Report to the School Board - Hopkins High School...Report to the School Board Hopkins West Junior High Strategic Plan April 2011 Report Prepare by d Dr. Shirley Gregoire Overview The

Excellence. Every School. Every Student. Every Day.

Report to the School Board Hopkins West Junior High Strategic Plan A p r i l 2 0 1 1 R e p o r t P re p a re d b y D r . S h i r l e y G re g o i r e

Overview The West Junior High Site Plan supports the values, mission, and objectives of Hopkins Public Schools. A representative group of 30 stakeholders, including staff, students, and parents met on February 20, 2011, with facilitators Dr. Nik Lightfoot and Dr. Diane Schimelpfenig to review West Junior High’s progress in supporting the direction of the Hopkins Public Schools. The work accomplished over the duration of the previous plan resulted in numerous areas of increased achievement. The Writing Grad test results reflected the success of the program in terms of both the overall achievement levels (98.9% pass) and in terms of eliminating the achievement gap (97.7% pass). Overall achievement scores on four (Math G8, Reading G7, Reading G8, and Science G8) of the five MCA tests reflected an upward achievement trend. The Math G7 test had mixed results over the period of the previous plan. The achievement gap has been generally closing for the African American sub-group. The Hispanic sub-group scores reveal an area on which to focus. The Explore Test indicator also pointed to increased achievement levels. These results point to the strength of the teaching staff, support staff, and commitment of West Junior High, and are to be celebrated. As West Junior High looks toward the future in setting a strategic path, closer attention was given to the level of challenge for all students, 21st century skills, and global competency while still ensuring support is in place for all students. In addition, West Junior High is re-examining the spirit of community within the school building, and partnerships with our parents.

Hopkins West Junior High Strategic Plan 2

The resulting West Junior High Strategic Plan 2011-2013 cites two strategies — Achievement and Community. Each of these strategies has associated tactics listed along with identified professional development and design needs. Because we believe equity work is a deep-seated value of all staff and is pervasive in all we do, West Junior High has closely linked our Equity focus to specific components of the West Junior High Strategic Plan with an eye to equity and cultural competence. These are noted specifically in the plan along with identified staff training in the area of equity. Hopkins West Junior High is proud of our past achievements, and excited about the promises of the future as we continuously strive to improve programming so all students are challenged and supported. Primary Issues to Consider This report is submitted to the Hopkins Board of Education to provide an annual update on the strategic planning work at Hopkins West Junior High Supporting Documents Attached to this summary you will find a narrative description of the site planning process, the school profile, and relevant assessment information.


Hopkins West Junior High Mission West Junior High is a caring adolescent-centered community Ensuring equity Striving for excellence Taking responsibility for self in school, family, and community By engaging in exploratory learning that is challenging, relevant, dynamic, and designed for success

Hopkins Public Schools Mission Serving a community rich in culture and diversity, the Hopkins Public Schools develops in all students the skills, knowledge, and passion for lifelong learning.

Hopkins Public Schools Values Excellence Partnership Inclusion Equity Innovation Fiscal Responsibility


Hopkins West Junior High School Site Plan Review

Facilitators: Dr. Nik Lightfoot Dr. Diane Schimelpfenig Planning Team Members: Staff: Kelly Anderson Paraprofessional / JHIC Member* Amber Augustin ALC - Area Learning Center Teacher Danielle Bogucki Health Department Laurie Callies Science Department / JHIC Member* Katie Dickerson Art Department Marquita Fox Equity and Integration Specialist Norah Garrison Social Studies Department / Equity Team Chair Shirley Gregoire Principal Regina Johnson Math Department Chair / Challenge Leanne Kampfe Music Department Vaughn Kardashian Industrial Technology Department Tim Larsen Associate Principal Todd Lescarbeau Social Studies Department William Lewis World Language Department Sue Nefzger Family and Consumer Sciences Department Jen Poncelet Language Arts Department Robin Price Media Department / JHIC * Anne Sateren Social Studies Department / JHIC* Sara Speicher AVID / Reading Department / Technology Integration Specialist Jeanne Stroud Administrative Coordinator Jill Tigner Parent Volunteer Coordinator Martha Van Tassel Physical Education Department Julie Walthour Reading Department / Literacy Coach Patricia Wigness Special Services Coordinator Parents: Nada Sarraf-Knowles (Gr 7- son) Tina Soumare (Gr 8- son) Lori Weissman (Gr 9- son) Students: Tim Bergeland Grade 9 Juwan Jessup Grade 8 Catherine Retica Grade 7 * Junior High Improvement Committee


Overview: Strategies/Tactics 2008-2010

Strategy: Achievement

Actions taken: Literacy - Math, Reading, Technology (2008-2010) Tactic 1: Identified Needs

Classes or Programs for Identified Needs: o Intervention Classes in Reading, Writing, and Math o Assurance of Mastery (AOM) Program o Working to Improve Success for Everyone (WISE) o WJH Summer School Programming - Zoom, Step-Up and Boost o Study Skills Goals Lab

Identification: Fall Child Study (academic review of all students) Research: Explored Response to Intervention Program (RTI) Institutionalized: Culturally relevant instruction to engage students of color

Tactic 2: Literacy for All

Direction Setting:

o Data Retreat - Analyze results, set goals and direction o Analysis of NWEA/MAP and i-cue/Cognos to assess, place, and

monitor student achievement o Personal Learner Conferences establishing goals for learning

Application of Teaching Strategies: o NUA Literacy Strategies used across content areas o Thinking Maps strategy implemented o Focus on Bloom’s Taxonomy- higher order thinking o Use engaging strategies for vocabulary instruction and content reading o Differentiated text in content areas o Sustained Silent Reading in Goals Labs

State Testing: o Focus on constructed response for state testing o Provide practice opportunities for MCAII Reading during language

arts, science, and social studies classes o Provide curriculum-based MCA II reading practice materials


Tactic 3: A Culture of Literacy

Literacy Visibility:

o Get Booked Posters o Reading and Media Center staff literacy t-shirts o Media Center book displays o Friday video on lexiles, book selection, student book

recommendations Activities:

o March Madness o Barnes and Noble gift certificates for student recognition o Barnes and Noble Book Fair o Media Center and reading room book collection updates

Technology-based: o Action research on e-readers o Shelfari (individualized on-line web page for staff and students to

browse books)

Tactic 4: Technology (Training and Support)

General Training:

o Technology Learning Communities o Technology Learning Community - Plus o Conference attendance (TIES) o Tech Camp (Summer Training) o Technology training during late starts

Targeted Application Training: o After-school tech camps: Apple Suite, Apps, Moodle o Team-specific training: Calendar, Google Apps, Campus o Google Workshops for Educators o Cognos training and support o Ongoing Moodle first-level support

Alternative Delivery of Support: o Online Courses - Moodle o Student Responders

Tactic 5: Professional Development

Math and Reading:

o NUA West Style (2009-10) o Best Literacy Strategies Differentiated (2010-11) o Late start professional training in reading/writing, literacy coaching,

portfolio review of writing, Tuning Protocol, CARE team o Late start professional training in math literacy o Team collaboration around literacy strategies

Assessment and Interpretation: o Selected staff training in Common Formative Assessment and

Response to Intervention o Assessment interpretation training in preparation for Personal Learner

Conferences


Summary of Results: Achievement 2008-2010 Math

Overall Math achievement improving overall. Indicators: MCA II state tests and EXPLORE tests trend Achievement Gap Black: Gap decreasing. Above state average achievement for Black Race/Ethnicity Hispanic: Gap is widening. Below state average achievement for Hispanic Race/Ethnicity

Reading English

Overall Achievement levels increasing. Reading Indicators: MCAII test and EXPLORE test trend

English Achievement trend mixed. Indicator: EXPLORE test trend Achievement Gap Black: Gap is mixed. Above state average for Black Race/Ethnicity Hispanic: Gap is currently narrowing. Above state average for Hispanic Race/Ethnicity

Writing

Overall: Writing achievement improving - nearing 100% passing. Indicator: GRAD written test trend Achievement Gap Black: Practically non-existent Hispanic: Minimal gap

Science

Overall Science achievement improving. Indicators: MCA II and EXPLORE test trend Achievement Gap Black: Gap remains static. Above state average for Black Race/Ethnicity Hispanic: Gap remains static. Above state average for Hispanic Race/Ethnicity


Results: Technology 2008-2010 Moodle

More than 60 teacher sites established.

Google

All teams using shared forms for tracking student issues. Administration using shared docs for common projects. More than 10 teacher Google sites established. Some use of Google by students to turn in assignments.

Cognos

Counselors and targeted staff used for data analysis.

Podcasts

Several podcasts created for parent communication in registration and initiatives.

Infinite Campus

Adjustment and standardization of use of codes resulting in more consistency in information for parents.

Naviance

All 9th grade students used Naviance to take interest tests. Students used Naviance for research project.

Activeboards

Widespread use of Activeboards in teaching instruction.


