Reeves School Improvement Plan (2019-20)

Automated Data Snapshot

Outcome 1: Be compassionate and kind.

  1. Be aware of and appreciate one’s similarities and differences with others.
  2. Listen well and cooperate with others.
  3. Demonstrate awareness of one’s own thoughts and emotions and how they impact behavior.
  4. Express emotions, thoughts and impulses in positive and beneficial ways.
  5. Resolve conflicts and repair relationships.

Metric

Data regarding students' perception of peers being compassionate & kind (question #8), will be compared from the 2019 and 2020 Student Climate Survey.   Currently Reeves is at 43% agree/strongly agree.

Goal

By May 2020, students will demonstrate an increase in compassion and kindness as measured by an increase of 10% positive responses on question 8 of the School Student Climate Survey. 
 
3 Year Goal
Use the School Climate Survey to measure an increase in positive responses for students feeling students at their school are compassionate and kind.  Baseline = Percentage of students who say “Strongly Agree and Agree” (Middle and High School)” = 68% increase to 85%  1.1/1.2/1.3/1.4/1.5 

Action Plan

  1. Ensure all teachers administer the School Climate Survey within a common calendar timeline and that all students have an opportunity to participate.  1.1/1.2/1.3/1.4/1.5 
  2. Analyze discipline referrals to identify and address disproportionality.  1.3
  3. Positive Behavior will be taught through building wide activities and lessons 1.1/1.2/1.3/1.4/1.5
  4. Staff modeling Manners and Kindness
  5. Leadership class provides a daily Character Strong goal on the morning announcements.  
  6. Cultural awareness lessons in Social Studies and English classrooms.
  7. Throughout all content areas, students have opportunities to collaborate and discuss solutions to real world problems.
  8. PBIS sticker board recognition by staff for academic and appropriate personal conduct. 
  9. RAK (Random Acts of Kindness) recognized by both staff and students.
  10. ‘Make Kindness Normal’ is a school-wide theme.  Be the “I” in KIND initiative. 
  11. Daily Behind the Shield productions that promote compassion and kindness. 

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Outcome 2: Have the academic and life skills to pursue their individual career, civic and educational goals.

  1. Read, write and speak effectively for a wide range of purposes, including the interpretation and analysis of both literary and informational texts.
  2. Know and apply mathematics to a level of fluency that ensures a broad range of post-secondary opportunities and career choices.
  3. Use analytic and scientific principles to draw sound conclusions.
  4. Analyze multiple causal factors that shape major events in history.
  5. 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.
  6. Develop and use conceptual understanding, exploring knowledge across a range of disciplines, and engage with issues and ideas that have local and global significance.
  7. Problem solve using both creative and critical thinking skills.
  8. Demonstrate continuous growth across the disciplines to meet or exceed academic learning standards and work toward graduation.
  9. Apply reliable information and systematic decision making to personal financial decisions.

Metric

Demonstrate continuous growth across the disciplines to meet or exceed academic learning standards and work toward graduation.  Use SBA, MAP and WCAS to measure proficiency.  2.1 /2.2/2.3

Goal

See department goals below. 

3 Year Goal

  • ELA Proficiency (SBA) – increase from 70.8% to 80%  2.1
  • Math Proficiency (SBA) – increase from 59.9 to 70%  2.2
  • Science Proficiency (WCAS) – increase from 69 to 80%  2.3

Action Plan

ELA: READING & WRITING
 
Reading & Writing Goals: Finding evidence from literary and informational text to support thinking.  Each grade level will improve student’s ability to find evidence from literary and informational text to support thinking by 5%.

ELA SPED GOAL: Will improve ability to find evidence from literary and informational text to support thinking by 5%.
 
ELA POVERTY GOAL: Will improve ability to find evidence from literary and informational text to support thinking by 5%.
 
