Be compassionate and kind.
Have the academic and life skills to pursue their individual career, civic and educational goals.
Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.
Have the skills, knowledge and courage to identify and confront personal, systemic and societal bias.
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.
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.
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
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.
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
See department goals below.
3 Year Goal
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:
Improvement in Reading will be based on
Tier 1 Reading:
Tier 2 Reading:
Tier 1 Writing:
Tier 2 strategies:
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.
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:
Tier 2 Math strategies:
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:
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:
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:
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.
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.
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.
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.
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.
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.
Three Year Goal: