OSD Students Will
Outcome 1:
Be compassionate and kind.
Board Monitoring Report 6/9/2022
Outcome 2:
Have the academic and life skills to pursue their individual career, civic and
educational goals.
Board Monitoring Report 1/27/2022
Outcome 3:
Advocate for the social, physical and mental wellness of themselves and others and
be hopeful about the future.
Board Monitoring Report 4/14/2022
Outcome 4:
Have the skills, knowledge and courage to identify and confront personal, systemic
and societal bias.
Board Monitoring Report 3/10/2022
Outcome 5:
Discover their passions, be curious and love learning.
Board Monitoring Report 2/10/2022
Outcome 6:
Be critical thinkers who contribute to and collaborate with our local, global and
natural world.
Board Monitoring Report 10/26/2021
Jefferson School Improvement Plan (2022-23)
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.
Metric
Panorama Survey - Emotional Regulation
Goal
By May of 2023 students will identify a 5% increase over fall of 2022 of emotional regulation as measured by the Panorama Survey. With professional development, staff will implement PBIS, Restorative Justice, Character Strong, and other social emotional regulation strategies, throughout the instructional day, in order to strengthen relationships with students and determine social and emotional needs of students.
By the end of school year 2022-23, the school will introduce a Restorative Practice model with staff and students that uses common language from evidence-based research, disciplinary and attendance data, district goals and Panorama data survey results from staff, families and students .
By the end of school year 2022-23, the school will introduce a Restorative Practice model with staff and students that uses common language from evidence-based research, disciplinary and attendance data, district goals and Panorama data survey results from staff, families and students .
Action Plan
During the 2022-23 academic year, a MTSS model for Social Emotional Learning will be developed, consisting of the building's Student Care Team (SCT). The SCT will meet weekly to identify and plan for student needs, through teacher observations, disciplinary referrals, attendance, and Panorama data. The SCT will prescribe supports for specific students using the RTI model of Tier 1, 2, and 3 interventions. The SCT will determine the effectiveness of each intervention and determine any next steps, depending on student outcomes.
By the end of school year 2022-23, the school will introduce a Healing Restoraitive Practice model with staff and students that uses common language from evidence-based research, district goals amd Panorama data survey results from staff, families and students .
Beginning in Fall 2022, a peer mentorship program will be added to the Developmental Learning Classroom (DLC) to foster an inclusive and compassionate inclusive school environment.
Teaching and Practicing SEL Competencies will Foster Compassion and Kindness
Positive behavior will be taught and reinforced by staff through:
By the end of school year 2022-23, the school will introduce a Healing Restoraitive Practice model with staff and students that uses common language from evidence-based research, district goals amd Panorama data survey results from staff, families and students .
Beginning in Fall 2022, a peer mentorship program will be added to the Developmental Learning Classroom (DLC) to foster an inclusive and compassionate inclusive school environment.
Teaching and Practicing SEL Competencies will Foster Compassion and Kindness
Positive behavior will be taught and reinforced by staff through:
- Character Strong Curriculum in advisory classrooms
- SEL lessons and activities
- ASB Student Representative Council will seek and respond to student feedback on school climate
- Manners Matter
- Diversity, equity, and inclusion lessons through the Social Studies curriculum
- Establish an Equity Team comprised of various JMS staff to identify and address systemic inequities
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.
Metric
- SBA data for math and ELA
- MAP data for reading and math
- WCAS for science
Goal
Every Jefferson Middle School student will master rigorous academic standards to ensure college and career readiness. Our building SIP plan is focused on helping students be College and Career aware, eligible, and prepared. Students exit Jefferson Middle School prepared to succeed in high school. Students will participate in rigorous learning activities and set their own metrics for academic success through goal setting and self assessment. Discussions are centered on grade-appropriate topics that allow students to pose questions, think critically, problem solve, and relate their experiences to the wider community.
During the 2022-23 school year, the addition of an Instructional Coach will provide mentoring and modeling to implement greater use of high yield instructional strategies across content areas.
A system of effective PLC sessions and coaching cycle feedback will be employed to identify the standards which will be assessed and lesson design to support the learning of all students. Particular attention will be given to quality instruction, ensuring that lessons are aligned with objectives and assessments, which are also aligned with the SBA. Second, lessons and assessments will be reviewed before they go live, to ensure the rigor is aligned to SBA expectations. Third, observation/feedback will be provided to teachers, specifically on the effectiveness and rigor of lessons/assessments. Lastly, follow-up observations will be used to determine growth in teaching capacity in the area of rigor.
Communication Goal: Staff members will communicate in a strategic and timely fashion.
