Jefferson School Improvement Plan (2020-21)

School Student Climate Survey - question 8 

By May 2021, students will demonstrate an increase in compassion and kindness as measured by an increase of 5% positive responses on question 8 of the School Student Climate Survey. We will discuss a plan to administer a pre and post School Student Climate Survey. 

Positive Behavior will be taught through building wide:

• Character Strong Curriculum in Advisory
• Manners Matter
• Segments on KJAG (JMS news)
• Cultural awareness lessons across the curriculum
• Throughout all content areas, students have opportunities to collaborate and develop or select solutions to real world problems. 
• Where Everybody Belongs (induction program)

• SBA
• MAP
• WCAS

Communication Goal: Staff members will communicate in a more strategic and timely fashion.
ELA Achievement Goals
Reading:
During the 2020-2021 school year, the number of students in English classes at Jefferson Middle School will improve extended reading response scores as measured by the JMS common rubric. (JMS rubric is based on the SBA reading standards rubric, but also includes writing skills such as complete sentences, spelling, punctuation and grammar.) Reading extended response questions are graded on a 0, 1, 2 scale, per ELA SBA. Grade level improvements, which will result in 2% growth on the 2021 SBA are as follows:  

• 6th grade – 10% of students will improve a minimum of one level (ex. 1 to 2) on 2 point reading responses 
• 7th grade – 7% of students will improve a minimum of one level (ex. 1 to 2) on 2 point reading responses 
• 8th grade – 5% of students will improve a minimum of one level (ex. 1 to 2) on 2 point reading responses

Writing:
During the 2020-2021 school year, the number of students in English classes at Jefferson Middle School will improve COS (content, organization and style) score as measured by the SBA-based/JMS common rubric. Grade level improvements, which will result in 2% growth on the 2021 SBA are as follows:

• 6th grade – 10% of students will improve a minimum of one level (ex. 3 to 4)
• 7th grade – 7% of students will improve a minimum of one level (ex. 3 to 4)
• 8th grade – 5% of students will improve a minimum of one level (ex. 3 to 4) 

• Grade Level Improvements: Each cohort's passing rate will improve by 2% over using 2019 SBA data.
• By March,  75% of all students will show at least the nationally normed RIT growth for each grade level as measured from spring 2019- spring 2021. The measurement tool will be the MAP test.
• 6th grade – 10% of students will improve a minimum of one level (ex. 1 to 2)
• 7th grade – 7% of students will improve a minimum of one level (ex. 1 to 2)
• 8th grade – 5% of students will improve a minimum of one level (ex. 1 to 2)

• 70% of students receiving specially designed instruction in Math will show growth toward meeting state standards as demonstrated by individual student progress monitoring.

• By the end of the 2020-2021 school year, the percent of students meeting standard will increase by 1% as measured by the NGSS test.

• During the 2020-2021 SY, 75% of students receiving specially designed instruction in science will show growth toward meeting state standards as demonstrated by teachers collecting pre and post assessments.

• Students in poverty will achieve in parity with the rest of the school population.

 
PROFESSIONAL GROWTH GOALS:

For the 2020-2021 SY, Jefferson has decided to spend our collaboration time working on PLC groups that support learning across the curriculum.  During our October 9th staff development day, all participants chose to work on criteria eight of the state standards. These collaborative groups will focus on the building’s school improvement plan and work together to improve their instructional practices and student learning.  Each teacher, regardless of being on a focus or comprehensive evaluation, will be responsible for collecting their own data to show student growth. A “showcase” of their work will be presented at their final post conference.
 
SAFETY GOALS:

• Buy materials needed to update and replace safety equipment in school safety bags in the building and the safety shed.
• Monthly safety meeting each month. All meetings will have an opening for safety discussion.
• Emergency level 2 practice prior to beginning in building instruction.
• Practice drills and organization chart before in building instruction.
• Make sure all rooms have emergency bags
• Review evacuation routes and discuss Jesus’ “Hide, Run, and Counter” Message from 2016
• Review ALICE training originally presented 2019
• Hold Mini Assemblies at each grade level on Bullying and School Safety when in building instruction resumes.
• Host School-wide Safety Assembly with OPD when in building instruction resumes.
• ID badges for all staff
• Complete and document all drills by May 2021

• Staff meetings
• Establish a schedule of celebrations, acknowledgements and reinforcement activities
• PBIS team will address student safety and harassment through in building mini assemblies
• KJAG will discuss the classroom matrix with students- Be Safe, Be Respectful, Be Prepared
• Plan and conduct student assemblies arranged by grade level to allow for flexibility and differentiation. 
• Collaborate and establish a joint partnership with OPD to address cyberbullying, sexting and internet safety 
• Staff retreat, data, and share new information
• Establish our PBIS building team and agree on a PBIS school activities 
• Hold team meeting within the first 30 days
• New student induction and 6th grade follow-up program through WEB
• Classroom discussions during Advisory, based on expectations and school concerns discussed in announcements
• Communicate who to talk to and where to locate conflict resolution forms in the classroom/office
• Model Social/Emotional Learning through Character Strong activities

Communication:

• Student scores will be updated and posted at least bi-monthly through Skyward and Schoology Gradebook.
• We will strategically invite parents of students with failing grades to our October parent/teacher conferences via email and Skyward. 
• Progress reports will be emailed out 
• Skyward Family Access training will be provided for parents to access student information via the district Technology department.
• Case Managers will connect with all parents of students with an Individual Education Plan (IEP) in a personal and positive way within the first two weeks of school, documenting communication.  
• Information about the school will be presented to parents through various events including 6th Grade Orientation, Back to School Night, 5th Grade Parent Night, 5th Grade Orientation, Term Awards, JAMS Instructional Nights, Sports Parent Nights, Robo calls, email, paper and digital newsletters, Skyward and Schoology emails, the JMS website, front entry video display board, Conger Avenue sign board and Curriculum Night.

Reading:

• Continue collaboration to improve reading skills across the curriculum in areas such as: vocabulary, context clues, inferences/deductions and comprehension.
• Use common formative assessments to determine student proficiency in reading. 
• Utilize results of formative assessment to drive instruction and grouping (within classroom and across 6th, 7th, 8th, and Special Education).  
• Instruction in text structure (problem/solution, chronological order, and cause/effect) and text features will occur through the social studies curriculum. 
• Other strategies include utilizing an intervention specialist, small group instruction,  decoding instruction to increase fluency, and comprehension practice to increase understanding of reading (concrete and inference) using Spring Board materials.

• Continue to utilize common rubric for scoring
• Every grade level will have multiple practices with explanatory, argumentative, and narrative writing prompts  
• Narrative writing will be taught as part of the social studies curriculum 
• Both English and Social Studies will utilize results of formative assessment to drive instruction and grouping (within classroom and across 6th, 7th, 8th)  
• Use small group instruction as needed
• Provide strategies and instruction on mechanics, word usage, and sentence structure. 
• Keyboarding for all grades ISTE standard will be implemented through the library. 

• Writing Content, Organization, and Structure
• Reading Comprehension
• Providing Text Evidence
• Grammar and Mechanic

• Homework Club- budget/health department dependent 
• Remediation/  Reteaching / Differentiation
• Additional opportunities
• Equal access to technology instruction and instructional materials

• Facilitating daily formative assessments, assigning and reviewing nightly homework to guide & differentiate instruction
•  Administering / evaluate weekly formative assessments by grade levels
•  Integrating the Critical Standards for Mathematical Practice into lessons, homework and assessments
•  Utilize Open Up Resources and MVP
•  Teachers will participate in district-wide grade level PLC groups when available
•  Teachers will implement Common Core aligned instruction

•     Focus on computation and problem solving

• Using Claim Evidence Reasoning instructional and assessment strategy to promote scientific reasoning skills as measured by the NGSS test
• Using NGSS -aligned questions at least monthly to evaluate student progress
• Using Step Up to Writing strategies for notes, summaries, and reports once per month in collaboration with all JMS staff.

