Reeves School Improvement Plan (2020-21)

Data regarding students' perception of peers being compassionate & kind (question #9), will be compared from the
2019-2020 Climate Survey results.   Currently at 43% agree/strongly agree. 

By May 2021, students will demonstrate an increase in compassion and kindness as measured by an increase of 10% positive responses on question 9 (“students at my school are compassionate and kind”) 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 

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:
   • Staff modeling Manners and Kindness
   • Leadership class provides a daily Character Strong goal on the morning announcements.  Character Strong lessons weekly in Advisory class.
   • Cultural awareness lessons in Social Studies and English classrooms.
   • Throughout all content areas, students have opportunities to collaborate and discuss solutions to real world problems.
   • PBIS sticker board recognition by staff for academic and appropriate personal conduct. 
   • RAK (Random Acts of Kindness) recognized by both staff and students
   • ‘Empathy’ is a school-wide theme.  
   • Be the “I” in KIND initiative. 
   • Weekly Behind the Shield productions that promote compassion and kindness

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 Goals in each subject area below.

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
  
  

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 2021 SBA scores 

Improvement in Reading will be based on 

• Spring MAP data
• Spring 2021 SBA

Tier 1 Reading:

• Differingapproaches to teaching reading strategies--such as read aloud, audio books, e-books, etc.
• Teachacademic 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 Title & 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 2020 - spring 2021. The measurement tool will be the MAP test. SBA was not given in spring of 2020 so cannot be used for growth measurement.

MATH SPED GOAL:
By spring 2021, RMS Special Education students (Grades 6-8) will grow by 10 RIT points (1.5 times typical yearly growth) on the MAP in at least one of their years and sustain average growth in the other years. 

MATH POVERTY GOAL:
By spring 2021, RMS Special Education students (Grades 6-8) will grow by 10 RIT points (1.5 times typical yearly growth) on the MAP in at least one of their years and sustain average growth in the other years. 

Tier 1 Math:

• Offer math tutoring during Opportunity Time/Advisory/Office hours. 
• All math teachers will conduct number and visual and data talks on a regular basis
• Common math classroom practices, scoring guide and routines building wide.
• Utilize Illustrative Mathematics curriculum and supplemental math to identify gaps in learning and address those gaps in class, at home, and during after school interventions
• Provide staff with resources for helping with math building-wide.
• Reach out to families with resources for help with math at home.
• Utilize MAP Mathematics results to differentiate instruction for students and appropriately place students in support LAP classes as needed.

Tier 2 Math strategies

• Special education students are enrolled in grade level math class as well as the support class.
• Teachers will utilize opportunity time/advisory/office hours to support students.
• Use Common Core Essential Elements to plan IEP goals.
• Common math classroom practices, scoring guide and routines building wide.
• Offer math tutoring during Opportunity Time/Advisory/Office hours.
• Use individual MAP data to support IEP goal planning.
• Refer students for math tutoring with the math teacher and Olympia High School Math Tutors on Wednesdays.

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 2020-2021 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 Advisory class and teacher office hours.

Tier 2 SCIENCE strategies:
Identify students that have not mastered a specific standard and provide opportunities for re-teach and re-assessment. Students that need additional support after re-assessment will attend intervention classes and access staff during office hours when available.

SCIENCE SPED
Students will increase the passing rate of a CER writing sample paragraph by 25% at each grade level over the course of the 2020-2021 school year.
  
SCIENCE POVERTY
Students will increase the passing rate of a CER writing sample paragraph by 25% at each grade level over the course of the 2020-2021 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:

• Family conferences the first week of school to assist families with the startup of Remote Learning 2.0
• Teacher conferences during the 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 events 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 and Schoology to provide information to 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 modules. 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 2021 bully and climate surveys.  The 2019 Climate survey data was used to determine interventions such as, but not limited to:  

• Meeting with students identified as demonstrating "bully" behavior.
• Use of Advisory teachers to reach out to students that identify themselves as 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.

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

• Leadership class has been added to expand student voice in school PBIS rewards, recognition, and school rules.  
• Character Strong curriculum is used each week to support our “EMPATHY” school theme and support Student Outcome #1.  
• Weekly “CharacterDare” challenges and student broadcasts promote empathy and kindness.
• Revised the progressive discipline procedures so that there is common language for staff and students to identify behaviors that support expectations.
• 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. 
• Use weekly grade level meetings to identify any students who need additional training with remote learning expectations and/or resource support if they are struggling. 

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

During the 2020-2021 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.

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.  The Health teacher will emphasize community resources available to 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 
   • Staff training by the OSDEF on mental health support in addition to OSDEF resources (books, articles, etc.)
   • Expand BHR Social Worker availability for assistance from one to two days each week. Intervention specialist available for consultation.
   • Utilize Care Team to address student academic, social andemotional needs. 
   • Harassment forms available electronically.
   • Suicide prevention curriculum will be taught in health classes at each grade level. 
   • Utilize advisory classes to implement Character Strong lessons that emphasize social, physical and mental wellness.
   • School librarian will present internet safety lessons and the digital citizenship curriculum to all grades. 