ELA Achievement Goals
Reading:
During the 2022-2023 school year, 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). 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 2023 SBA are as follows:
During the 2022-2023 school year, 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:
Students receiving specially designed instruction in ELA:
During the 2022-2023 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 2022 to Spring 2023 SBA data.
By spring of 2023, 70% of all students will show growth toward the nationally normed RIT growth for each grade level as measured from fall 2022- to spring 2023. 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 2022-2023 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 2022-2023 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 2022-2023 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 in Poverty:
Students in poverty will achieve in parity with the rest of the school population.
SAFETY GOALS:
PBIS/SEL GOALS:
During the 2022-23 school year, the addition of an Instructional Coach will provide mentoring and modeling to implement greater use of high yield instructional strategies across content areas.
A system of effective PLC sessions and coaching cycle feedback will be employed to identify the standards which will be assessed and lesson design to support the learning of all students. Particular attention will be given to quality instruction, ensuring that lessons are aligned with objectives and assessments, which are also aligned with the SBA. Second, lessons and assessments will be reviewed before they go live, to ensure the rigor is aligned to SBA expectations. Third, observation/feedback will be provided to teachers, specifically on the effectiveness and rigor of lessons/assessments. Lastly, follow-up observations will be used to determine growth in teaching capacity in the area of rigor.
Communication Goal: Staff members will communicate in a strategic and timely fashion.
ELA Achievement Goals
Reading:
During the 2022-2023 school year, 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). 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 2023 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 2022-2023 school year, 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 2022-2023 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 2022 to Spring 2023 SBA data.
By spring of 2023, 70% of all students will show growth toward the nationally normed RIT growth for each grade level as measured from fall 2022- to spring 2023. 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 2022-2023 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 2022-2023 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 2022-2023 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 in Poverty:
Students in poverty will achieve in parity with the rest of the school population.
SAFETY GOALS:
- 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 ALICE protocols
- Review ALICE training originally presented 2019
- Hold Mini Assemblies at each grade level on Bullying and School Safety
- Complete and document a drill each month
PBIS/SEL GOALS:
- Utilize the SEL Framework and weekly lessons to be discussed each week in Advisory
- Establish a schedule of celebrations, acknowledgments and reinforcement activities
- Counselor/Administration 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.
- Establish Leadership and Equity teams
- New student induction and 6th-grade follow-up program through WEB
- Develop a system for conflict resolution and restorative practices for students and staff
Action Plan
Communication:
Reading:
Writing:
Students receiving specially designed instruction in ELA:
ELA Goal for Students of Poverty:
In addition to the strategies listed above, additional support for students may include:
Math:
Facilitating daily formative assessments, assigning and reviewing daily assignments to guide &
differentiate instruction
Students receiving specially designed instruction in Math:
Science Strategies:
Science Strategies for Students receiving specially designed instruction in ELA and/or Math:
Science Strategies for Students of Poverty:
- Student scores will be updated and posted at least bi-monthly through Skyward and Schoology Gradebook.
- Parents of students with failing grades will be invited to our October parent/teacher conferences via email and Skyward.
- Progress reports will be emailed out in 7th/8th grade and printed out for 6th grade
- Skyward Family Access training will be available for parents to access student information
- 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.
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 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 IXL
Writing:
- 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 and teaching aliged with ISTE standards 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 may include:
- Remediation/Reteaching/ Differentiation
- Additional opportunities
- Equal access to technology instruction and instructional materials
- Re-establish homework club for student support
- Utilize to counselor to set homework check-ins as needed
Math:
Facilitating daily formative assessments, assigning and reviewing daily assignments to guide &
differentiate instruction
- Administering/evaluating weekly formative assessments by grade levels
- Integrating the Critical Standards for Mathematical Practice into lessons, homework, daily assignments/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:
- Breaking material and procedures into smaller, more manageable pieces
- Providing fill-in-the-blank notes and highlighters to increase student engagement and understanding
- Gathering frequent formative assessment via questions and signal requests
- Adjusting and differentiating instruction based on formative assessment
Science Strategies:
- Using Claim Evidence Reasoning instructional and assessment strategy to promote scientific reasoning skills as measured by the NGSS test and a common NSTA rubric.
- Using NGSS -aligned scenario questions on a quarterly basis 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
- Use of manipulatives and simulations
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.
Metric
Panorama Survey - Positive Feelings
School climate survey
ASB student feedback submissions
School climate survey
ASB student feedback submissions
Goal
By May 2023, students will identify a 5% increase over Fall 2022 as measured on the Positive Feelings section of the Panorama Survey.
Action Plan
Identify students who reported low positive feelings and/or supportive relationships on the Fall 2022 Panorama Survey. Match staff as support mentors to check in regularly and build rapport.