Strategy: Equity

Actions Taken: Equity (2008-2010)

Tactic 1: Preparing for Rigor

Pre-AP for all Autonomous Learner Model (ALM) Challenge Program with traditional &

non-traditional identification 9th Grade AVID (Year 2) SOAR after school program

Tactic 2: Preparing for Post-Secondary

Hopkins School Success Program College Fair Week WISE, AVID Pre-AP Bloom’s Taxonomy use in instruction

Tactic 3: Over-Representation Goal

Strategies to reduce over-representation of students both behaviorally and

academically Staff awareness of statistics Re-examining in-school detention vs. out-of-school detention

Tactic 4: Community Building

All-School Community Service Project Project-based community service embedded in classes All school assemblies All-school field trip Bullying program implementation Human Rights Policy grade-level meetings Summer school program – relationship-building with teachers SOAR - connecting students with teachers (coaches) Meetings with parents of color and Equity Team Choice is Yours dinner in Minneapolis

Tactic 5: Changes in Practice and Policy

Teacher recommendation for students of color into ALM or Challenge Use of NUA strategies, literacy across the curriculum AVID, SOAR and WISE programs Examination of discipline referrals

Tactic 6: Professional Development

All-staff equity workshop Mentoring/coaching on specific equity and racial issues Site Equity Team meetings with reflection and discussion Pacific Education Group workshop attendance (WMEP) Assessment of current status through student/teacher interviews conducted

by Principal


Strategies 2011-2013

Achievement Strategy We will focus on core content, learning skills, and instructional tools to promote high rigor and achievement for all learners as we prepare students for success in the 21st century. (Hopkins Public Schools Achievement Strategy) Tactic 1 Ensure all students are academically challenged

Implement Honors classes in grade 9 Social Studies and

Language Arts Pilot flexible grouping in grade 7 and 8 Actively remove barriers to acceleration Monitor B+/A GPA (non-ALM students) for growth Ensure assessment system provides information regarding

academic growth Investigate the International Baccalaureate Program Explore options for expanding AVID Program

Tactic 2 Increase student engagement in the work of school – all blocks/all terms

Re-design grade 7 and 8 Study Time (Goals Lab) Maximize the use of all class time Examine and pilot options for use of Study Time as a

resource to meet goals Implement an Advisory Program

Tactic 3 Engage all students in experiences that use 21st century tools and skills while developing global competency

Expand student use of technological devices for

communication and learning Guide students in moving from paper to paperless personal

organizational management Adjust courses to accommodate new standards in technology

and information literacy Assess current levels of global competency in students Develop and implement strategies to increase global

competency in staff and students

Tactic 4 Strive to close the achievement gap, support identified learning needs, endeavor for balanced representation in honors and support classes

Develop a Response to Intervention Program in Math and

Reading (funding dependent) Review and re-design support structures Communicate and engage parents Ensure WJH can provide seamless curricular transitions with

all elementary feeder programs, e.g., Alice Smith’s reading program

Systematically review transition points streamlining processes for quick, efficient, proper placement

Identify and place students in classes during spring registration


Achievement Strategy: Professional Development and Design Activities (2011-2013)

Tactic 1: Academic Challenge

Honors class research and development Team teaching research and development Examination of ALM programming Research and training on assessment systems Training and investigation of the International Baccalaureate

Program Design development of expanded AVID program Professional Learning Community (PLC) training-

examination of course curriculum

Tactic 2: Engagement

Research and evaluation of various options for Study Time

use Training on instructional design for increased engagement Training for support staff regarding implementation of

changes in Study Time Design and provide training for staff - Advisory program PLC training - study of engagement strategies

Tactic 3: 21st Century/Global

Training in efficient and effective use of technology for

communication with parents and students Professional development in the area of global competency PLC work or training in student use of technology for

learning Training on new standards in technology and information

Tactic 4: Student Support

Design RTI program for math and reading Design a PBIS-type behavioral program (funding dependent) Train staff for implementation of RTI and PBIS-type

program Training in use of assessment data (I-Cue,Cognos, RTI

assessments, formative assessments) for timely, accurate placement using multiple data points

Design analysis of coherence of WJH reading with feeder elementary programming

Systematic review of support systems design structures PLC training - examination of successful strategies Train staff in math literacy across the disciplines


Community Strategy We will build and sustain a responsive and culturally sensitive school community that allows us to inform, connect, and engage all students, parents, staff and surrounding community. (Based on Hopkins Public Schools Communication Strategy) Tactic 1 Parent Communication

Electronic Communication Expansion Ensure parents receive timely student progress information Establish standards for parent/student internet-accessible

class information Provide weekly parent communication (Administration) Ensure WJH website reflects recent and upcoming events Expand on parent portion of website Strategically develop triggers that will encourage parent

access at site (blogs?)

