (57)

Status Tasks completed: 6 of 13 (46%)Assessment Level of Development: Initial: Limited Development 08/13/2013




Over the last three years, with the principal’s leadership, the building has addressed achievement gaps. The plan emphasizes gathering, analyzing, and applying student data to guide and improve instruction, making the best use of instructional time and extending learning opportunities, streamlining and strengthening RTI, instituting PLCs (professional learning communities) to foster collaboration, evaluating and improving curriculum, and improving the unexcused absence rates to support student achievement. Administration also identified a need for an advocacy period to help students set goals and plan for a future beyond middle school and into their future careers. There has been minimal time dedicated to assisting staff with implementing effective instructional and assessment practice with limited feedback provided to teachers (mainly through the district evaluation process).

Plan Assigned to: Dale StopperanHow it will look when fully met: The principal will keep the focus on the instructional

improvement and student learning outcomes to improve the building wide MSP test scores to meet the 2014 Washington State AMO targets of 64.5% in Reading and 50.0% in Math and the special education cell AMO targets of 27.1% in Reading and 25.0% in Math.

Target Date: 06/11/2014Tasks:

1. By August 20, 2013, the principal will establish the Building Focus Leadership Team consisting of the school special education and title staff, general education teachers, a para-educator, district special service director, and an elementary principal. The team will meet twice a month to create, monitor, and assess the plan.

Assigned to: Dale StopperanAdded date: 10/22/2013Target Completion Date: 08/20/2013

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Comments: Hoquiam Middle School FOCUS Leadership Team 2013-1014

1. Dale Stopperan, Principal2. Shawn McGuire, Special Education Teacher3. Audi Hara, Special Education Teacher 4. Rachelle Andrews, Counselor5. Traci Sandstrom, District Teaching and Learning Coordinator & Elementary Principal 6. Connie Tobin, Title I Teacher7. Jen Krohn, General Education Teachers8. Tricia Zurybida, District Special Services Director9. Shayne Folkers, Dean of Students10. Jean Glasgow, Para-Educator11. Mary Groves, Special Education/LAP/Title I Teacher

Task Completed: 08/20/20132. To support improvement in student learning with special education students, the principal will increase his knowledge and understanding of special education law and procedures by attending a dedicated special education conference in October of 2013.

Assigned to: Dale StopperanAdded date: 10/22/2013Target Completion Date: 10/11/2013Comments: Dale Stopperan and Tricia Zurybida were part of a team of

administrators from the Hoquiam School District that attended the University of Washington's 30th Annual Pacific Northwest Institute on Special Education and the Law held in Yakima, Washington.

Task Completed: 10/10/20133. The principal will ensure the building school improvement plan will be completed by October 30, 2013 and the plan addresses the seven turn-around principal evidenced by the submission of the goals through Indistar.

Assigned to: Dale StopperanAdded date: 10/22/2013Target Completion Date: 10/30/2013Comments: The Hoquiam Middle School Plan of Improvement addressing

the seven turn-around principles, was completed through Indistar and submitted to OSPI by Dale Stopperan. The plan was review and approved by the middle school staff.

Task Completed: 10/30/20134. By November 1, 2013, the principal will establish the professional development calendar for the 2013-2014 school year to meet the tasks outlined in the school improvement plan.

Assigned to: Dale StopperanAdded date: 10/22/2013Target Completion Date: 11/01/2013Comments:Task Completed: 11/01/2013

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5. By November 13, 2013, the principal will establish the evaluation schedule for the 2013-14 school year, implementing the Teacher/Principal Evaluation Project (TPEP) system with seven staff members, while other staff continues on the district long form evaluation process or district professional growth option evidenced by the completion of the evaluation schedule.

Assigned to: Dale StopperanAdded date: 10/22/2013Target Completion Date: 11/13/2013Comments:Task Completed: 11/12/2013

6. On November 14, 2013, the principal will present the school improvement plan to the Hoquiam School District School Board, evidenced by school board agenda and minutes.

Assigned to: Dale StopperanAdded date: 10/22/2013Target Completion Date: 11/14/2013Comments: On November 11, each member of the Hoquiam School Board

recieved a copy of the middle school's school improvement plan. On November 14, Dale Stopperan presented highlights of the school improvement plan to the school board.

Task Completed: 11/14/20137. A group from the leadership team will attend the OSPI OSSS Outreach for Schoolwide and Student and School Success Action Plan integration on October 28, 2013 and the second session on February 10, 2014.

Assigned to: Dale StopperanAdded date: 10/25/2013Target Completion Date: 02/10/2014Comments: On October 28th, team members Dale Stopperan, Jean

Glasgow, and Shawn McGuire along with coach Kathy Odegaard participated in the OSPI OSSS Outreach for Focus School, held at the ESD 113 in Tumwater, WA.

