2014 School Improvement Plan

Rindge Avenue Upper School

School Improvement Plan

2012-2014

Table of Contents

Executive Summary ……………………………………………………………………………………..1

School Mission/ Vision & Theory of Action……………………………………………………4

School Profile………………………………..…………………………………………………………….5

DESE Accountability Report………………………………………………………………………….6

Academic Goals

English Language Arts………………………………………………………………………………….7

Mathematics……………………………………………………………………………………………..10

Science………………………………………………………………………………………………………15

School Climate Goal…………………………………………………….................................18

Professional Development Plan…………………………………………………………………..20

School Council/ Faculty Approval………………………………………………………………..21

Appendix

MCAS School Results by Sub-group…………………………………………………………22-29

Executive summary The Rindge Avenue Upper Campus opened its doors Tuesday, September 4th, 2013 after months of work and preparation. Ralph Watson, the new Upper Head was hired in March of 2012 and went right to work meeting with faculty visiting the Baldwin and Peabody schools and meeting with families. Transitional activities included professional development teachers in May, June and August. Combined student activities took place between Baldwin and Peabody students in grades 5, 6 and 7. A number of parent coffees and information meetings were held for parents. Four days in August 2012, students were invited to R.A.U.C to pick up a copy of their schedule and select their first term elective classes. A very successful family cook-out was held at the R.A.U.C grounds on Thursday, August 23rd, 2013. The school year started for students on Tuesday, September 4th, 2012. It was a very smooth and successful opening. Each grade level team planned team building field trips. Grade 8 and 6 traveled to Project Adventure in Beverly, MA and grade 7 students went to Spectacle Island in Boston Harbor. Each trip met the goals of group/team building and gave faculty the opportunity to get to know their students. Family outreach and involvement has played an important role throughout out first year. Monthly Coffee with the Principals was held. These meetings allowed caregivers and parents the opportunity to ask questions, hear updates and learn about upcoming events. In addition a group of parents worked with the principal to form our Families of RAUC group. Monthly meeting started with a short business meeting and featured a parent education presentation. Topics have included adolescent development, internet and social network safety, school lockdown and safety and mid-year check in with Dr. Young.

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In addition families of R.A.U.C took on fund raising activities to help sponsor school assemblies and field trips. All core academic classes offered newly developed curriculums which are tied to the new common core standards. Ongoing review and adjustments were made to these curriculums throughout the year. R.A.U.C. also launched a new elective offering during the school day and an after-school club program.

A full list of electives and club offerings can be found in the appendix.

Additional highlights of the 2012-13 school year: Mid-term and end of term student awards assemblies. Grade 8 science trip to Mount Monadnock. Grade 6 science trip to the MIT Museum and hands on lab. All school assembly, Hero Art and The Kuumba singers of Harvard College. Grade 7/8 science fair. All school Night of Excellence. Grade 8 trip to Washington D.C.

School Year 2013-2014

RAUC kicked off the 2013-2014 school year with several team and community

building events. Our, what is becoming, annual cookout was held the week before

the opening of school. It was very well attended and a great way to get into the

back to school frame of mind.

Our faculty and students enjoyed a team-building day on one of the Boston Harbor

Islands doing team-building activities.

Other highlights and focus for the 2013-14 school year include:

New Introduction to Middle School for all grade 6 students. This class will meet for first trimester and will work with grade six students on organizational skills, study skills and social skills for a middle school student.

A new intervention program for students struggling in math or ELA. Selected students will work with the coach/intervention specialist to fill in gaps and improve skills.

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Professional Development for all faculty on the topic of academic rigor. The faculty will all read the book- Rigor is Not a Four Letter Word.

New schedule that allows for 60-minute periods for core academic classes.

A new schedule that allows all teachers to offer elective classes- increasing the number and topics of offerings.

A new schedule that allows students to take part in performing groups and still able to select an elective class. This has increased the number of students involved in our music groups.

