OSD Students Will
Jefferson School Improvement Plan (2021-22)
Outcome 1: Be compassionate and kind.
- Be aware of and appreciate one’s similarities and differences with others.
- Listen well and cooperate with others.
- Demonstrate awareness of one’s own thoughts and emotions and how they impact behavior.
- Express emotions, thoughts and impulses in positive and beneficial ways.
- Resolve conflicts and repair relationships.
Panorama Survey Questions will increase from Emotional Regulation from an average of 45% favorable across all grades from Spring 2021 to 48% favorable across all grades in Spring 2022 as measured by Panorama Survey.
By May 2022, students will identify an increase in emotional regulation as measured by an increase of 3% positive responses on the Emotional Regulation section of the Panorama Survey. We will discuss a plan to administer a pre and post-Panorama Survey in the Fall of 2021 and Spring of 2022.
Positive Behavior will be taught by staff through:
- Character Strong Curriculum in classrooms
- SEL Lessons and Activities
- Manners Matter
- Cultural awareness lessons through the Social Studies curriculum
- Throughout all content areas, students have opportunities to collaborate and develop or select solutions to real-world problems
- Where Everybody Belongs (induction program)
- Establish an Equity Team comprised of various JMS staff
Outcome 2: Have the academic and life skills to pursue their individual career, civic and educational goals.
- Read, write and speak effectively for a wide range of purposes, including the interpretation and analysis of both literary and informational texts.
- Know and apply mathematics to a level of fluency that ensures a broad range of post-secondary opportunities and career choices.
- Use analytic and scientific principles to draw sound conclusions.
- Analyze multiple causal factors that shape major events in history.
- Exit with a personalized post-secondary transition plan for work, career and/or college, and complete the first steps toward achieving post-secondary goals before graduation.
- Develop and use conceptual understanding, exploring knowledge across a range of disciplines, and engage with issues and ideas that have local and global significance.
- Problem solve using both creative and critical thinking skills.
- Demonstrate continuous growth across the disciplines to meet or exceed academic learning standards and work toward graduation.
- Apply reliable information and systematic decision making to personal financial decisions.
Communication Goal: Staff members will communicate in a more strategic and timely fashion.
ELA Achievement Goals
During the 2021-2022 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 2022 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
During the 2021-2022 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 2022 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)
Students receiving specially designed instruction in ELA:
During the 2021-2022 school year, 80% of students receiving specially designed instruction in Reading and/or Writing will show growth toward meeting state standards as demonstrated by individual student progress monitoring.
Math Achievement Goals:
Grade Level Improvements: Each grade level’s overall SBA score will improve by 1% from the Fall 2021 to Spring 2022 SBA data.
By spring of 2022, 70% of all students will show growth toward the nationally normed RIT growth for each grade level as measured from fall 2021- to spring 2022. The measurement tool will be the MAP test.
• 6th grade - 10% of students will improve a minimum of one level (ex. 1 to 2) on the SBA.
• 7th grade - 7% of students will improve a minimum of one level (ex. 1 to 2) on the SBA.
• 8th grade - 5% of students will improve a minimum of one level (ex. 1 to 2) on the SBA.
Students receiving specially designed instruction in Math:
By the end of the 2021-2022 school year, 70% of students receiving specially designed instruction in Math will show growth toward meeting state standards as demonstrated by individual student progress monitoring using teacher-designed assessments.
Science Achievement Goals:
By the end of the 2021-2022 school year, the number of students meeting standard (as measured by the NGSS test) will be at least 80%. After two years without testing data, we will be establishing a new baseline.
Science Goal for Students receiving specially designed instruction in ELA and/or Math:
During the 2021-2022 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.
Science Goal for Students of Poverty:
Students in poverty will achieve in parity with the rest of the school population.
PROFESSIONAL GROWTH GOALS:
For the 2021-2022 SY, Jefferson has decided to spend our collaboration time working on PLC groups that support social-emotional wellness across the curriculum. During our October 8th staff development day, all certificated staff worked on a SEL Framework for the school. Each teacher will address these weekly themes in their teaching throughout the day. JMS will conduct two schoolwide surveys using Panorama to assess student SEL competencies.
- Update and replace safety equipment in school safety bags in the building and the safety shed.
- All meetings will have an opening for safety discussion.
- Emergency level 2 practice.
- Practice drills and organization charts 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.