8. Inform the superintendent of progress of the focus plan quarterly during the school year. Assigned to: Dale StopperanAdded date: 10/27/2013Target Completion Date: 03/20/2014Frequency: three times a yearComments:

9. The principal will improve his observation techniques through side-by-side observations with the OSPI coach and district administrative team members throughout the 2013-14 school year evidenced by observation calendar and coach’s agenda.

Assigned to: Dale StopperanAdded date: 10/22/2013Target Completion Date: 04/04/2014Comments:

10. During the 2013-14 school year, the principal will monitor the implementation of classroom instructional strategies and collect evidence of improvement of student learning.

Assigned to: Dale Stopperan

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Added date: 10/22/2013Target Completion Date: 04/25/2014Comments:

11. The director of teaching and learning along with the principal, during the 2013-2014 school year, will monitor the implementation of TPEP, the book study of Danielson’s Framework for Teaching and the understanding of Turning High-Poverty Schools into High-Performing Schools evidenced agendas and minutes of Team Wednesday Professional Development.

Assigned to: Traci SandstromAdded date: 10/22/2013Target Completion Date: 05/09/2014Comments:

12. During the 2013-2014 school year, the principal will oversee the budget of the school improvement grant to ensure it is used to compensate personnel for time, for substitutes, or for contracted services connected to the improvement plan.


13. The principal will ensure the support and monitor the completion of the tasks established by the school improvement plan during the school year of 2013-14.


Implement Percent Task Complete: Tasks completed: 6 of 13 (46%)

Indicator P1-IE07 - The principal monitors curriculum and classroom instruction regularly. (58)Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 08/13/2013




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Plan Assigned to: . .How it will look when fully met: ..Target Date: 06/01/2016

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Student and School Success Principle 2: Staff evaluation and professional developmentProfessional development

Indicator P2-IF11 - Professional development is aligned with identified needs based on staff evaluation and student performance. (2879)





There has been little attempt to offer teachers the opportunity to learn from each other through peer observations. For the most part, professional development has been driven by district initiatives and/or school wide needs assessments. Although some teacher maintain cordial relationships with colleagues to fulfill the duties that the school or district requires, most teachers support cooperation characterized by their relationships with colleagues. There is not teacher-to-teacher assistance or new teacher mentor programs in the district.

Plan Assigned to: Shawn McGuireHow it will look when fully met: By May, 2014, all teachers will be trained in formative peer

observation using trainings offered through OSPI, Hoquiam School District, and/or building leadership. Staff will use or modify existing observational protocol using Danielson as a framework actively building a sense of community and school professionalism to assess school wide strengths and areas in need of improvement of indicators of effective teaching. All teachers will have documented a minimum of one peer observation as an observer and one peer observation as the presenting teacher by October of 2014 with full implementation of peer observations by February 2015 with all staff participation each quarter.


1. On November 1, 2013, the science team will attend a professional development training through the Univeristy of Washington on the Common Core for English Language arts & Literacy in science.

Assigned to: Chad AllanAdded date: 10/22/2013Target Completion Date: 11/01/2013Comments:

2. All teachers will recieve professional development on Turning High Poverty School into High Performing School on the elements and indicators of those high performing schools.

Assigned to: Traci SandstromAdded date: 10/25/2013

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Target Completion Date: 01/24/2014Comments:

3. By March of 2014, professional development through district or outside resources will provide training in peer observations and staff will have established norms, protocol, and observation/reflection tools for peer observations and the initiation of peer observations. This will be evidenced by agendas and observation tools.


4. By April of 2014 peer observations will begin by invitation from staff members wishing to be observed. Substitutes will be hired as needed to allow teachers time for observations and/or for reflection. Monitoring staff efforts will be overseen by building Principal guiding staff as needed and providing leadership and direct instruction model.

Assigned to: Shawn McGuireAdded date: 10/22/2013Target Completion Date: 04/04/2014Comments:

5. During the 2013-14 school year the leadership team will have continued professional development on the elements of Turning High Poverty Schools into High Performing Schools.


6. During the 2013-14 school year, teachers will gain an understanding of Danielson’s Domain 4 Component 4d: Contributing to the School and District through a book study of Danielson’s Framework for Teaching and implementation of TPEP. The book study will meet 3 times a year as evidenced by agenda/minutes.


7. During the 2013-2014 school year teachers will discuss Danielson's Frameworks application to peer observations; evidenced by agendas of staff meetings and Team Wednesdays Professional Development.


8. The district will provide Professional Development on Common Core State Standards and vocabulary twice before the end of the 2013-14 school year.

Assigned to: Traci SandstromAdded date: 10/25/2013Target Completion Date: 05/16/2014

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Comments:9. Starting October 2013, a third of the teaching staff will be on the TPEP evaluation system evidenced by the building evaluation schedule. Another third will be added to the system in the fall of 2014 and by the fall of 2015, all teachers will be on the TPEP evaluation system.