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School’s mission and vision statement

While the over arching goal of the R.A.U.C was to open the school successfully

and to give access to all of our offerings and programs, we wanted to go through our first year before developing our schools mission and vision statements. Currently, we are collecting feedback from families through the Upper School World Café, student and staff surveys. This data will be used by the faculty to create a draft mission and vision statement at the end of June 2013.

Theory of Action

If… we, as a learning community, believe that all students can learn, collect, evaluate and use data to change our instruction, create a safe, supportive and nurturing environment, and make sure every student knows we care about their social, emotional and academic well being. Then… every RAUC student will be well prepared to move on the CRLS and beyond.

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Rindge Avenue Upper School Data

Enrollment (2012-13) as of October 1, 2012

School District State

Total 252 6,222 954,773

Race/Ethnicity (%)

African American 30.2 29.7 8.6

Asian 10.7 11.8 5.9

Hispanic 10.3 13.7 16.4

Native American 0.8 0.5 0.2

White 44.4 38.5 66.0

Native Hawaiian, Pacific Islander 0.0 0.2 0.1

Multi-Race, Non-Hispanic 3.6 5.4 2.7

Gender (%)

Male 146 3,140 489,289

Female 106 3,082 465,484

Selected Populations (%)

First Language not English 15.9 27.4 17.3

Limited English Proficient 0.0 5.7 7.7

Low-income 42.1 45.0 37.0

Students with Disabilities 21.4 20.5 17.0

Grades Offered:

06, 07, 08

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Academic Goal: English Language Arts

SUMMARY OF DATA ANALYSIS Which of your students are struggling, and what are they struggling to learn or to be able to do?

30% of RAUC students were not proficient on last year’s MCAS, and are not meeting grade-level

standards in ELA

There is a strong correlation between students’ MCAS proficiency and their independent reading habits

o 69% of students who are not reading regularly are not proficient

There is a strong correlation between students’ MCAS proficiency and their designation as High Needs

o 83% of students who are not proficient are High Needs o 62% of students who are not reading regularly and not proficient are High Needs

PROBLEM OF PRACTICE

What elements of instruction need to be improved in order to address the learner-centered

problem?

What elements of instruction need to be improved in order to address the learner-centered problem?

RAUC needs to develop an intervention program to support students in meeting grade-level standards in ELA

RAUC needs to develop practices and structures to support struggling students in developing and maintaining an independent reading habit

STUDENT ACHIEVEMENT GOAL SMART GOAL

RAUC will increase the percentage of students with a strong independent reading habit from 74% to 90% in grades 6-8

RAUC will increase proficiency from 70% to 80% in grades 6-8

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CONTENT AREA: ENGLISH LANGUAGE ARTS

LEARNER-CENTERED PROBLEM Which of your students are struggling, and what are they struggling to learn or to be able to do?

30% of RAUC students were not proficient on last year’s MCAS, and are not meeting grade-level standards in ELA

There is a strong correlation between students’ MCAS proficiency and their independent reading habits

PROBLEM OF PRACTICE What elements of instruction need to be improved in order to address the learner-centered problem?

RAUC needs to develop an intervention program to support students in meeting grade-level standards in ELA

RAUC needs to develop practices and structures to support struggling students in developing and maintaining an independent reading habit

CONNECTION TO DISTRICT GOALS List goal


RAUC will increase the percentage of students with a strong independent reading habit from 74% to 90% in grades 6-8

RAUC will increase proficiency from 70% to 80% in grades 6-8

INSTRUCTIONAL STRATEGIES

.

PROFESSIONAL

DEVELOPMENT

USE OF RESOURCE ASSESS PROGRESS 1. Fidelity of Implementation

2. Desired Student Outcomes

TIMELINE

Targeted intervention program with individualized instruction for students based on their specific reading/writing needs

Establish an ongoing Reading Workshop at each grade level

Integrate regular book talks by teachers and students

Literacy coach will

provide

professional

development

sessions

throughout the

year on

establishing and

maintaining

classroom

Literacy coach/interventionist will provide individualized instruction for students

School staff will run after-school program supporting students in independent reading

1.

2.

June Professional

Development days, 2013

through the 2013-2014 school

year.

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Regularly confer with students about their independent reading books

Provide opportunities for students to communicate with each other about their independent reading books

o Google Drive o Student-identified

book clubs

Provide opportunities for students to respond in writing about their independent reading books

o Records and rating sheets

o Book reviews o Reading responses

Support students in setting class and individual goals for independent reading

Establish school-wide independent reading expectations

Establish school-wide after-school program to support independent reading

structures to support independent reading

Literacy coach will

provide

individualized

coaching on

implementing

structures and

strategies

addressed in

professional

development

Whole School P.D.

focus on defining

rigor in our

classrooms, high

expectations for all

students and how

to successfully

implement these

practices in all of

our classrooms.

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Academic Goal: Mathematics

SUMMARY OF DATA ANALYSIS

Data: Basic computation skill often also affects students’ ability to succeed in mathematics.

Some of these skills include mastery of efficient algorithms for addition, subtraction,

multiplication and division, as well as basic understanding of fractions and decimals.,

and/or they are reliant on methods that are too time-consuming. Lack of fluency simply

makes if very difficult to get correct answers or persist through multi-step problems.

Entering Computation Assessment1 scores showed that many students enter with poor

mastery of basic computation skills. Students who have mastered less than 70% of the

prior basic skills may not have sufficient prior knowledge to succeed in learning the new

grade level standards. This year, this at risk group included:

76% of entering 6th graders

67% of entering 7th graders

52% of entering 8th graders scored

Teachers are currently differentiating instruction to help all students succeed in learning

the grade-level material. With this strong instruction, many of the above at-risk students

have achieved better than the entering scores might predict.

Data: Fall District Assessment: Any score less than 60% would represent a student at risk of

failing math.

30% of 6th graders scored less than 60%



Data: Fall Grades:

? % of 6th graders received a D or NP



Summary of Data: Based on the above data, we have roughly 40% of our students who arrive with demonstrated lack of proficiency on MCAS and close to 60% who arrive weak in computation skills. Based on district assessments and additional teachers’ classroom observations, there is a core group of 25-30% who fail to achieve at a passing level in mathematics, even with our current strong program of differentiated instruction. There is an additional group of students who may not be failing math but who struggle to understand at the most basic level. These students might not flag as “failing” but could be recommended by teachers for extra support.

1 Note: This test is given within the first few weeks of school, so may be partly explained by the typical summer backslide.

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Mathematics is a subject that continually builds on prior knowledge and skills. As students

reach middle school, the sheer volume of expected prior knowledge is large. It becomes

harder and harder to access grade level material if prior knowledge and skills are missing or

weak. Additional compounding factors contribute to the failure of this group to learn.

These may include motivational factors, study skills, learning disabilities, home support,

mastery of English language, low reading comprehension, general ability, etc.

PROBLEM OF PRACTICE

What elements of instruction need to be improved in order to address the learner-

centered problem?

Problem of Practice Part 1: How can we best support the core group of 25-30% of students

who struggle to achieve basic mastery of mathematics? In particular, what additional

strategies and supports will address not only students’ lack of prior knowledge, but also

impact the compounding factors (such as failure to do homework, lack of study skills,

motivation, overall problem solving skill, etc.)?

By setting in place an organized system of support that includes the following elements, we

believe the number of students in this high-risk category will be reduced.

Instructional strategies aimed at improving achievement for our at-risk students include:

Differentiated instruction and spiral review in regular class work and

homework. (ongoing)

Small-group (max 5) instruction for “at-risk” students, focused on gaps in

knowledge of number, operations, pre-algebra, and problem solving. This will

be taught outside regular class time by a licensed mathematics teacher twice

weekly. (new initiative)

Ongoing homework help: All students should have daily access to an organized

homework help center with professional staffing. An organized system of

communication with the classroom teacher will help to focus homework help

on students’ areas of need. (improvement/expansion of current system) [need

to assure material is being taught consistent with strategies being used in class]

Systematic use of computer-based practice. The school will seek parental

permission for computer use of mathematics sites prior to the start of school,

so that students and teachers can begin using this resource for systematic skill

practice and challenge at the beginning of the school year. (early access to

computer program already in place) (note: selecting a high quality screening

and diagnostic program – not necessarily computer based – would support us

in targeting the practice and intervention)

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Individual instruction: Some students will need individual instruction. For those

students who are taught individually, by volunteer tutors or SPED staff,

improving our system for communication and diagnostic assessment will focus

instruction on areas of need. (improved organization and communication)

Incentives to increase student motivation and work ethic: As a department,

collaborate to identify developmentally appropriate routines, incentives and

consequences that could be instituted to encourage the at-risk students to

participate in class and to study hard. (instructional changes, need for

collaboration time with math colleagues)

As a school, consider the impact of institutional practice on motivation and

achievement , and make changes for positive impact. These might include a

grade for study habits on the report card, required summer school for students

who have not demonstrated proficiency by the end of the year, required

Saturday School or after school program for students who have failed to show

proficiency or complete the required work. (potential for new initiatives)


Through the creation of a math intervention specialist/coach, students below proficient will

be identified for an intervention support program, This program along with in-class

coaching focused on in-class intervention and support, we will see an increase in math skills

by 75% if the identified students as reported by the achieve assessment given three times

throughout the year.

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CONTENT AREA: MATHEMATICS


30 to 50% of students Basic computation skill often also affects students’ ability to succeed in mathematics. Some of these skills include mastery of efficient

algorithms for addition, subtraction, multiplication and division, as well as basic understanding of fractions and decimals, and/or they are reliant on methods

that are too time-consuming. Lack of fluency simply makes if very difficult to get correct answers or persist through multi-step problems. Entering

Computation Assessment2 scores showed that many students enter with poor mastery of basic computation skills. Students who have mastered less than

70% of the prior basic skills may not have sufficient prior knowledge to succeed in learning the new grade level standards.


Problem of Practice Part 1: How can we best support the core group of 25-30% of students who struggle to achieve basic mastery of mathematics? In

particular, what additional strategies and supports will address not only students’ lack of prior knowledge, but also impact the compounding factors (such as

failure to do homework, lack of study skills, motivation, overall problem solving skill, etc.)?

By setting in place an organized system of support that includes the following elements, we believe the number of students in this high-risk category will be

reduced.



Through the creation of a math intervention specialist/coach, students below proficient will be identified for an intervention support program, This program

along with in-class coaching focused on in-class intervention and support, we will see an increase in math skills by 75% if the identified students as reported

by the achieve assessment given three times throughout the year.

2 Note: This test is given within the first few weeks of school, so may be partly explained by the typical summer backslide.

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Differentiated instruction

and spiral review in

regular class work and

homework.

PROFESSIONAL

DEVELOPMENT

USE OF RESOURCES

ASSESS PROGRESS

1. Fidelity of Implementation:

2. Desired Student Outcomes:

TIMELINE

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Small-group (max 5)

instruction for “at-risk”

students, focused on gaps

in knowledge of number,

operations, pre-algebra,

and problem solving. This

will be taught outside

regular class time by a

licensed mathematics

teacher twice. (new

initiative)

Ongoing homework help:

All students should have

daily access to an

organized homework help

center with professional

staffing.

Systematic use of

computer-based practice.

Understanding

rigor/high

expectations and

differentiated

instruction

Intervention

strategies for in

class use

On-line and

computer based

tools and supports

1.

Summer work for development of intervention

program.

Identify students that require intervention

Implement intervention program

Assess students success

2.

75% of the students identified for intervention will

show improvement in each of the strands as

assessed on the achieve assessment

Summer 2013

Spring 2013

Fall 2013

September, January,

June 2013-2014

Academic Goal: Science

SUMMARY OF DATA ANALYSIS Which of your students are struggling, and what are they struggling to learn or to be

able to do?

Objectives/ Strands Grade 5

Maximum Points

All Students Percent Correct

State Average Percent Correct

Difference

Science & Technology 54 59 65 -6

Science Multiple Choice 38 68 73 -5

Science Open Response 16 40 46 -6

Physical Sciences 14 62 67 -5

Life Science (Biology) 16 60 68 -8

Earth & Space Science 16 57 61 -4

Technology/Engineering 8 58 62 -4

Objectives/ Strands Grade 8

Maximum Points

All Students Percent Correct

State Average Percent Correct

Difference

Science & Technology 54 62 62 0

Science Multiple Choice 38 70 70 0

Science Open Response 16 42 44 -2

Physical Sciences 14 59 60 -1

Life Science (Biology) 13 64 60 4

Earth & Space Science 13 31 61 0

Technology/Engineering 14 63 66 -3

Our 2012 PPI data clealy shows that our high needs students are struggling the

most since their CPI dropped 7.1 points. We believe this is because the science

content needs to be more relevant for then and the curriculum needs to be

differentiated to meet their needs.

PROBLEM OF PRACTICE

If the content is more relevant and differentiated and if higher needs students receive more targeted support in science, their achievement data will improve

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Science Smart Goal: The three Science teachers will work together to design lessons and good instruction to

develop student’s ability to write open response questions dealing with scientific topics and

assessments. Teachers will develop and share rubrics they create and share with students

outlining what makes a good science open response and students will be given three

assessments using open response questions and graded according to the rubric to develop

these skills. Results from this work should increase our student’s scores on open response

assessments by 40%.

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CONTENT AREA: SCIENCE





The three Science teachers will work together to design lessons and good instruction to develop student’s ability to write open response questions dealing

with scientific topics and assessments. Teachers will develop and share rubrics they create and share with students outlining what makes a good science

open response and students will be given three assessments using open response questions and graded according to the rubric to develop these skills.

Results from this work should increase our student’s scores on open response assessments by 40%.


PROFESSIONAL

DEVELOPMENT

USE OF RESOURCES

ASSESS PROGRESS 1. Fidelity of Implementation


TIMELINE

1.

2.

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Goal: School Climate

SUMMARY OF DATA ANALYSIS Summary of Data:

All students from RAUC took a school climate survey. Results of this survey are attached.

Students report feeling safe in school, feeling respected by teachers and the principal.

Students did report that the advisory period is not always used to in the best way.

Observations and results from the Nancy Brigham report also are in line with results of our

survey that indicate the our students feel safe in school and have good relationships with

their teachers.

IDENTIFIED PROBLEM With the move to the new Upper Campus, not all administrators, teachers and support

staff have been trained in the Developmental Design model and curriculum and activities

used doing the advisory period have not been planned out across grade levels or building.

SMART GOAL 100% of Rindge Avenue Upper Campus administrators, teachers and support staff will be

trained in Developmental Design I between August 2013 and June 2014. Additionally, 5

teachers/administrators will be trained in Developmental Design II. Instructional Teams will

use common meeting time to create a monthly calendar of activities and curriculum that all

grade level advisors will use. This grade level calendar will be shared with all faculty and

staff in the Rindge Ave. Upper Campus.

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IMPROVEMENT AREA: SCHOOL CLIMATE

IDENTIFIED PROBLEM: School based

CONNECTION TO DISTRICT GOALS Build a safe, supportive and nurturing environment in all schools. Relationships and Culture: Implement, Developmental Designs and the Upper School Advisory Program.


Decrease number if discipline related suspensions by 20%

Decrease number of Discipline related office refferals for minor infractions by 20%

Reduce bullying , sexual harassment and cyber-bullying in grades 6-12 by 5% as shown on the Middle/Teen Grades Health Survey(MGHS/THS)

Increase number of students in grades 6-12 who report that there is an adult a their school with whom the feel safe talking to (as shown in MGHS/THS)

INSTUCTIONAL

STRATEGIES

PROFESSIONAL

DEVELOPMENT

USE OF

RESOURCES

ASSESS PROGRESS

1. Fidelity of Implementation


TIMELINE

1. Improve academic

achievement and school

climate by implement ing

R/DD practices

throughout school.

