Case Study 2011 Russell

8/6/2019 Case Study 2011 Russell

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CASE 42ndAnnual Convention

Expecting and Delivering Excellence in the Middle Grades

School Name:

y Charles M. Russell Middle School of the Performing Arts and Sciences

School Location and Contact Information:

y 3825Montebello Dr.

y Colorado Springs, CO80918

y 719-328-5202

y Julie Williams, Principal, [email protected]

School Demographics:

Number of Students Percent*

Total Enrollment 758 -

Male 389 51.32%

Female 369 48.68%

American Indian or Alaskan Native 9 1.19%

Asian or Pacific Islander 11 1.45%

Black or African American 47 6.20%

Hispanic or Latino 190 25.07%

White not of Hispanic Origin 443 58.44%

English Language Learners 33 4.35%

FRL 364 48.02%

Special Education 65 8.58%

School Achievements:

y In 2005-2006, Russell Middle School received an Overall AcademicPerformance Rating of Average with an Improvement status in AcademicGrowth of Students.

y In 2006-2007, Russell Middle School received an Overall AcademicPerformance Rating of High with an Improvement status in AcademicGrowth of Students.


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y In 2006-2007, Russell Middle School implemented the Gateway toTechnologyprogram, an exciting middle level, tech-rich pre-engineeringprogram in 6th, 7th, & 8th grades.

y During the school year 2005-2006, Russell Middle School became a D-11

Response to Intervention pilot site; RMS staff has been trained, implementeda successful Response to Intervention pyramid of interventions, andimbedded a problem-solving process into the team structures of the school.

y During the school year 2007-2008, Russell Middle School has become aPositive Behavior Supports (PBS) school; staff were trained in August, 2007and have fully implemented PBS program to improve culture and climate inthe school by frontloading the positives.

y During the 2007-2008 School year, Russell Middle School was designated aColorado Trailblazer School to Watch.

y 2007 through 2010, Russell Middle School achieved Higher Achievementand Higher Growth on the Colorado Growth Model.

y 2008-2009, Russell was designated an exemplar site for PBiS and RtI inColorado Springs School District 11.

y 2009-2010, Russell was designated a best practices site for PBiS and RtI inColorado Springs School District 11.

y From the 2008-2009 school year to the 2009-2010 year, Russell had a

reduction of discipline referrals by 13%.

y During school year 2009-2010 and 2010-2011, Russell Middle School wasdesignated a Colorado School ofCharacter.

y During the 2010-2011 School year, Russell Middle School was re-designateda Colorado Trailblazer School to Watch. The only middle school in Colorado.

Please Share 2-3 concrete strategies that can be used by other middle schools to

replicate your schools success.

Our school has concentrated on the 5 Rs of Rigor, Relevance, Relationships, Respect

and Responsibility by embedding RtI, PBiS, and Character Education into our day.


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Strategy #1 Integration of RtI, PBiS, and Character Education

y 6 years of RtI and PBiS implementation have developed into a melded

system. We strive to take the student from where they are with extrinsicrewards to an intrinsic attitude as they leave for high school. Several

approaches to Character Education have been tried with the embedding ofPower2Achieve tools by The Institute for Excellence and Ethics into every

classroom as the most successful approach.

y Russell Middle School in Colorado Springs, Colorado, has been successfullyimplementing RTI for academics and behavior for several years. Listen to

former Principal Swift and the Russell staff in 2009 as they discuss their

success and their challenges as well as critical RTI issues like scheduling,

problem solving, and student involvement.

http://www.rtinetwork.org/professional/virtualvisits

y Russell ROCKS Citizenship Rubric below.

Strategy #2 Rigor through:

y Goal-Setting by each student-Every student meets with their teachers todiscuss CSAP and MAP (Measures of Academic Progress on-line tests taken 3

times per year in Reading, Language Usage and Math) several times per year.

Students set goals and chart their progress through formative testing. Prior

to the student/teacher meetings, teams of teachers meet to discuss each

students data and their needs.

y Advanced Classes and Tier II Classes in Four Core Areas- Each studentsdata is analyzed and student is placed in the appropriate level fluid class.

Successmaker Intervention classes in Reading and Math are also available foradditional support.

y School Wide Common Writing Rubric-4-tiered writing rubric - In allclassrooms, students utilize a common instructional format for proper

sentence development, paragraph writing, short-constructed responses, and

proper essay construction. Through this common instructional approach

around written language across all contents, students practice, master, and

showcase high levels of written performance.See below.

y Writing Co-teaching-Co-teaching occurred with every teacher, in allcontent areas in one year with the Literacy Resource Teacher.


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ROCKS CITIZENSHIP RUBRIC

R O C K S

Respect Ownership Choices Knowledge Safety

5

Student is

almost always

respectful toeveryone,

everywhere,

including

him/herself,

and encourages

others to do the

same.

Student is almost

always aware of

his/her actions

and acceptsresponsibility for

his/her choices

and behavior.

Student

encourages others

to take

responsibility.

Student almost

always makes

mature and

responsiblechoices that

reflect the

values of RMS.

Student

encourages

others to make

positive choices.

Student is almost

always an active

learner and usesopportunities at

school and beyond

to seek as much

knowledge as

possible. Student

encourages others

to do the same.

Student is almost

always aware of

his/hersurroundings,

makes safe

choices, and

encourages

others to

demonstrate safe

behavior.

4

Student is

consistently

respectful to

everyone,everywhere,

includinghim/herself.

Student is

consistently aware

of his/her actions

and accepts

responsibility for

his/her choices.

Student

consistently

makes mature

and responsiblechoices that

reflect thevalues of RMS.

Student is

consistently an

active learner and

uses opportunities

at school and

beyond to seek as

much knowledgeas possible.

Student is

consistently

aware of his/her

surroundings and

makes safe

choices.

3

Student is oftenrespectful to

everyone,

everywhere,

including

him/herself.

Student is oftenaware of his/her

actions and

accepts

responsibility for

his/her choices.

Student oftenmakes mature

and responsible

choices that

reflect the

values of RMS.

Student is often an

active learner and

uses opportunities

at school and

beyond to seek as

much knowledge

as possible.

Student is often

aware of his/her

surroundings and

makes safe

choices.

2

Student is

sometimes

respectful to

others

including

him/herself.

Student is

sometimes aware

of his/her actions

and accepts

responsibility for

his/her choices.

Studentsometimes

makes mature

and responsible

choices that

reflect the

values of RMS.

Student issometimes an

active learner and

uses opportunities

at school and

beyond to seek as

much knowledge

as possible.

Student is

sometimes aware

of his/her

surroundings and

makes safe

choices.

1

Student is

inconsistent inshowing

respect forothers and/or

him/herself.

Student is

inconsistently

aware of his/her

actions and

accepts

responsibility for

his/her choices.

Student is

inconsistent in

making mature

and responsible

choices that

reflect the

values of RMS.

Student is

inconsistent as an

active learner andfails to use

opportunities atschool and beyond

to develop their

knowledge.

Student is

inconsistentlyaware of his/her

surroundings andfails to make safe

choices.

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Case Study 2011 Russell