Indicator P2-IF12 - The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development. (2880)





Professional development is provided to teachers through Team Wednesday, however it is not differeniated according to teachers' needs.

Plan Assigned to: Dale StopperanHow it will look when fully met: Teachers will have multiple opportunities for professional

development at a job-embedded level and differentiated according to group and individual needs. Professional development will include opportunities such as 28 early release Team Wednesdays and staff meetings, provided by district coordinators, OSPI instructional coaches, teacher-to-teacher support through peer observations, and Turning High Poverty Schools into High Performing Schools consultants. As a result of the professional development, teachers will demonstrate increased instructional practices as evidenced by class room walk through data, teacher responses, and survey results. Projected changes will include LT higher level of rigor tied to CCSS, the use of FA to drive instructional decisions, and specific implementation of HPHP strategies.


1. The professional development calendar will be designed to meet the needs of individual teachers and addressing specific instructional strategies as recognized through district and building level CWT data.


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2. Evidence will be collected through classroom walk throughs, on an average of four walk throughs a week, with emphasis on specific goals related to the objective.



Indicator P2-IF14 - The school sets goals for professional development and monitors the extent to which it has changed practice. (3378)





Professional development has been district driven with little follow up on change of practice in the classroom.


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Student and School Success Principle 3: Expanded time for student learning and teacher collaborationExpanded time for student learning and teacher collaboration

Indicator P3-IVD05 - The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications. (3058)





According to the survey, 78% of staff members believe staff members at this school collaborate to improve student learning, and 75% believe staff collaborate to support improvement efforts. However, fewer believe they collaboratively plan interdisciplinary concepts into lessons (24%), collaboratively plan lessons (27%), or reflect upon instructional practices to inform our conversations about improvement (45%). Two years ago, HMS changed their daily schedule to a six-period day (from seven periods). This reportedly has led to larger blocks of instructional time available to teachers. The after school program as been connected with the YMCA for the past three years. It meets three times a week and offers students a safe place to do homework or catch up on work but offers very limited support for academic gains.

Plan Assigned to: Jen KrohnHow it will look when fully met: By April 2014 the redesign of the extended learning time

includes targeted student as well as school-wide student population. It will result in an increase in equitable learning opportunities and use of teacher collaboration to support this effort evidenced by a decline in failing classroom grades comparing first quarter to third quarter results and an increase in assessment results in such assessments as classroom formative assessments, MBA, RBA, and MSP. (Targeted students include special education students and students failing first quarter class)


1. Grade level team collaboration time will be dedicated three times a year during Team Wednesday beginning September 11 and evidenced by agendas and minutes.

Assigned to: Jean GlasgowAdded date: 10/27/2013Target Completion Date: 09/11/2013Frequency: three times a yearComments:

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2. Beginning September 25 Professional Learning Communities will meet seven times a year and be lead by teacher leaders and/or coaches with the agenda designed by the needs of the PLC. PLC collaboration will be evidenced by agendas and minutes.

Assigned to: Jean GlasgowAdded date: 10/27/2013Target Completion Date: 09/25/2013Comments:

3. School district will redesign the school calendar for early release time for professional development and teacher collaboration time beginning in September of 2013; providing 28 Team Wednesdays throughout the school year.

Assigned to: Traci SandstromAdded date: 10/27/2013Target Completion Date: 10/23/2013Frequency: weeklyComments:Task Completed: 08/23/2013

4. By March 28, 2014, explore best practices for extending the learning time programs and strategies through the professional development with Turning High Poverty Schools into High Performing Schools and other resources and share with the staff for possible implementation.


5. By May 1, 2014, identify the bottom 20% in each grade level of 5th, 6th, and 7th grade students for Reading by their RBA scores and identify students recieving an "F" grade in Reading, for a summer reading program.


6. By May 1, 2014 departmental teams have the opportunity for release time three or four times to meet to collaborate around improving instructional strategies and improving student achievement specifically targeted population; including the opportunity to explore proven practices.

Assigned to: Dale StopperanAdded date: 09/09/2013Target Completion Date: 05/02/2014Frequency: four times a yearComments:

7. May 15, 2014, identify the appropriate reading books for each level that will promote reading growth and motivate independent reading over the summer and notify parents of the expectations.

Assigned to: Connie TobinAdded date: 09/09/2013

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Target Completion Date: 05/15/2014Comments:

8. By June 1, 2014 create and print informational material for the summer reading program. Hold a parent meeting explaining and training for the process for on-line record keeping program of reading rewards.

Assigned to: Connie TobinAdded date: 09/09/2013Target Completion Date: 06/02/2014Comments:

9. Beginning February 2014, staff will review master schedule development for the 2014-2015 school year to provide increased learning time for targeted students.