 Improvements in Writing will be based on the following:

  • Spring 2020 SBA scores 

Improvement in Reading will be based on 

  • Spring MAP data
  • Spring 2020 SBA

Tier 1 Reading:

  • Differing approaches to teaching reading strategies--such as read aloud, audio books, e-books, etc.
  • Teach academic and domain specific vocabulary across the curriculum.
  • Teach critical thinking skills aligned with Common Core State Standards across the curriculum.
  • Use non-fiction texts and reading strategies across the curriculum.
  • Utilize MAP Reading results to differentiate instruction for students and appropriately place students in support LAP classes as needed.
  • Continue progress in implementing Springboard curriculum at grade level.
  • Work with the librarian to develop independent reading skills for all grade levels.
  • Use formative assessment strategies to differentiate instruction.
  • ELA Book Study (180 Days) to align common instructional practices that are research based. 

Tier 2 Reading:

  • Assigned OT (Opportunity Time) interventions.
  • Increase pre-corrections, such as Hapara teacher dashboard.
  • Use Hapara classroom for differentiating groups (such as low achieving readers getting practice on a basic skill while highly capable students get more advanced skill practice/enrichment).
  • Check in/check out and other data collection strategies.
  • Positive postcards home re: small classroom victories (have students take a picture with their chromebooks to share home).
  • Portfolios to share achievements with families.

 
Tier 1 Writing:

  • Practice the three Common Core State Standards in writing (narrative, informative/explanatory, and argumentative) prior to testing, and use Common Core State Standard practice items to teach and assess progress toward writing goals. 
  • Incorporate the use of writing rubrics on argumentative, explanatory, and narrative prompts appropriate for each grade level.
  • Continue vertical alignment of instruction based on the Common Core State Standards for writing and language by using research based practices in Humanities classrooms.
  • Consistently integrate technology into ELA instruction and evaluation.
  • Use formative assessment strategies to differentiate instruction.
  • ELA Book Study (180 Days) to align common instructional practices that are research based.

 
Tier 2 strategies:

  • Assigned OT interventions
  • Increase pre-corrections, such as Hapara teacher dashboard.
  • Use Hapara classroom for differentiating groups (such as low achieving writers getting practice on a basic skill while highly capable students get more advanced skill practice/enrichment).
  • Check in/check out and other data collection strategies.
  • Positive postcards home re: small classroom victories (have students take a picture with their chromebooks to share home).
  • Portfolios to share achievements with families.

 
MATH
 
MATH Goals:                             
By March, 75% of all students will show more than the nationally normed RIT growth for each grade level as measured from fall 2019 - spring 2020. The measurement tool will be the MAP test.
 

  • 6th grade – 30% of students will improve a minimum of one level (ex. 1 to 2)
  • 7th grade – 10% of students will improve a minimum of one level (ex. 1 to 2)
  • 8th grade – 10% of students will improve a minimum of one level (ex. 1 to 2)

 
MATH SPED GOAL:
By spring 2020, RMS Special Education students (Grades 6-8) will be 5 percentage points above the state average for all Special Education students on the Smarter Balanced Assessment in Mathematics.
 
MATH POVERTY GOAL:
By spring 2020, RMS students living in poverty (Grades 6-8) will be 10 percentage points above the state average for all students living in poverty on the Smarter Balanced Assessment in Mathematics.

Tier 1 Math:

  • All math teachers will conduct number talks on a regular basis.
  • Common math classroom practices and routines building wide.
  • Use strategies from 5 Practices book: Anticipate, Monitor, Select, Sequence, Connect.
  • Offer math tutoring during Opportunity Time. 
  • Utilize Illustrative Mathematics curriculum and online supplemental math to identify gaps in learning and address those gaps in class, at home, and during after school interventions.
  • Utilize MAP Mathematics results to differentiate instruction for students and appropriately place students     in support LAP classes as needed.