Improve academic

achievement by

increasing school stragety

through the

implementation of DD-

based bullying

intervention strategies.

Improve academic

achievement by

increasing parent/ school

collaboration through the

inclusion of DD proctices

in parent meetings

1. District R/DD weeklong

summer workshops

2. School based after-

school workshop utilizing

the DD prof dev kits.

1. Fidelity of Implementation

Increase the number of teachers trained in DD1

Increase the number of teachers trained in DD2

Include feedback on use of DD proctices in Teacher

Observation feedback

2. Improved student Outcomes

Decrease number of discipline related suspensions

Decrease number if discipline related office

referrals for minot infractions

Reduce bullying, sexual harassment and cyberbullying

in grades 6-12 by 5% as shown on the Teen/Middle

Grdes Health Survey

Increase number of students in grades 6-12 who

report that there is an adult at their school with

whom they feel safe talking to (as shown in

THS/MGHS)

Middle Grade Health

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Professional Development: After careful review and discussion with the faculty, it is clear that the teaching and instructional practice at the

Rindge Avenue Upper Campus falls in line with the findings of the N.B.A. report. As documented by our student

survey, students overwhelming safe at school (91%), feel respected by their teachers, (84%), feel respected by

the principal (82%). Clearly the Rindge Avenue Faculty is successful with the relationship part of the report.

Focus on the elements of rigor; high expectations for all students and instruction practice around differentiated

instruction are elements that need to lead our professional development plan.

Already in place at RAUC:

Daily common meeting time for teachers

Expectations that all teachers have learning objectives displayed in their classroom in addition to learning outcomes and essential questions, use discuss these with students in class.

Weekly sharing of lesson overviews including assessments and how they will differentiate their lesson.

Beginning work with “The Right Question”- on professional development on having students asks more high-level questions.

Using the following text as resources, a professional development plan for the coming school year will be

developed by the principal with assistance from the Instruction coaches and curriculum leadership.

Leadership for Differentiating Schools and classrooms, by Carol Ann Tomlinson and Susan Demirsky

Rigor is not a four-Letter Word, by Barbara R. Blackburn

Rigor in Your School, a Toolkit for Leaders, by Ronald Williamson and Barbara R. Blackburn

How to Differentiate Instruction in a Mixed-Ability Classroom, by Carol Ann Tomlinson

Differentiation in Practice, Grade 5-9, by Carol Ann Tomlinson and Caroline Cunningham Eidson

Additional outside professional development opportunities will be sought out under the topics of academic

rigor, High Expectations, Differentiated instruction and scaffolding and teachers sent to these opportunities with

the expectation that they bring back new skills and knowledge and share it with the staff.

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School Council/Faculty Approval

RAUC School Improvement Plan

School Site Council

The RAUC School Improvement Plan was shared with the RAUC School Site Council in the spring of 2013. All

council members supported the plan. Updated goals and use of the School Improvement Funds was shared with

the council at our October 2013 meeting

Member

Joyce Garber Parent

Kelly Matthews Parent

Vacant seat to be filled Parent

Gina Ota Teacher

Jason Everhart Teacher

Ashley Mason Teacher

Paul Toner Community Member

Ralph Watson Principal

RAUC Faculty Approval

The RAUC School Improvement Plan was shared with the RAUC faculty in late spring 2013. The plan was

reviewed with teachers during grade level meeting time, in addition to a faculty meeting. Updated information

and MCAS data was shared with the faculty as well as updated information on how the school improvement

funds are being used were shared with faculty at the November early release day workshop.

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Appendix

The appendix should include any data analysis that the school

wishes to include. In addition, Title 1 schools should include

additional Title I requirements.

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Documents

2014 School Improvement Plan