Assigned to: Rachelle AndrewsAdded date: 10/21/2013Target Completion Date: 06/04/2014Comments:

10. Monitor summer reading program on-line and contact parents of students not meeting expected progress to provide support and a plan to help students. By September 1, 2014, identify students not completing summer expectations and assign them to the after school program for the coming school year.

Assigned to: Sandy CalicaAdded date: 09/09/2013Target Completion Date: 09/01/2014Comments:

11. Learning completed in the after school program will connect directly with the classroom learning targets and formative assessments. This will result in increased success on classroom formative assessments.

Assigned to: Jen KrohnAdded date: 10/25/2013Target Completion Date: 09/09/2014Frequency: monthlyComments:

12. Staff will target students in math, reading, and science and design specific communication with parents to increase participation and home follow through.

Assigned to: . .Added date: 10/25/2013Target Completion Date: 09/09/2014Frequency: monthlyComments:

13. Monitor targeted students' attendance in the after school program and make appropriate adjustments and contacts.

Assigned to: . .Added date: 10/25/2013Target Completion Date: 09/09/2014

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Frequency: monthlyComments:

14. Collect Data from the Oral Reading Fluency of the summer reading program students from spring to fall to use as an indicator to evaluate the success of the summer reading program and as a tool for intervention placement through RTI.

Assigned to: Connie TobinAdded date: 09/09/2013Target Completion Date: 10/01/2014Comments:

15. Have teachers monitor their own use of classroom time; beginning-middle-end; specifically tied to measurable learning opportunities for targeted students, as well as, the school wide population. Teachers will share their findings with staff on ways to increase their learning time with the regular classroom. Individual staff members will implement ideas in their own classroom to increase learning time.

Assigned to: TBD TBDAdded date: 10/21/2013Target Completion Date: 10/20/2014Comments:


Indicator P3-IVD06 - The school has established a team structure for collaboration among all teachers with specific duties and time for instructional planning. (2635)





The school has established a team struture through PLCs with teacher leaders but meet only once a month. Other opportunities for collaboration are sporadic or reactive.


Student and School Success Principle 4: Rigorous, aligned instructionEngaging teachers in aligning instruction with standards and benchmarks

Indicator P4-IIA01 - Instructional Teams develop standards-aligned units of instruction for each subject and grade level. (88)


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Instructional Teams have limited experience with developing common core standards-aligned units of instruction for each subject and grade level.


Indicator P4-IIA03 - The school leadership team regularly monitors and makes adjustments to continuously improve the core instructional program based on identified student needs. (2637)





Building leadership team has had limited input on monitoring core instructional program results.


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Student and School Success Principle 4: Rigorous, aligned instructionExpecting and monitoring sound instruction in a variety of modes

Indicator P4-IIIA07 - All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment. (116)





Generally, there is little evidence that students in most classes understand how their work will be evaluated. Many teachers monitor understanding through a single method, or without eliciting evidence of understanding from all students. Feedback to students is not uniformly specific, not oriented towards future improvement of work. Teachers make minor attempts to engage students in self or peer-assessment. The attempts to adjust the lesson are inconsistent or are partially successful.

Plan Assigned to: Dale StopperanHow it will look when fully met: By February 1, 2015, all teachers will demonstrate attention to

evidence of student understanding in their daily classroom by posing specifically-created questions to elicit evidence of student understanding, circulating to monitor student learning and to offer feedback, and adjusting instruction in response to evidence of student understanding (or lack of it). This will be evidenced through principal observation and/or peer observation.


1. Fall of 2013, examples of different types of formative assessments for optional implementation for daily assessment strategies will be shared with teachers at staff meetings as evidenced by minutes.


2. By January 22, of 2014 posted targets that align with the state standards will be used by all teachers in every class evidenced by classroom observations by the principal and team.


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3. OSPI Literacy Instructional Coach presents Professional Development around using formative assessments in the classroom during January and February 2014, establishing elements for daily instructional practices. This will be followed by shoulder to shoulder coaching with Literacy Instructional Coach with classroom teachers and measured by agenda, minutes and/or continue classroom walkthroughs.


4. During the 2013-14 school year, teachers will gain an understanding of Danielson’s Domain 3 Component 3d: Using Assessment in Instruction through a book study of Danielson’s Framework for Teaching and implementation of TPEP. The book study will meet 3 times a year as evidenced by agenda/minutes.


5. By April of 2014 80% of the students will demonstrate their understanding of what they are to learn in the classroom by verbalizing it to principal or observation team. This includes special education students.


6. May 1, 2014, all staff will design instruction specific to targeted students based on their IEPs. This will be demonstrated by teacher reflection to the student's case manager, included in progress monitoring, and measured by student growth.