  
Tier 2 Math strategies:

  • Use Common Core Essential Elements to plan IEP goals.
  • Special education students are enrolled in grade level math class as well as the support class.
  • Teachers will utilize opportunity time to support students.
  • Teachers will utilize number talks and minute math 
  • Use individual MAP data to support IEP goal planning.
  • Refer students for math tutoring with the math teacher and Olympia High School Math Tutors after school.

 
SCIENCE
 
SCIENCE Goals:
All Reeves Middle School 8th Grade Students will take the Washington Comprehensive Assessment of Science. All Reeves Middle School students will engage in the writing practice of crafting a scientific conclusion following NGSS guidelines: Conclusion, Evidence, and Reasoning. Students will increase the passing rate of a CER writing sample paragraph by 12.5% at each grade level over the course of the 2019-2020 school year.
 
Tier 1 SCIENCE:

  • Use formative assessments as pre/post assessments to show student growth, and identify which students need intervention and which students need enrichment.
  • Provide targeted interventions to specific students during Opportunity Time and during homework club.

  
Tier 2 SCIENCE strategies:
Identify students that have not mastered a specific standard and bring them into opportunity time for re-teach and re-assessment. Students that need additional support after re-assessment will attend after school interventions when available.
 
SCIENCE  SPED GOAL:
Students will increase the passing rate of a  CER writing sample paragraph by 25% at each grade level over the course of  the 2019-2020 school year.
      
SCIENCE  POVERTY GOAL:
Students will increase  the passing rate of a CER writing sample paragraph by 25% at each grade level  over the course of the 2019-2020 school year.
   
COMMUNICATION GOALS:
Reeves will continue to improve our school-to-home communication so that our community is aware of resources and school events, as well as enrichment and intervention opportunities for all students.  Reeves will use a variety of strategies to connect with parent/guardians in a personal and positive manner during the school year:

  • Student-led, teacher assisted conferences during October Conference Week.
  • Staff will return phone messages and reply to email communications within 24-48 hours.
  • Teachers will send home postcards and use Positive Office Referrals each month highlighting     student successes and improvement efforts.  
  • The RMS school website is revised annually and a web site coordinator keeps it updated.  
  • A monthly calendar is maintained in building and electronically for students and families.
  • Skyward Messenger is used to notify parents of upcoming opportunities and additional school information. 
  • A weekly Raider Report notifies parents of upcoming opportunities and additional school information. 
  • The RMS Community Council allows staff and our parents/community members a forum to discuss school needs, events, and volunteer opportunities.  This is a blend of our PTA and Site Council.  
  • Teachers and administration will use Skyward to communicate with parents in regards to their specific class curricula, assessments, and other school related events.  
  • Teachers will increase the use of online learning management systems, such as Hapara, Schoology, Google Classroom, etc.  to support the 1-1 computer platform. 

 
SAFETY GOALS:
Reeves Middle School is dedicated to providing a safe environment for the entire Reeves community.  In order to help provide a safe environment, all staff members are trained in the following: Harassment, Intimidation and Bullying, Boundaries, ALICE procedures, Mandatory Reporting and the mandatory What Every Employee Must Be Told video. Every staff member is also trained using the Health Emergencies modules for Life-Threatening Allergies, Diabetes, Asthma, Seizures and the use of Epi-Pens.  
 
For social and emotional safety, Reeves Middle School will conduct an anonymous "bully" and “climate” survey at the beginning and end of the school year.  Our target is to have 95% of Reeves Middle School students reporting "feeling safe at school" on the spring 2020 bully and climate surveys.  The spring 2019 Climate survey data was used to determine interventions such as, but not limited to:  

  • Classroom visits by the school counselor addressing Harassment/Intimidation/Bullying (HIB) and safe reporting procedures.
  • Grade level assemblies by administration and the security resource officer regarding HIB and cyber-bullying 
  • Meeting with students identified as demonstrating "bully" behavior.
  • Use of engagement specialist for students not connected to an adult at school. 
  • Timely response from the school when bullying has been reported. 
  • We will also incorporate “mindfulness” lessons in our 6th grade health class to teach students how to manage their stressors in a positive manner.