- ID badges for all staff
- Complete and document all drills by May 2022
- Staff meetings can we pair all this down to three things.
- Create SEL Framework with a monthly theme and weekly lessons to be discussed each week
- Establish a schedule of celebrations, acknowledgments and reinforcement activities
- Counselor/Administration/Intervention Specialist will address student safety and harassment through in building mini assemblies
- Classroom teachers review PBIS goals with students- Be Safe, Be Respectful, Be Prepared
- Plan and conduct student assemblies arranged by grade level to allow for flexibility and differentiation.
- Staff retreat, data, and share new information
- Establish Leadership and Equity teams
- New student induction and 6th-grade follow-up program through WEB
- Classroom discussions during 1st period and Social Studies classes 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
- 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 in 8th grade and printed it out in 6th and 7th grades
- Skyward Family Access training will be available 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, JAMS Instructional Nights, Robocalls, email, digital newsletters, Skyward and Schoology emails, the JMS website, Conger Avenue signboard and Curriculum Night.
- 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 the classroom and across 6th, 7th, 8th, and Special Education).
- Instruction for 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 various materials including Springboard, ReadnQuiz, and others.
- Utilize Step Up to Writing across disciplines
- Continue to utilize a 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 the 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 standards will be implemented through the library.
Students receiving specially designed instruction in ELA:
- Writing Content, Organization, and Style
- Reading Comprehension
- Identifying Text Evidence
- Grammar and Mechanics
ELA Goal for Students of Poverty:
In addition to the strategies listed above, additional support for students can occur through:
- Remediation/Reteaching/ Differentiation
- Additional opportunities
- Equal access to technology instruction and instructional materials
Facilitating daily formative assessments, assigning and reviewing nightly homework to guide &
- Administering/evaluating weekly formative assessments by grade levels
- Integrating the Critical Standards for Mathematical Practice into lessons, homework, and assessments
- Utilize Open Up Resources
- Teachers will participate in school grade and subject level PLCs and district-wide grade level PLC groups when available
- Teachers will implement Common Core-aligned instruction
Students receiving specially designed instruction in Math:
- 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
Science Strategies for Students receiving specially designed instruction in ELA and/or Math:
- Small group instruction
- Focus on scientific inquiry
- Focus on scientific reasoning
- Focus on interpreting graphs and data
Science Strategies for Students of Poverty:
- 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.
Outcome 3: Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.
- Communicate effectively.
- Develop knowledge and skills to have healthy eating habits, have a healthy body image and access reliable health information and services.
- Be physically active and see athletics and exercise as health-enhancing behaviors.
- Understand and apply principles of sound mental and emotional health and learn to identify signs of emotional health concerns such as depression, anxiety and suicidal thinking in self and others.
- Understand how and when to seek supportive mental and emotional health resources for self and others.
- Cultivate healthy relationships that honor each person's personal preferences and boundaries.
- Identify and develop personal strengths and interests.
- Develop the skills and habits to assess the role of technology and social media in their lives and distinguish between healthy and harmful use.
Panorama Survey Questions on Positive Feelings will increase from an average of 60% favorable across all grades from Spring 2021 to 65% favorable across all grades in Spring 2022 as measured by Panorama Survey.
By May 2022, students will identify an increase in positive feelings as measured by an increase of 5% in positive responses on the Positive Feelings section of the Panorama Survey. We will discuss a plan to administer a pre and post-Panorama Survey in the Fall of 2021 and Spring of 2022.
- Staff training on resources available
- Character Strong curriculum through SEL instruction
- Student access to peer student Leaders through W.E.B.
- Social Worker available for assistance on Mondays
- Intervention Specialist available for consultation
- Counselor/Admin/Intervention Specialist talk to students at the start of the year in mini assemblies
- Harassment forms available online and in building classes
- Social Studies Classes go over the handbook (includes resources available)
- BHR counselor support
- Together Liaison for community outreach
- Monthly ASB meetings to address school concerns
Outcome 4: Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.
- Develop an appreciation of world cultures, which may include the understanding of the basic structure of another world language.
- Be well versed in local, national and world history and understand how prejudice, racism and xenophobia have contributed to conflict.
- Demonstrate the ability to recognize that biased attitudes expressed consistently over time gradually distort perceptions until stereotypes and myths about people different from oneself are accepted as reality.
- Empower themselves to interrupt discriminatory remarks and attitudes.