7. During the 2013-2014 school year, teachers will use formative assessment results record sheets to monitor and adjust instruction with one classroom group and provide feedback to the leadership team and shared with PLC’s. Evidence will be reported through minutes from each meeting. Principal will monitor teacher use of formative assessment elements during walkthroughs and will have individual conferences around the use of formative assessments with each teacher during their observation cycle.


8. Beginning March 2014, elements established with Instructional Coach will be look-fors in walkthroughs and observations in all classrooms evidenced by data collection. Data results will be shared with staff.

Assigned to: Dale Stopperan

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9. Calendar year 2015, OSPI Instructional Coach presents professional development around Differentiated Instruction followed by a series of shoulder to shoulder coaching with classroom teacher.



Student and School Success Principle 5: Use of data for school improvement and instructionAssessing student learning frequently with standards-based assessments

Indicator P5-IID07 - The Leadership Team reviews student data to recommend appropriate support for each student’s transition from pre-K to Kindergarten, grade to grade, or school to school (e.g., elementary to middle level). (3068)





Transition from fifth grade to the middle school involves the placement of students by data of math assesssments, behavior assessments, and special services neeeds. Transition from middle school to high school involves the placement of students by data of math level, science assessments, and special services needs. Fifth graders have the opportunity to visit the middle school in the spring and eighth grades have an oreientation with the high school with includes a campus visit and graduation requirements.

Plan Assigned to: Rachelle AndrewsHow it will look when fully met: Students will have a full understanding of the academic and

behavior expectations to be successful at the next level. Evidenced by a goal setting and high school four year plan for our eighth graders entering high school. In the fall of the sixth grade, students will show evidence of their understanding through assessments of expectations of middle school taken in their advisory classes.


1. Advisory classes will complete goal setting acitivities related to high school graduation. Assigned to: Rachelle Andrews

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2. Middle school students will have the opportunity to visit three different college campuses to connect their understanding of the goal of high school graduation to college and career readiness.


4. High school counselors will meet with 8th grade students to explain understanding of high school graduation requirements and design a four plan to achieve graduation.


5. Eighth grade students will have the opportunity to tour the high school and meet the high school administration and potential high school advisors.


6. Fifth grade students will have the opportunity to tour the middle school and meet the middle school adminstration and potential advisors.


7. Fifth graders will be introduced to possible elective choices of band or eploratory classes in the spring before attending the middle school.


9. New sixth grade students and their parents will have an orientation with the principal and counselor to gain understanding of the academic and behavior expectations in the spring before enter the middle school and in the fall before school begins.

Assigned to: Rachelle AndrewsAdded date: 12/09/2013Target Completion Date: 09/10/2014Frequency: twice a yearComments:

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10. Sixth grade advisor teachers will assess student understand of behavior and academic expecations in their advisory classes.



Indicator P5-IID08 - Instructional Teams use student learning data to assess strengths and weaknesses of the curriculum and instructional strategies. (106)





Instructional teams have limited experience using student data to assess strengths and weaknesses of the curriculum and instructional stratgies.


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Indicator P5-IID12 - All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments. (1715)





According to survey results, 69% of staff members believe the school uses common benchmark assessments to inform instruction; 81% believe assessment data are used to identify student needs and appropriate instructional intervention; and 79% believe regular unit assessments are used to monitor student progress. Over all assessment is used sporadically by teachers and/or students to support instruction through some monitoring of progress in learning. Feedback to students is general, students appear to be only partially aware of the assessment criteria used to evaluate their work, and few assess their own work. Questions, prompts, and assessments are rarely used to diagnose evidence of learning.

Plan Assigned to: Mary GrovesHow it will look when fully met: All teachers use the results of specific assessments, in at least

one class, both formative (daily) and summative, assessing student mastery of standard base objectives by May 15, 2014. Teachers make appropriate curriculum adjustments as measured by minutes and agendas from PLCs, lesson plans, and self reporting. It will reflect changes in individual targeted student outcomes as well as school-wide academic results.


1. Conference with Saralise Keel and Kathy Odegaard to design the professional development on formative assessment scheduled for Jan 8th and 22nd.


2. Meet with Christine Cheng on October 29th to design the professional development on January 22 for formative assessment in math and science specific to the needs of Hoquiam Middle School and to improve student learning.

Assigned to: Dale StopperanAdded date: 10/27/2013Target Completion Date: 10/29/2013Comments: After initial email exchanges, OSPI professional development

coordinator for mathematics met with Dale Stopperan at Hoquiam Middle School after school on October 29th, to discuss and design the professional development on formative assessment for Janaury 22, 2014.

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Task Completed: 10/29/20133. Training on scoring the Reading Benchmark Assessment for Reading, Language Arts, and Social Studies teachers on Oct 30, 2013.