 
Finally, in order to be better prepared for emergencies, Reeves Middle School will perform unannounced drills throughout the year during different times of the day, including but not limited to lunch break, Opportunity Time, and Passing Time.  Students will be taught, throughout the school year, the purpose and behavioral expectations for all emergency situations including a lock down, earthquake and/or a fire drill.  The ALICE protocol has been implemented by training staff using the ALICE modules and then partner with the Olympia Police department for an all school assembly to train students.  To support this training, Reeves Middle School coordinates with the school resource officer during an intruder drill to analyze the effectiveness of the response.

PBIS GOALS:
Reeves Middle School will continue to implement a school wide Positive Behavior Interventions and Support (PBIS) system to promote kindness and compassion.  

  • Leadership class has been added to expand student voice in school PBIS rewards, assemblies, spirit days, and school rules.  
  • Character Strong curriculum is used daily to support our “Make Kindness Normal” school theme and supports Student Outcome #1.  
  • Daily “CharacterDare” challenges, posters and student broadcasts promote compassion and kindness.
  • Revised the progressive discipline procedures so that there is common language for staff and students to identify behaviors that support expectations.
  • RMS will continue to implement restorative justice procedures in our recovery room to align with the program that is in place at OHS. 
  • Student produced videos in broadcasting class are used to promote school unity and demonstrate school-wide expectations.
  • Establish a schedule of celebrations, acknowledgements and positive reinforcement activities such as Raider Shields and Positive Office Referrals.  Leadership class will be called on to collaborate with administrators to establish culture building reward activities.   
  • Advisory classes were created to promote team building and unity. This year we added the school wide Goose Chase Challenge to support this endeavor.
  • Teach the expected behaviors for all common areas, as well as classroom expectations, to all students.
  • Implement building-wide expectations for consistent intervention strategies, both in the classrooms and hallways, that emphasize positive choices.
  • Continue the use of monthly grade level meetings to identify any students who need additional training with school-wide expectations.
  • Quarterly recognition assemblies with sticker distribution for all school related activities such as honor roll, music & sports participation, science fair, geography bee, and more.  Teachers will identify individual students for special recognition by department.  Sticker boards will follow students from 6th to 8th grade. On the last day for 8th graders the sticker boards will be distributed as part of the transition event. 

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Outcome 3: Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.

  1. Communicate effectively.
  2. Develop knowledge and skills to have healthy eating habits, have a healthy body image and access reliable health information and services.
  3. Be physically active and see athletics and exercise as health-enhancing behaviors.
  4. 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.
  5. Understand how and when to seek supportive mental and emotional health resources for self and others.
  6. Cultivate healthy relationships that honor each person's personal preferences and boundaries.
  7. Identify and develop personal strengths and interests.
  8. 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

Data regarding students' understanding of how and when to seek supportive social/emotional resources, will be evaluated from the 2019 and 2020 Climate Survey Question #19 - I know who to ask for personal and/or social support at school. 

Goal

During the 2019-2020 SY, increase by 10% the Agree/Strongly Agree responses by students demonstrating a better understanding of how and when to seek supportive social and emotional health resources for self and others as measured on the Climate Survey: Question # 19--I know who to ask for social and emotional support at school. 
 
Three year goal
Increase percentage of students reporting "who and how" to get social/emotional support on the Healthy Youth Survey  3.4/3.5

All grades increase from current 75% to 95% responses reflecting how and when to seek resources.