Effective and Efficient Communication Develop and implement a consistent grading scale and

coding Send letters or call parents who do not have web access Review and expand on WJH exposure to grade 6 parents Re-design conferences based on input from parents and

teachers

Tactic 2 Staff Communication

Maximizing Communication Utilizing Technology Use Apps.Hopkinsschools and curriculum repository to

facilitate grade level and content area teacher-to-teacher collaboration

Use Apps.Hopkinsschools to communicate student status between staff members

Utilize SWIS or similar software to track and proactively address behavioral issues

Utilize technical solutions to communicate successful interventions for students through transition points

Policies and Procedures Convene a wellness committee to determine the level of

understanding and implementation of the wellness policy

Tactic 3 Student Community

Utilize technology solutions for improved staff-student

communication Implement the advisory component of the secondary study

(academic support, relationship building, daily managerial details)

Integrate a community service project into the school program

Ensure continued implementation of Bullying Prevention Program


Community Strategy: Professional Development and Design Activities (2011-2013)

Tactic 1: Parent Communication

Staff training on efficient and effective use of Moodle to

ensure parent usage Staff training on complexities of Infinite Campus

Tactic 2: Staff Communication

Expanded training on application of Hopkins Apps Training on SWIS software (behavior)

Tactic 3: Student Community

Research and development of an Advisory program PLC work on Advisory implementation Ongoing training in bullying prevention


Equity - Core Value We are committed to raising the achievement of all learners; creating an environment in which learners of all races, cultures, and socio-economic backgrounds achieve to their fullest potential. We believe equity work is the work of all staff, and touches all we do. Thus, West Junior High has chosen to monitor and focus on specific components of the West Junior High Strategic Plan with an eye to equity and cultural competence. These specific areas will be our focus for the duration of this plan. In addition, we will continue to encourage and nurture courageous conversations about equity as we strive to meet the needs of our staff and learners. Focus 1 Achievement Strategy Tactic 1: Academic Challenge Tactic 4: Student Support

Establish baseline data of participation in Honors and

Flexible Grouping classes by student populations Examine why students chose to register for advanced

classes Ensure there is a plan for promoting under-represented

student registration in advanced classes — begin in Term 2 Monitor results and decisions of Tactic 4 (student support)

through the lens of under-represented students

Focus 2 Community Strategy Tactic 3: Student Community

Examine the configuration of the advisories through a

cultural lens Monitor the conversations and participation in the advisory

activities to notice if all students feel part of the group Note and assist in guiding conversation which may be

sensitive to specifics groups of students

Equity: Professional Development and Design Activities (2010-2013) Focus 1: Academic Challenge Student Support

Honors class research and development through the lens of a

spectrum of cultures Team teaching (for flexible group classes) research and

development through the lens of a spectrum of cultures Research and training on assessment systems with a focus on

examining data of sub-groups Training and investigation of the International Baccalaureate

Program with a lens of access and cultural competence PLC training - examination of course curriculum PLC training - examination of supports and skill deficiencies

in under-represented student populations Training on addressing achievement gap focusing

specifically on our Hispanic population

Focus 2: Student Community

PLC work on addressing difficult topics in Advisory conversations

Additional training as identified through PLC process

HOPKINS JUNIOR HIGH SCHOOL PROFILE

West Jr Hiqh School

The Hopkins iunior high schools are three-year middle-tevel programs that serve 1750 students within a unique gradeconfiguration: 7-9. This design fosfers the intetlectuat, social, physical, and emotional devetopment of early adolescence.Sfudenfs are divided into interdisciplinary gradelevel teams, which make large schoo/s seern smaller and enhancestaff relationships. Hopkins'iunior high studenfs are offered a strong academic core program with ample opportunities forexploration in areas such as technology education, world tanguages, physicaleducation, visual arts, drama, etc. The focus lson high expectations for all sfudenfs with a commitment to reach his or her potential. The breadth of the curriculumsupported by state-of-art facilities, particularly in the areas of science, technotogy, and media. Both junior high schootsbeen recognized by the Department of Education as National Schoo/s of Excellence; in addition, in 2001, both schootsrecognized by the National Association of Secondary School Principals as the two of the 100 "highty successfu/" middteschoo/s in the nation.

of Sfudenfs Grader@

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of Students Eligible for Free or Reduced Lunch Wfr45o I

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