Assigned to: Jen KrohnAdded date: 10/25/2013Target Completion Date: 10/30/2013Comments:

4. RBA Training, December 4, 2013, provided by OSPI for literacy and social studies teachers on how to read and use the data results from Reading Benchmark Assessments.

Assigned to: Karen VanNoyAdded date: 10/21/2013Target Completion Date: 12/11/2013Comments: Evaluate student learning of specific state reading standards;

Analyze patterns of student need to inform changes to the reading curriculum and instruction; and Synthesize student misconceptions to inform instructional

strategies and interventions5. MBA Training, December 11, 2013, provided by OSPI for math and science teachers on how to read and use the data results from Mathematics Benchmark Assessments.

Assigned to: Mary WhiteAdded date: 10/21/2013Target Completion Date: 12/13/2013Comments: Evaluate student learning of specific state mathematics

standards; Analyze patterns of student need to inform changes to the mathematics curriculum and instruction; and Synthesize student misconceptions to inform instructional strategies and interventions

6. OSPI Training on January 22 on the foundation of formative assessing and creating formative assessments in math and science.

Assigned to: Dale StopperanAdded date: 10/25/2013Target Completion Date: 01/22/2014Comments: PD provided by Christine Chang, OSPI

7. OSPI Training on January 8 and January 22 on the foundation of formative assessing and creating formative assessments in literacy.

Assigned to: Mary GrovesAdded date: 10/21/2013Target Completion Date: 01/30/2014Comments: PD provdied by Saralise Keel, OSPI.

8. By April 1, 2014, teachers will demonstrate their use of daily formative assessment record keeping to identify the needs of individual students and show how those needs were addressed to improve achievement.

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9. Teachers on TPEP will establish two student growth goals by November 1, 2013 and using summative data showing growth over two points in time by May 9, 2014.


10. Provide twice yearly ORF data to adjust curriculum and use for RTI assessment Assigned to: Connie TobinAdded date: 10/21/2013Target Completion Date: 05/30/2014Comments:

11. PLCs will review the formative assessment data teachers have collected from one class in order to reflect and share changes in instructional strategies.

Assigned to: Mary GrovesAdded date: 10/21/2013Target Completion Date: 05/30/2014Comments:

12. RTI/CAST Meetings for math and reading to review target students data to ensure interventions are still needed and if so are at the appropriate level.

Assigned to: Connie TobinAdded date: 10/21/2013Target Completion Date: 06/12/2014Frequency: monthlyComments:


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Student and School Success Principle 6: Safety, discipline, and social, emotional, and physical healthSchool and classroom culture

Indicator P6-IIIC13 - All teachers reinforce classroom rules and procedures by positively teaching them. (165)





Survey results show that only 42% of staff members believe staff members enforce consistent behavior expectations and consequences in their classrooms; 78% believe staff enforces the bullying/harassment policy of this school; and 81% believe all teachers in this school create/design a classroom accessible and safe for all students. The student handbook provides information about discipline, classroom expectations, and school rules. Systemic behavior/discipline problems and student progress concerns are to be discussed at monthly counseling team meetings. Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teachers.

Plan Assigned to: Shayne FolkersHow it will look when fully met: All teachers will reinforce classroom and school wide rules and

procedures resulting in students demonstrating responsibility for their actions through communicating with peers and/or staff demonstrated by 75% of students having less than 10 demerit points in the Honor Cub System by June of 2014.


1. Advisers will teach students to behave respectfully and to value diversity, thereby reducing cultural differences that may manifest as misbehavior evidenced by the Advisory curriculum for the 2013-14 school year.

Assigned to: Rachelle AndrewsAdded date: 10/21/2013Target Completion Date: 09/04/2013Frequency: monthlyComments:

2. Guidance Team will meet weekly to support social, emotional and academic needs of students to create a plan to support staff and improve student behavior evidenced by GT agendas and minutes.

Assigned to: Rachelle AndrewsAdded date: 10/21/2013Target Completion Date: 05/22/2014

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Frequency: weeklyComments:

3. Counselor will, by September 2013, provide training to students and staff on reporting bully/harassment to reduce bullying incidents from first semester to second semester 2013-14

Assigned to: Rachelle AndrewsAdded date: 10/21/2013Target Completion Date: 09/20/2013Frequency: twice a yearComments:

4. By October 2013, a positive behavior recognition program, Honor Cub, will be implemented to reward student exhibiting positive behavior and to be used as a tool to teach student expectation.

Assigned to: Shayne FolkersAdded date: 10/21/2013Target Completion Date: 09/23/2013Frequency: weeklyComments:

5. Teachers who have not been trained in CHAMPs - Class-wide Positive Behavior Support, will recieve training and will implement CHAMPs into their classrooms by February of 2014, evidenced by principal and/or team classroom observations, to establish common language around clear behavior expectations and motivate students to put forth their best efforts. The district will train new teachers at the beginning of each school year.

