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
Reeves 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
Reeves Middle School Student Climate Survey
Reeves Middle School Staff Climate Survey
Other: Panorama Student Survey Section: Supportive Relationships (Administrative Dashboard)/Help from Other People (Student View)
Reeves Middle School Staff Climate Survey
Other: Panorama Student Survey Section: Supportive Relationships (Administrative Dashboard)/Help from Other People (Student View)
Goal
● Using the Reeves Middle School Climate Survey data, students NOT feeling connected will decrease by 10%
from November 2022 to May 2023.
● Using the May 2023 Reeves Middle School Staff Climate Survey data, at least 85% of staff will respond
positively to the question regarding compassion and kindness.
● By May 2023, 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 Reeves Climate Survey.
from November 2022 to May 2023.
● Using the May 2023 Reeves Middle School Staff Climate Survey data, at least 85% of staff will respond
positively to the question regarding compassion and kindness.
● By May 2023, 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 Reeves Climate Survey.
Action Plan
Action Plan:
A. All teachers will administer the Panorama Survey and the Reeves Middle School
Climate survey during advisory to ensure that all students have an opportunity to
participate.
B. Analyze discipline referrals to identify and address disproportionality.
C. Analyze Student Climate Survey/Panorama responses by demographics and
programs to identify and address disproportionality.
D. Explore professional development and support for all staff on trauma-informed
practices.
E. Positive behavior will be taught through building wide activities and lessons:
Throughout all content areas, students have opportunities to collaborate and discuss solutions to real
world problems.
o Teach compassion and kindness through character strong lessons in weekly Advisory class.
o Teach students to be curious about others differences, unique experiences and how to ask questions
respectfully.
o Normalize the rejection of judgements from the media and seeing things through a filter of kindness,
acceptance, and humanity.
staff.
o Use a trauma-informed approach with student interactions.
o Evaluate personal prejudices and biases.
o Reflect on personal practices inside and outside the classroom.
o Engage in collaborative work to challenge and dismantle systemic inequities in our school.
PBIS GOALS:
Reeves Middle School will continue to implement a school wide Positive Behavior Interventions and Support (PBIS) system to promote empathy and compassion.
· Revised progressive discipline procedures so they are aligned with the district adopted discipline matrix chart.
· Student produced videos in broadcasting class are used to promote school unity and demonstrate school-wide
expectations.
· Leadership class adds greater student voice in school PBIS rewards, recognition events and school rules.
· Character Strong curriculum is used each week to support our school theme and support Student
Outcome #1.
· 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 building
administrators to establish culture building reward activities.
A. All teachers will administer the Panorama Survey and the Reeves Middle School
Climate survey during advisory to ensure that all students have an opportunity to
participate.
B. Analyze discipline referrals to identify and address disproportionality.
C. Analyze Student Climate Survey/Panorama responses by demographics and
programs to identify and address disproportionality.
D. Explore professional development and support for all staff on trauma-informed
practices.
E. Positive behavior will be taught through building wide activities and lessons:
Throughout all content areas, students have opportunities to collaborate and discuss solutions to real
world problems.
o Teach compassion and kindness through character strong lessons in weekly Advisory class.
o Teach students to be curious about others differences, unique experiences and how to ask questions
respectfully.
o Normalize the rejection of judgements from the media and seeing things through a filter of kindness,
acceptance, and humanity.
- In music, health and physical fitness classes: emphasize the idea of a growth mindset. Everyone comes in with different skill levels and experiences. As a class, reflect on growth throughout the year.
- Weekly Behind the Shield productions in the CTE Broadcasting class will promote compassion and kindness.
- Harassment, Intimidation, and Bullying lessons are presented in the fall and reviewed in the spring by the
- Building-wide equity education to staff and students with the following objectives:
staff.
o Use a trauma-informed approach with student interactions.
o Evaluate personal prejudices and biases.
o Reflect on personal practices inside and outside the classroom.
o Engage in collaborative work to challenge and dismantle systemic inequities in our school.
PBIS GOALS:
Reeves Middle School will continue to implement a school wide Positive Behavior Interventions and Support (PBIS) system to promote empathy and compassion.
· Revised progressive discipline procedures so they are aligned with the district adopted discipline matrix chart.
· Student produced videos in broadcasting class are used to promote school unity and demonstrate school-wide
expectations.
· Leadership class adds greater student voice in school PBIS rewards, recognition events and school rules.
· Character Strong curriculum is used each week to support our school theme and support Student
Outcome #1.
· 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 building
administrators to establish culture building reward activities.
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
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.
Academic Data: ELA, Math, and Science
Academic Data: ELA, Math, and Science
- Washington School Improvement Framework (WSIF) Proficiency
- Smarter Balanced Assessment (SBA)
- Washington Comprehensive Assessment of Science (WCAS)
- MAP Growth in Reading & Math
Goal
● Using data from the spring 2023 SBA, students meeting the standard in ELA will be at least 75%.
● Using data from the spring 2023 SBA, students meeting the standard in Math will be at least 70%.
● Using data from the spring 2023 SBA, students meeting the standard in science will be at least 75%.
● Using data from the spring 2023 SBA, students meeting the standard in Math will be at least 70%.
● Using data from the spring 2023 SBA, students meeting the standard in science will be at least 75%.
Action Plan
ELA: READING & WRITING
Students will find 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%.
Reading:
● Present and effectively argue a position on a relevant issue or topic using evidence from credible sources.
● Integrate technology into reading and writing tasks that build creativity and collaboration.
● Work collaboratively to communicate or present ideas and thoughts about a variety of texts.
● 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.
Writing:
● Continue vertical alignment of instruction based on the Common Core State Standards for writing and
language by using research based practices in Humanities classrooms.
appropriate for each grade level.
● Integrate technology into reading and writing tasks that build creativity and collaboration.
● Use formative assessment strategies to differentiate instruction.
● Expand student representation in a variety of texts and situations to support students from a variety of
backgrounds as they set meaningful career and reading/writing goals in order to see themselves in careers
and positions where they have been historically underrepresented and marginalized.
MATH
MAP testing will be conducted in the fall and spring. By April, 75% of all students will show more than the nationally normed RIT growth for each grade level as measured from Fall 2022 - Spring 2023.
SCIENCE
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 2022-2023 school year.
SCIENCE:
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:
Students will find 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%.
Reading:
● Present and effectively argue a position on a relevant issue or topic using evidence from credible sources.
● Integrate technology into reading and writing tasks that build creativity and collaboration.
● Work collaboratively to communicate or present ideas and thoughts about a variety of texts.
● 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.
Writing:
● Continue vertical alignment of instruction based on the Common Core State Standards for writing and
language by using research based practices in Humanities classrooms.
- 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.
appropriate for each grade level.
● Integrate technology into reading and writing tasks that build creativity and collaboration.
● Use formative assessment strategies to differentiate instruction.
● Expand student representation in a variety of texts and situations to support students from a variety of
backgrounds as they set meaningful career and reading/writing goals in order to see themselves in careers
and positions where they have been historically underrepresented and marginalized.
MATH
MAP testing will be conducted in the fall and spring. By April, 75% of all students will show more than the nationally normed RIT growth for each grade level as measured from Fall 2022 - Spring 2023.
- Have math be seen and heard on a daily basis with the use of visuals and vocabulary in our hallways and daily announcements.
- Highlight Math in the News regularly in our classroom.
- All math teachers will conduct number and visual and data talks on a regular basis.
- Common math classroom practices across all grades will include scoring guide/rubric and routines building wide.
- Students will practice articulating how seemingly different strategies have the same underlying structure and apply those structures to various situations.
- Emphasize Common Core Standards for Math Practice in planning and teaching.
- Offer math tutoring during Opportunity Time/Advisory/Office hours.
- Utilize Illustrative Mathematics curriculum and MVP 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 and supporting math thinking building-wide.
- Students will be given opportunities to share their thinking with a partner, with a small group, and with the whole group, allowing their confidence in their ability to understand and communicate mathematically to grow with these experiences.
- Utilize MAP Mathematics results to differentiate instruction for students and appropriately place students in Healthy Habits support class as needed.
- Organize a Pi Day Celebration.
- Special education students are enrolled in grade level math class as well as the Learning Strategies class.
- Offer math tutoring during Opportunity Time/Advisory/Office hours.
- Use individual MAP data to support IEP goal planning.
SCIENCE
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 2022-2023 school year.
SCIENCE:
- Facilitate classroom community norms and strategies for working effectively in lab groups.
- Continuously scaffold the use of student science notebooks to record observations, data, scientific thinking, and student sense-making.
- 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.
- 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 Opportunity Time for intervention support.
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:
- The RMS Leadership Team meetings allow staff and our parents/community members a forum to discuss school needs, events, and volunteer opportunities. This is a revised version of past PTA and Site Council meetings.
- 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.
- Staff will return phone messages and reply to email communications within 24-48 hours.
- Teachers will 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.
- Teachers will increase the use of online learning management systems, such as Hapara, Schoology, Google Classroom, etc. to support the 1-1 computer platform.
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
- Reeves Middle School Student Climate Survey
- Healthy Youth Survey (Hope Scale)
Goal
· During the 2022-2023 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 Reeves Climate Survey: Question # 19-- I know who to ask for social and emotional
support at school.
· Increase the percentage of students reporting "who and how" to get social/emotional support on the Healthy
Youth Survey to 95%.
Action Plan
A. Continue to revise Health and PE curriculum resources to better align with Washington state standards.
B. Implement the new suicide prevention curriculum in middle school. The Health teacher and school counselor
will collaborate to provide and encourage accessing the community resources available to families
C. Implement the EMPOWER program at Reeves to build a community that will better support BIPOC and
underrepresented students.
D. Provide all students access to digital citizenship curriculum through our teacher librarian to ensure healthy
online relationships, media balance and personal well-being if/when engaging with social media.
E. Explore expanded options/tools for SEL support and data across all grades and subjects:
· Health class is provided at each grade level:
o Students will complete the Lifelines Suicide Prevention curriculum to learn about warning signs and support
for students experiencing depression.
o Students will assess their own social, emotional, mental, and physical wellness and identify strengths and
areas of growth.
o Students learn about body positivity, nutrition, how to read food labels, dietary guidelines for teens, and
self-assess their own eating habits using Myplate.gov.
· Staff training by the OSDEF on mental health support in addition to OSDEF resources (books, articles, etc.)
· Utilize BHR Social Worker to coordinate a referral process for Mental Health support.
· Utilize Care Team to refer students for academic, social and emotional support.
· Harassment reporting forms are available in hard copy and electronically.
· The school counselor will visit all classrooms to present Harassment, Bullying and Intimidation (HIB) awareness
plus reporting procedures.
· Utilize advisory classes to implement Equity and Character Strong lessons that emphasize social, physical and
mental wellness.
· The school librarian will present internet safety lessons and the digital citizenship curriculum to all grades.
· Expand Healthy Habits classes for all grades. This is a support class co-taught by two teachers. The class
focuses on organization, time management, responsibility, problem-solving, and making friends while
developing socially appropriate connections.
· As part of the OSD Student Mentor program, Reeves is starting an EMPOWER group. This group is a BIPOC
mentor group and is designed to create and foster relationships with elementary, middle school, and high
school students within the Olympia School District. The purpose of the OSD Student Mentor program is to build
a community of BIPOC and underrepresented students by providing peer mentoring opportunities and a safe
space for social, emotional and academic support.
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 will also receive mandatory Social Emotional Learning (SEL).
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 2022 bully and climate surveys. The 2021 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 lessons on coping skills in our health classes to teach students how to manage their
stressors in a positive manner.
B. Implement the new suicide prevention curriculum in middle school. The Health teacher and school counselor
will collaborate to provide and encourage accessing the community resources available to families
C. Implement the EMPOWER program at Reeves to build a community that will better support BIPOC and
underrepresented students.
D. Provide all students access to digital citizenship curriculum through our teacher librarian to ensure healthy
online relationships, media balance and personal well-being if/when engaging with social media.
E. Explore expanded options/tools for SEL support and data across all grades and subjects:
· Health class is provided at each grade level:
o Students will complete the Lifelines Suicide Prevention curriculum to learn about warning signs and support
for students experiencing depression.
o Students will assess their own social, emotional, mental, and physical wellness and identify strengths and
areas of growth.
o Students learn about body positivity, nutrition, how to read food labels, dietary guidelines for teens, and
self-assess their own eating habits using Myplate.gov.
· Staff training by the OSDEF on mental health support in addition to OSDEF resources (books, articles, etc.)
· Utilize BHR Social Worker to coordinate a referral process for Mental Health support.
· Utilize Care Team to refer students for academic, social and emotional support.
· Harassment reporting forms are available in hard copy and electronically.
· The school counselor will visit all classrooms to present Harassment, Bullying and Intimidation (HIB) awareness
plus reporting procedures.
· Utilize advisory classes to implement Equity and Character Strong lessons that emphasize social, physical and
mental wellness.
· The school librarian will present internet safety lessons and the digital citizenship curriculum to all grades.
· Expand Healthy Habits classes for all grades. This is a support class co-taught by two teachers. The class
focuses on organization, time management, responsibility, problem-solving, and making friends while
developing socially appropriate connections.
· As part of the OSD Student Mentor program, Reeves is starting an EMPOWER group. This group is a BIPOC
mentor group and is designed to create and foster relationships with elementary, middle school, and high
school students within the Olympia School District. The purpose of the OSD Student Mentor program is to build
a community of BIPOC and underrepresented students by providing peer mentoring opportunities and a safe
space for social, emotional and academic support.
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 will also receive mandatory Social Emotional Learning (SEL).
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 2022 bully and climate surveys. The 2021 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 lessons on coping skills in our health classes to teach students how to manage their
stressors in a positive manner.
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
- Reeves Middle School student climate survey:
- Panorama and Healthy Youth Survey data will also be utilized to measure growth or deficiencies in these areas.
Goal
- By May 2023, students will demonstrate an increase in respecting each other and feeling respected as measured by an increase of 10% positive responses on the Reeves Middle School Climate Survey.
- Using the Reeves Middle School Climate Survey data, students responding positively to the question regarding societal biases will increase by 10% from December 2022 to May 2023
Action Plan
- Continue training all staff to eliminate inaccessible documents and information posted on the website to increase accessibility for students and families.
- Staff are alerted to home communication translation needs for individual students. Utilize the ELD teacher as a resource to improve communication barriers.
- Help students to make sense of themselves and the world as they navigate relevant topics in today’s society
- Use curriculum, discussion and research projects in SS classes to help students become well versed in local, national and world history and understand how prejudice, racism and xenophobia have contributed to conflict.
- In ELA classes, empower students furthest from educational justice to see themselves as agents of change in their world by incorporating a variety of diverse texts.
- Expand themes of Resilience, Kindness, Empathy, and Compassion through Healthy Habits classes at all grade levels.
- 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 and in our Recovery room. Students can use the Recovery Room, Healthy Habits room, and meet with building administrators to help them refocus and return to the classroom if they are struggling.
- Across all subject areas staff teach what identity is and why it is important. We teach about bias, microaggressions, stereotypes, and how to move beyond initial thinking using tools such as reflection. RMS staff broaden ideas about responsibility and study intent versus impact using social justice standards.
- Develop students’ ability to recognize bias through research projects and classroom lessons on evaluation of research sources.
- Utilize student leaders from the Reeves EMPOWER group to help build a sense of belonging and safety in all learning environments.
- Reeves Middle school teachers are participating in a school wide book study regarding Equity in Grading practices.
information, invites biases, and provides misleading information
- All RMS staff will implement an 80/20 grading model this year. 80% of a grade is based on Performance
with only 20% of the grade based on Effort.
- The Performance category may include tests, projects, presentations, etc. to demonstrate learning. The
effort assignments are seen as opportunities to learn, practice and get feedback. Effort is the scaffolding
activities that lead to the Performance task.
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
- Levels of participation, contributions and collaboration will be measured through data collected from the Reeves Middle School Staff and Student Surveys.
- Healthy Youth Survey Question 103: 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.
b. 1-2 days
c. 3 or more days
Goal
- Over the course of the 2022-2023 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.
- Increase the percentage of students indicating participation in extracurricular activities at least one day a week from 70% to 80%.
Action Plan
A. Analyze student participation in athletics, activities, and clubs to drive broader
participation. Utilize demographic data to identify and address disproportionality in
student participation. Current offerings include:
B. Students are surveyed each spring to determine which elective classes they are
most interested in taking. This survey data is used to expand or reduce the number
of elective sections that are offered.
Current offerings include:
C. Provide and expand resource support:
participation. Utilize demographic data to identify and address disproportionality in
student participation. Current offerings include:
- Battle of the Books
- RMS book club led by ELA teacher
- Robotics club… Lego League
- Team Sports. Cross Country and Boys volleyball are new additions.
- Jazz Band & Drumline before school
- D&D Club led by a student
- Math Olympiad
B. Students are surveyed each spring to determine which elective classes they are
most interested in taking. This survey data is used to expand or reduce the number
of elective sections that are offered.
Current offerings include:
- Every student has an advisory class. This class meets once a week to provide support and guidance as well a
- CTE Robotics classes
- CTE woodshop and building basics
- Art for all grades
- Music for all grades (Band, Choir, Orchestra)
- Leadership class integrates yearbook design and includes ASB duties.
- Yearbook class
- Broadcast Journalism class
- 6th grade elective classes include Art and art tech for all grades.
C. Provide and expand resource support:
- Ensure that all staff are using Schoology for posting lessons that students can access when absent.
- Ensure Specialists have pre-recorded or set times for student access.
- Explore funding options for extracurricular activities such as vouchers for students to participate in non-school-related extracurricular activities. Reach out to families & the community for donations, etc.
- Use Social Studies curriculum to expose students to new perspectives, particularly those areas that are unfamiliar or uncomfortable to explore their individual interests.
- Healthy Habits classes are offered for all grades. This is a support class co-taught by two teachers. The class focuses on organization, time management, responsibility, problem-solving, and making friends while developing connections.
- Opportunity Time (OT) is offered two days each week: the premise of OT is to give students additional time to receive in-depth instruction on difficult concepts, make-up tests or quizzes, turn in missing work, make up missed assignments and, in general, assist students with learning while enjoying a smaller teacher to student ratio.
- The Reeves PTA will collaborate with staff and students to promote a Health Care Service Appreciation event.
- Leadership class will collaborate with the PTA for Day of Service activities in January of 2023. Encourage students to understand the value of becoming civic minded and engage in service in their community and learning by doing.
- Utilize Jen Flo to support Highly Capable procedures such as screening by the instructional coaches and official designation of our highly capable students.
- Utilize best practices outlined in this resource from the NAGC to support highly capable students academically and social/emotionally.
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
- Cause of Conflict Classroom Based Assessment (CBA)
- Reeves Middle School Student Climate Survey
Goal
1. ELA and social studies teachers at all grades will implement the Cause of Conflict
Classroom Based Assessment (CBA).
- What the conflict was & When the conflict took place
- Where the conflict took place
2. During the 2022-2023 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 and student climate survey.
3. Using the Reeves Middle School Climate Survey data, students responding positively to the question regarding
compassion and kindness will increase by 10% from November 2022 to May 2023.
Classroom Based Assessment (CBA).
- In a written essay or presentation students will provide background on the conflict by describing at least three of the following:
- What the conflict was & When the conflict took place
- Where the conflict took place
2. During the 2022-2023 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 and student climate survey.
3. Using the Reeves Middle School Climate Survey data, students responding positively to the question regarding
compassion and kindness will increase by 10% from November 2022 to May 2023.
Action Plan
A. Ensure that all grade levels are implementing Cause and Conflict CBA.
B. Collaborate and partner with local tribes to inform trainings for all staff on Since Time Immemorial (STI) to ensure a common understanding and establish when STI lessons will be taught to all students.
C. Continue workshop and training opportunities for staff to eliminate inaccessible documents and information posted on the website to increase accessibility for students and families.
D. Share information regarding the following community partners who emphasize student advocacy around climate science and conserving our local community and beyond:
E. Promote the district’s Teachers on Special Assignment (TOSA’s) model by encouraging staff to collaborate with TOSA’s to enhance instructional practices and expand available resources to break down accessibility barriers.
- Data regarding how students will be critical thinkers, who contribute to and collaborate with our local, global and natural world, will be compared to previous CBA results.
- Through CBA research projects, students gather, interpret and present information in culturally responsive ways.
- Current events integration in all classes to promote an awareness of systemic and societal issues that correlate with classroom equity lessons.
- Character Strong lessons are taught in advisory class each week with an emphasis on local, national and global events.
- In a written essay, presentation or project; at least 80% of students will demonstrate and understanding of the causes of conflict by explaining relevant ideas from at least three of the four perspectives provided.
B. Collaborate and partner with local tribes to inform trainings for all staff on Since Time Immemorial (STI) to ensure a common understanding and establish when STI lessons will be taught to all students.
- Social studies teachers will expand STI lessons to all grades.
- Cultural Awareness lessons in Social Studies classes.
- Explore, analyze and discuss current events.
- Use cooperative learning across all departments as an opportunity for students to participate in teams and learn the power of teamwork, as well as demonstrate the ability to engage in inclusive problem solving.
- 7th grade field trip to the renaming ceremony at Squaxin Park.
C. 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.
- Continue to utilize the .2 ELD staff to support students and families with resource support to meet their needs and provide necessary accommodations.
- Utilize the video created by the communications department to eliminate inaccessible documents and increase accessibility for students and families.
D. 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)
- South Sound Green: 7th-grade students will participate in a partnership with South Sound GREEN (Global Rivers Environmental Education Network), a Thurston County program that educates, empowers, and connects classrooms throughout the county in watershed studies. Through this partnership, students will engage in science and engineering practices related to water quality in South Sound. This partnership will involve field trips to monitoring sites and important salmon educational sites, watershed restoration service projects, and accumulate in the annual GREEN Congress.
- Involvement in Climate Science Initiative (climate science classes for educators hosted through ESD)
- Puget Sound Estuarium virtual program.
- Art teacher collaborates with the Water Resource Stewardship program to submit student artwork for the annual calendar.
E. Promote the district’s Teachers on Special Assignment (TOSA’s) model by encouraging staff to collaborate with TOSA’s to enhance instructional practices and expand available resources to break down accessibility barriers.
- Reeves will have an embedded instructional coach at the school for 3-4 days each week in 2022-23 that will provide multi-purpose support across disciplines.
- The instructional coach will help create meaningful student growth by collaborating with teachers in the following ways: building curriculum, modeling new instructional practices, helping with relevant professional development and pulling data for targeted skills.