Action Plan

  1. Implement SEL curriculum at Reeves and ensure lessons are taught at each grade level. 3.4/3.5
  2. Implement suicide prevention curriculum in middle school and engage with families.  3.4/3.5 
  3. Continue to review Health and PE curriculum resources for potential changes and/or supplements to better align with Washington state standards.  3.2/3.3
  4. Provide all students access to digital citizenship curriculum to ensure healthy online relationships, media balance and well-being while engaging with families. 3.8
  5. Explore expanded options/tools for SEL support and data. 3.5/3.7 
  6. Staff training by the OSDEF on mental health support in addition to OSDEF resources (books, articles, etc.)
  7. Student access to peer student Leaders through W.E.B.
  8. Expand BHR Social Worker availability for assistance from one to two days each week.
  9. Intervention specialist available for consultation.
  10. School counselor present to all students how to access support at the start of year and follow up with class presentations.
  11. Utilize Opportunity Time to address student academic, social and emotional needs. 
  12. Harassment forms and witness statements available in the office and classrooms.
  13. Suicide prevention curriculum will be taught in health fitness classes. 
  14. Utilize advisory classes to review the student handbook at the start of the year and midyear (this includes resources available).
  15. School librarian will present internet safety lessons and the digital citizenship curriculum to all grades. 
  16. School resource officer leads an all school assembly regarding sexting, social network HIB and reporting procedures both on and off campus. 

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Outcome 4: Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.

  1. Develop an appreciation of world cultures, which may include the understanding of the basic structure of another world language.
  2. Be well versed in local, national and world history and understand how prejudice, racism and xenophobia have contributed to conflict.
  3. 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.
  4. Empower themselves to interrupt discriminatory remarks and attitudes.
  5. Evaluate the significance and dependability of information used to support positions.
  6. Analyze the validity, reliability and credibility of information from a variety of primary and secondary sources while researching an issue or event.

Metric

Cause of Conflict Social Studies Classroom Based Assessment (CBA)  4.1/4.2/4.3/4.4/4.5/4.6 
In a written essay or presentation, each student will:  Provide background on the conflict by describing at least three of the following: * Who was involved in the conflict * What the conflict was * When the conflict took place * Where the conflict took place  Demonstrate an understanding of the causes of the conflict by explaining relevant ideas from at least three of the four social studies perspectives: * history * geography * civics * economics List two or more sources, including the title, author, type of source, and date of each source.  Reeves ELA and SS teachers will collaborate on this CBA.
 
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 and 2020 Climate Survey.

Goal

  1. By May 2020, 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. 
  2. ELA and social studies teachers at all grades will implement the Cause of Conflict CBA.

 
Three Year Goal:

  • Mist district goal of increasing Cause of Conflict CBA participation in all schools from 15.7% to 100% 4.2/4.3/4.4.4/4.5/4.6 
  • 80% of our students will meet or exceed standard (3-4) on the CBA.  4.2/4.3/4.4.4/4.5/4.6 

Action Plan

  1. Provide staff CBA training and ensure all grade levels are implementing Cause and Conflict CBA.  4.2/4.3/4.4.4/4.5/4.6 
  2. Collaborate and partner with local tribes to inform trainings for all staff on Since Time Immemorial (STI) to ensure a common understanding and establish where STI lessons will be taught to all students.  4.2
  3. Continue workshop and training opportunities for staff to eliminate inaccessible documents and information posted on the website to increase accessibility for students and families.  4.3/4.4 
  4. Provide resources to implement Restorative Justice practices in all secondary schools.  4.3
  5. Send social studies teachers to STI trainings.
  6. Social studies teachers will expand STI lessons to all grades.
  7. Cultural Awareness lessons in Social Studies classes. 
  8. Theme of Social Justice in Language Arts.
  9. Language Survey done in Science classes and communicated with each grade level team. Teachers alerted to home communication translation needs for individual students based on the survey results.   
  10. Bring in district trainer at staff meeting to eliminate inaccessible documents and increase accessibility for students and families. 
  11. Current event integration. 
  12. 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.  
  13. Expand the implementation of Restorative Justice practices beyond the recovery room.  Train staff through a book study on Restorative Practices. 
  14. Promote the Character Strong initiative through our leadership class with daily challenges and individual recognition for staff and students that exhibit respect and have the courage to support others. 

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