•  Small group instruction
•  Focus on scientific inquiry
•  Focus on scientific reasoning 
•  Focus on interpreting graphs and data

• Science homework support
• Lunch hour opportunity
• School supplies
• Shared high quality classroom supplies
• Special supports for reading, including: precise vocabulary; items formatted to reflect test materials; opportunities to explain, clarify and revise their own thinking verbally 
• Manipulatives in place of pencil paper problem solving.

Data regarding students' understanding of how and when to seek supportive social/emotional resources, will be evaluated from the 2019 and 2020 Student Climate Survey Question #19. 

During the 2020-2021 school year, a higher percentage of students will indicate better understanding of how and when to seek supportive social and emotional health resources for self and others as measured on the Student Climate Survey Question # 19. (baseline percentage still to be calculated) 

• Staff training on resources available
• Character Strong curriculum through Advisory Program
• Student access to peer student Leaders through W.E.B.
• Social Worker available for assistance on Thursdays
• Intervention specialist available for consultation 
• Counselor talk to students at the start of year
• Harassment forms available online and in building classes
• Advisory classes go over handbook (includes resources available)
• Grade Level/Subject Area study groups over Zoom
• Lunch Bunch Zooms
• BHR counselor support
• Monthly ASB meetings to address school concerns

Data regarding how students will have better skills, knowledge and courage to identify and confront personal, systemic and societal bias (questions regarding respect), will be compared from the 2019-20 Climate Survey.

By May 2021, students will demonstrate an increase in respecting each other and feeling respected as measured by an increase of 5% positive responses on the School Student Climate Survey. 

• Provide resources to implement and expand Equity and Restorative Justice practices at Jefferson MIddle School
• Equity training provided to all staff prior to the start of the school year during LID meeting.
• School librarian provides Internet Safety lessons and media literacy curriculum to increase awareness of media validity and the impact of digital drama on student development.  
• Expand the implementation of Restorative Justice practices to all classes.  Working with intervention specialist on Restorative Practices. 
• Promote the Character Strong initiative through our Advisory classes. 
• Continue workshop and training opportunities for staff to eliminate inaccessible documents and information posted on the website to increase accessibility for students and families. 
• Evaluate the current library content to support a diverse school population

Data collected from the following:

• Elective schedule requests
• Athletic sign ups
• Number of Robotics applications
• Number of Battle of the Books Team Forms
• Interest in after school clubs
• ASB Participation 

To increase student participation (during Covid pandemic) in electives and extra-curricular activities by 25% from the 2019-2020 school year.

• One day a week students will develop and engage in asynchronous work to pursue individual academic progress.
• Review of Growth Minset as a whole staff.
• All 6th grade students have the opportunity to participate in choir, band and/or orchestra in order to develop and pursue their artistic abilities.
• 7th and 8th grade students are encouraged to continue their artistic abilites.
• All students are encouraged to enroll in two different electives per year to broaden their perspectives 

• Advisory
• KJAG
• School wide communications
• ASB
  • Move ASB representative group from Social Studies classes to Advisory to increase student inovlement.
• Field trips
• Battle of The Books
• Math Counts
• Robotics Competition
  • Increased advertisement of activities and competitions.
• The Library Group
• Lunch Bunch(during COVID)
• Visual Communications Student Leadership 

• Levels of participation in the following:
• Social Studies CBA
• Implement STI curriculum 

Over the course of the 2020-2021 SY, 80% of students will participate in state mandated CBAs through Social Studies and Since Time Immemorial curriculum. 

• District provided CBA training around implemention.  
• District provided trainings on Since Time Immemorial (STI) to ensure a common understanding and establish where  STI lessons will be taught to students. 
• Continue workshop and training opportunities for staff to eliminate inaccessible documents and information posted on the website to increase accessibility for students and families.  
• Provide resources to expand critical thinking about the local, global and natural world:  
  • Send social studies teachers to STI trainings
  • Cultural Awareness lessons in Social Studies classes 
  • Current event integration 
• Character Strong lessons are taught in advisory class