Staff will use the "2x10" method to provide positive attention.
Use MTSS to develop a plan for students at Tiers 1, 2, 3 schoolwide, incorporating restorative practices.
Utilize school and district resources
Staff will use the "2x10" method to provide positive attention.
Use MTSS to develop a plan for students at Tiers 1, 2, 3 schoolwide, incorporating restorative practices.
Utilize school and district resources
- Staff training on resources available
- Character Strong curriculum through SEL instruction in Advisory class
- Student access to peer leaders through W.E.B.
- Social worker available for assistance on Thursdays
- Intervention specialist available for consultation
- Counselor/admin/intervention specialist present mini assemblies throughout the year
- Harassment forms available online and in classrooms
- Advisory Classes go over the handbook (includes resources available)
- BHR counselor support
- Monthly ASB meetings to address school concerns
- Quarterly recognition assemblies and student social events
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.
Metric
Panorama Survey
Destiny Library Collection carousel of diverse books
Goal
By May 2023, students will identify a 5% increase over Fall 2022 as measured by positive responses on the Supportive Relationships section of the Panorama Survey.
By January 2023, 90% of 8th-grade students will have participated in an interactive activity on systemic racism led by the teacher-librarian and 8th grade Social Studies teacher. Students will continue to participate in interactive activities and assignments throughout the year as race and racism pertains to the study of U.S. history.
By March 2023, the number of new library books added to the "Many Voices" Destiny Library Catalog carousel ribbon will increase by at least 15% over the previous year, reflecting a growing collection of diverse books.
By January 2023, 90% of 8th-grade students will have participated in an interactive activity on systemic racism led by the teacher-librarian and 8th grade Social Studies teacher. Students will continue to participate in interactive activities and assignments throughout the year as race and racism pertains to the study of U.S. history.
By March 2023, the number of new library books added to the "Many Voices" Destiny Library Catalog carousel ribbon will increase by at least 15% over the previous year, reflecting a growing collection of diverse books.
Action Plan
- Provide resources to implement and expand Equity and Restorative Justice practices at Jefferson Middle School
- Equity training is provided to all staff throughout the school year
- 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.
- Promote the Character Strong initiative through our SEL Framework and advisory classes
- Increased communication on the website and through other outreach tools for students and families
- Continue book talks with students and staff to build awareness of culturally diverse books available in the school library
- Continue development of Equity team to identify and address personal and systemic biases 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.
Metric
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 school clubs
- ASB Participation
- Peer Mentorship
Goal
Provide surveys on student interest for clubs, athletics, and activites. Respond to data results to develop relevant programming opportunities for students and staff.
Identify staff sponsors to develop interest-driven club/activity opportunities.
By May 2023, students will identify a 5% increase over Fall 2022 data in growth mindset as measured on the Growth Mindset section of the Panorama Survey.
By January 2023, the number of students who choose to enroll in the Battle of the Books will achieve parity with 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.
Identify staff sponsors to develop interest-driven club/activity opportunities.
By May 2023, students will identify a 5% increase over Fall 2022 data in growth mindset as measured on the Growth Mindset section of the Panorama Survey.
By January 2023, the number of students who choose to enroll in the Battle of the Books will achieve parity with 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.
Action Plan
- 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.
- ASB student feedback systems
- Battle of The Books
- Math Counts
- Robotics Competition
- JMS Makerstore
- Increased advertisement of activities and competitions.
- Book Club during lunch
- Homework Club
- Athletics
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.
Metric
Panorama Survey
Career Asessments for High School and Beyond (HSB)
Career Asessments for High School and Beyond (HSB)
Goal
Students will build soft skills to enhance their secondary and post-secondary opportunities.
Students will obtain higher scores on the Panorama SEL Skills Survey.
Through the implementation of Character Strong, students will become more socially aware of how their actions and decisions impact others.
Students will develop the skills to set ambitious and realistic goals and decisions around career planning.
All 7th/8th grade students will complete a Career Cluster Finder assessment to determine a pathway toward their proposed career.
Students will obtain higher scores on the Panorama SEL Skills Survey.
Through the implementation of Character Strong, students will become more socially aware of how their actions and decisions impact others.
Students will develop the skills to set ambitious and realistic goals and decisions around career planning.
All 7th/8th grade students will complete a Career Cluster Finder assessment to determine a pathway toward their proposed career.
Action Plan
- Attend District PLC's to update and align curriculum across middle schools.
- Utilize Instructional Coach for resources to expand critical thinking about the local, global and natural world:
- Cultural Awareness lessons in Social Studies classes
- Current events integration across content areas
- ASB and WEB Leader participation in AWSL Student Leadership Conference, October 2022