Assigned to: Tricia ZurybidaAdded date: 10/21/2013Target Completion Date: 02/21/2014Comments:

6. During the 2013-14 school year, to reinforce positive behavior, students will be rewarded every two weeks for Honor Cub and recognized monthly for citizenship, Honor Cub, and participation in school sponsored activities.

Assigned to: Shayne FolkersAdded date: 10/21/2013Target Completion Date: 12/20/2013Frequency: twice monthlyComments:

7. Provide professional development for teachers to explore best practice to develop a school-wide positive culture in which students believe that they belong, they can learn and be successful academically.


8. Referral data will be disagrigated according to the area from which the referral originates, ie. classroom, hallway, lunchroom, gym. Support and training will be provided to adults responsible for those areas in order to increase student success in following the rules and procedures.

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Assigned to: Shayne FolkersAdded date: 10/21/2013Target Completion Date: 02/19/2014Frequency: monthlyComments:

9. With all teachers reinforcing classroom and school-wide rules, minor infractions will decrease by at least 30% from October 2013 to May 2014 measured by the Honor Cub system data.

Assigned to: Jean GlasgowAdded date: 10/21/2013Target Completion Date: 05/30/2014Frequency: dailyComments: Data is entered daily. We would like to see the 30% result by

May 2014Implement Percent Task Complete: Tasks completed: 0 of 9 (0%)

Indicator P6-IIIC16 - The school leadership team ensures that the school environment is safe and supportive (i.e., it addresses non-academic factors, such as social and emotional well-being). (2639)





The school leadership team ensures that the school environment is safe and supportive but not using data to evaluate.


Student and School Success Principle 7: Family and community engagementDefining the purpose, policies, and practices of a school community

Indicator P7-IVA01 - Parent (Family) representatives advise the School Leadership Team on matters related to family-school relations. (3069)


Index: 4 (Priority Score x Opportunity Score)Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)

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Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)


Parent representatives are not presently on the School Leadership Team.


Indicator P7-IVA02 - The school’s key documents (Parent Involvement Policy, Mission Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are annually distributed and frequently communicated to teachers, school personnel, parents (families), and students. (3077)





The school’s documents (Parent Involvement Policy, Mission Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are annually distributed, however are not frequently communicated to teachers, school personnel, parents (families), and students.


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Indicator P7-IVA04 - The school’s Compact includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home). (3071)





Opportunities for parent involvement with HMS include the Cub Club (PTO), fall and spring conferences, and regular communication via phone, email, Skyward and mail. Parental involvement is requested at an annual Title I meeting and policy review. HMS hosts family reading and math nights. The HMS Title I web site reaches out to the community with resources and activities for students and parents. Student information, including grades and missing assignments can be accessed through a district Skyward account. This access also provides for email to and from teachers, student-led conferences, fall parent/teacher conferences, parent/teacher/student compact/PTO meetings will be held at different times to allow new parents to join the meetings.

Plan Assigned to: Connie TobinHow it will look when fully met: Teachers will build relationships with parents to work closely

with them to support students' continued learning . Hoquiam Middle School will engage parents and the community by increasing involvement 20% in two of the following five activities by April 23, 2014.• Participation in family night—measured by sign in sheet• Facebook participation –measured by hits, likes, etc.• Parent attendance at conferences—measured by sign in sheet• Increase engagement with HMS website—page views• Number of advisories participating in service projectsThe school’s Compact includes clarity regarding expectations for what parents can do to support their student’s academic progress evidenced by copy of the compact and increased parent participation in variety of parent activities by April 23, 2014.


1. By November 2013, Hoquiam Middle School will have a Facebook Page for all staff, students, and the community to use for communication.

Assigned to: Marshall LentzAdded date: 10/21/2013Target Completion Date: 11/01/2013Comments:

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2. By November 2013, Hoquiam Middle School will provide 2 evenings for parents to attend fall conferences.


3. By March 2014, our parents will be able to choose English or Spanish for the autodialer messages received from our building.

Assigned to: Dale StopperanAdded date: 10/21/2013Target Completion Date: 03/14/2014Frequency: twice monthlyComments:

4. By March 2014, Skyward will be used by every teacher to communicate with our parents effectively and regularly regarding student academics and behavior. Training will be provided by the Hoquiam School District so that we better understand Skyward's capabilities.

Assigned to: Connie TobinAdded date: 10/22/2013Target Completion Date: 03/31/2014Comments: Contact Cathy Anderson for training.

Skyward has so many options available that we need to learn about.Goal is to better communicate with parents in a more efficient manner.

5. By June 2014, the Hoquiam Middle School Compact will be redesigned to serve as a more effective document. Strategies for use during the year will also be established for the parties involved (parents, students, and staff).