- Evaluate the significance and dependability of information used to support positions.
- Analyze the validity, reliability and credibility of information from a variety of primary and secondary sources while researching an issue or event.
Panorama Survey Questions on Supportive Relationships will increase from an average of 70% favorable across all grades from Spring 2021 to 75% favorable across all grades in Spring 2022 as measured by Panorama Survey.
- The number of students participating in the unit of study is tied to racism, current and historical
- The number of new library books added to the “Other Voices” Destiny Library Catalog
By May 2022, students will identify an increase in supportive relationships as measured by an increase of 5% positive responses on the Supportive Relationships section of the Panorama Survey. We will discuss a plan to administer a pre and post-Panorama Survey in the Fall of 2021 and Spring of 2022.
By October 2021, 90% of 8th-grade students will have participated in an interactive activity on racism led by the teacher-librarian and 8th grade Social Studies teacher. Students will continue to participate in interactive activities and assignments as racism is revisited throughout the year as it pertains to the study of U.S. history.
By March 2021, the number of new library books added to the "Other Voices" Destiny Library Catalog carousel ribbon will have increased by at least 15% to a total of 96 or more titles in that collection of diverse books which span all races, cultures, and sexual orientations.
- Provide resources to implement and expand Equity and Restorative Justice practices at Jefferson Middle School
- Equity training is provided to all staff prior to the start of the school year during LID meetings
- School librarian provides Internet Safety lessons and a 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 SEL Framework and in-class mini-lessons
- Continue workshop and training opportunities for staff to eliminate inaccessible documents and information posted on the website to increase accessibility for students and families
- Continue to increase the current library content to support a diverse school population
- Continue book talks with students and staff to build awareness of culturally diverse books available for check out in the school library
- Establish an Equity team to identify personal and systemic bias within the school setting
Outcome 5: Discover their passions, be curious and love learning.
- Broaden their perspectives and seek out various opportunities to explore new ideas, particularly those areas that are unfamiliar or uncomfortable to find their interests.
- Experience failure, setbacks and disappointments as an expected and honored part of learning.
- Understand and demonstrate the value of service in their community and learning by doing.
- Pursue creative and artistic opportunities as a vocation and/or a form of lifelong enrichment.
Data collected from the following:
- Elective schedule requests including new elective courses
- Athletic sign ups
- Number of Robotics applications
- Number of Battle of the Books Team Forms
- Interest in school clubs
- ASB Participation
Continue to offer more electives to rebuild student participation in electives and extracurricular activities to the 2019-2020 (pre-pandemic) levels.
By May 2022, students will identify an increase in a growth mindset as measured by an increase of 5% positive responses on the Growth Mindset section of the Panorama Survey. We will discuss a plan to administer a pre and post-Panorama Survey in the Fall of 2021 and Spring of 2022.
By January 2022, the number of students who choose to enroll in the Battle of the Books will have increased by 20% compared to the 2020-21 school year participation of 100 students. Battle of the Books offers students the opportunity to read books and explore ideas in unfamiliar genres, work as a team, and experience both winning and defeat in the course of battle participation.
- Review of Growth Mindset as a whole staff at Staff Retreat.
- All 6th-grade students will 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 abilities by participating in music, shop, art, REACH, and musical theater courses.
- All students are encouraged to enroll in two different electives per year to broaden their perspectives.
Increase participation rates through awareness of these programs:
- Battle of The Books
- Math Counts
- Robotics Competition
- Increased advertisement of activities and competitions.
- Book Club during lunch
Outcome 6: Be critical thinkers who contribute to and collaborate with our local, global and natural world.
- Participate on teams and know the power of teamwork.
- Demonstrate the ability to engage in inclusive problem solving.
- Advocate for and contribute to local, regional or global improvement by utilizing natural resources in an efficient, sustainable way.
- Use digital tools to constructively learn from and connect with people and communities around the world.
- Gather, interpret and present information in culturally responsive ways.
- Levels of participation in the following:
- Social Studies CBA
- Implement STI curriculum
Over the course of the 2021-2022 SY, 80% of students will participate in state-mandated CBAs through Social Studies and the Since Time Immemorial curriculum.
- District provided CBA training around implementation.
- 6th Grade will complete People on the Move CBA.
- 7th Grade will complete Causes of Conflict CBA
- 8th Grade will complete the Constitutional Issues CBA
- District provided training 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
- SEL lessons are taught weekly