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.

1. By May 2021, students will demonstrate an increase in respecting each other and feeling respected as measure by an increase of 5% positive responses on the School Student Climate Survey. 
2. The RMS Equity team will provide social justice training to staff each month.  Advisory teachers will then provide monthly lesson to students using the resources and lesson plan provided by the Equity team. 

Three Year Goal:
Students will demonstrate an increase inrespecting each other and feeling respected as measured by an increase of 15% positive responses on the School Student Climate Survey.  4.3

1. 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 
   • 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.   
   • Current event integration in core classes and a focused lesson in all Advisory classes monthly.
2. Provide resources to implement and expand Equity and Restorative Justice practices at Reeves Middle School. 4.3
   
   • Equity training provided to all staff prior to the start of the school year during LID meeting.
   • Create an Equity team to develop and implement monthly lessons that focus on helping staff and student identify and confront personal, systemic and societal bias
   • Modify our Code of Collaboration to include equity language:
     • Expect and accept non-closure:  Accept that you will not reach closure in your understanding about race and race relations.  There is no such thing as a quick fix.
     • Experience Discomfort:  Agree to experience discomfort so that we can deal with issue of race in an honest way.
   • Theme of Social Justice in all Advisory classes with a monthly emphasis of empathy and compassion.
   • 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.  Staff training through a book study on Restorative Practices. 
   • Promote the Character Strong initiative through our Advisory classes with weekly challenges and individual recognition for staff and students that exhibit empathy and have the courage to support others.  

Healthy Youth Survey Question:
“During the average week, on how many days do you participate in supervised after–school activities either at school or away from school? Include activities such as sports, art, music, dance, drama, or community service, religious, or club activities. a. 0 days   b. 1 – 2 days   c. 3 or more days”     5.1/5.3/5.4

Levels of participation, contributions and collaboration will be measured through data collected from RMS advisory classes and student extra-curricular activities. 

Over the course of the 2020-2021 SY, there will be an increase of 5% of the student body participating in activities,
projects, teams or clubs which focus on the power of collaboration and teamwork.

Three Year Goal
Increase the percentage of students indicating participation in an after-school activity at least one day a week from 65% to 75%.  5.1/5.3/5.4

1. Analyze student participation in athletics, activities, and clubs to drive broader participation and identify and address disproportionality.  3.3/3.7 
2. Explore options to expand elective opportunities.  5.1/5.2/5.4
   • Elective classes have been expanded to include art and CTE art tech for all grades.  Survey  students to determine which elective classes students are most interested in adding. Current offerings:
     • Battle of the Books
     • Robotics club
     • Team Sports
     • Robotics
     • Art for all grades 
     • 7th/8th Tech Art classes
     • Music (band, choir, orchestra)
     • Leadership class integrates Character Strong lessons and includes ASB duties
     • Every student has an advisory class.  This class meets each day to provide support and guidance. 
     • Yearbook class
     • Broadcast Journalism—basic and advanced
3. Provide resource support:
   • Promote Walk-n-Roll bike program-- virtual 
   • Offer Small Groups and Office Hours for extra help
   • Library curbside pick-up, science/math materials, learning kits, etc.
   • Specialists (pre-recorded or set times for student access)

Cause of Conflict Social Studies Classroom Based Assessment (CBA)   
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 be critical thinkers who contribute to and collaborate with our local, global and natural world, will be compared with the 2019-20 CBA.

1. ELA and social studies teachers at all grades will implement the Cause of Conflict CBA.
2. During the 2020-2021 SY, 5% more students will be critical thinkers who contribute to and collaborate with our local, global and natural world as measured on the Cause of Conflict assessment.

Three Year Goal:

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

1. Provide staff CBA training and ensure all grade levels are implementing Cause and Conflict CBA  
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. 
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. 
   • 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.   
   • Utilize EL staff and resources to support student and families with needed accommodations.
   • Bring in district trainer at staff meeting to eliminate inaccessible documents and increase accessibility for 
   • students and families. 
4. Share information regarding the following community partners who emphasize student advocacy around climate science and conserving our local community and beyond:
   • LOTT virtual programs (WET center)
   • Scientist in the Classroom (Billy Frank Jr. Nisqually National Wildlife Refuge)
   • Involvement in Climate Science Initiative (climate science classes for educators hosted through ESD)
   • Puget Sound Estuarium virtual program
5. Provide resources to expand critical thinking about the local, global and natural world:  
   • Send social studies teachers to STI trainings.
   • Social studies teachers will expand STI lessons to all grades.
   • Cultural Awareness lessons in Social Studies classes. 
   • Theme of Social Justice in Language Arts. Explore, analyze and discuss current events.  
   • Current event integration 
   • Mandate Character Strong lessons are taught in advisory class each week with an emphasis on local, national and global events.