Assigned to: Connie TobinAdded date: 10/21/2013Target Completion Date: 06/15/2014Comments: A parent group (Cub Club?) will assist with this process.

How do we make it a working document?6. By June 2014, each advisory will spend a day at a college. 6th graders will visit a community college, 7th graders will visits a vocational college, and 8th graders will visit a four year college or university.


7. By June 2014, two Family Nights will be planned and scheduled. Attendance will increase through improving communication to parents and personal invitations by advisory teachers.

Assigned to: Connie TobinAdded date: 10/21/2013Target Completion Date: 06/15/2014

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Comments: Every advisory plans part of the activities for the evening and every advisor makes a personal contact with the parents.

8. By June 2014, Hoquiam Middle School administration and staff will participate in multiple trainings on teaching strategies which are proven successful in turning High Poverty Schools into High Performing Schools


9. By September 2014, our principal will provide "Walk with the Principal" opportunities as a means for communicating with parents and our community. These walks will be located off campus in a variety of locations within Hoquiam's city limits.

Assigned to: Dale StopperanAdded date: 10/21/2013Target Completion Date: 09/30/2014Comments: In in-climate weather, the walk will take place in the gym.

10. By June 2015, all certified staff will have performed, at a minimum, one home visit. A home visit protocol will be created prior to implementing the practice.

Assigned to: Christi GarciaAdded date: 10/21/2013Target Completion Date: 06/15/2015Comments: Two staff members may attend the same home visit, and have

it count for each of them.At least 2 staff members must go to the home. NO solo visits!A home visit protocol will be created.

11. By June 2015, advisories will have completed, on the average, of one service project per quarter. It is the advisor's responsibility to make sure that every student participates in at lease two of the projects each year in some capacity.

Assigned to: Rachelle AndrewsAdded date: 10/21/2013Target Completion Date: 06/15/2015Comments: Service Projects must be done by each advisory throughout

the year.Each advisory may choose what projects that they would like to participate in.Make sure that the students help plan and carry-out the projects. This is an important part of a service project.

12. By June 2015, Hoquiam Middle School will have performed a trial of "texting homework" to parents.

Assigned to: Connie TobinAdded date: 10/25/2013Target Completion Date: 06/15/2015Comments: This is free for 30 days.

Central is trying it during the Fall of 2013.13. By June 2015, a study table will be available during lunchtime for students with academic needs.

Assigned to: Audi Hara

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Added date: 10/25/2013Target Completion Date: 06/15/2015Frequency: dailyComments:

14. By September 2015, our parent organization (Cub Club) will have purchased and installed a new digital sign for the outside of Hoquiam Middle School.

Assigned to: Cub Club OfficersAdded date: 10/21/2013Target Completion Date: 09/01/2015Comments:

15. By September 2015, Hoquiam Middle School will have a list of community members who have/will visit our classrooms to educate our students about different careers and/or opportunities in Grays Harbor and beyond.

Assigned to: Christi GarciaAdded date: 10/21/2013Target Completion Date: 09/01/2015Comments: How do we get community members into our building?

16. By September 2015, Hoquiam Middle School's website will be updated (calendar, news, etc.) and a a website administrator will be assigned to keep it updated.

Assigned to: Marshall LentzAdded date: 10/21/2013Target Completion Date: 09/07/2015Comments: How can we correlate the information from our website with

our Facebook page?How do we keep the calendar updated with events?Can Parent/staff Smart Phones be notified of calendar changes/have access to the calendar?

17. By October 30, 2015, at least one Family Night (a Title 1 grant requirement) will be held away from the campus, in the community in which our families live.

Assigned to: Connie TobinAdded date: 10/25/2013Target Completion Date: 10/30/2015Frequency: twice a yearComments: The goal is to get more families to attend and to get out into

the community.18. By December 2015, a "Community Mentoring Program" will be established for assisting our students throughout the day with academic needs.

Assigned to: Christi GarciaAdded date: 10/25/2013Target Completion Date: 12/15/2015Comments: See Ocean Shores schools.

Takes place during the school day.

19. By December 2015, Hoquiam Middle School will offer a "Grandparents Visitation Day" where grandparents are welcome to eat lunch with their grandchild.

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Assigned to: Audi HaraAdded date: 10/25/2013Target Completion Date: 12/15/2015Comments: Attend a class with their grandchild could be an option.

Do we have extra tables for extra adults at lunch?Do we offer free lunch for the adults?


Student and School Success Principle 7: Family and community engagementEducating parents to support their children's learning and teachers to work with parents

Indicator P7-IVA13 - The LEA/School has engaged parents and community in the transformation process. (1649)





The school has not engaged parents and community in the transformation process.


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Documents

Comprehensive Plan Report - Hoquiam Middle School · 2013-12-12 · A detailed report showing activity of the school team¶s work on the improvement plan including ... State AMO targets