School Improvement Plan s10

School Improvement Plan September 2016 – August 2017

Barnstable Intermediate School

Mr. James Anderson Principal

Meg Mayo-Brown Superintendent of Schools

Kristen Harmon Assistant Superintendent of Schools

Table of Contents

2 II District Vision

The vision of the Barnstable Public Schools is to provide a common, standards- based educational program that will enable EVERY student to achieve rigorous performance standards in order to graduate college and career ready.

3 | P a g e III School Vision

The Barnstable Intermediate School takes pride in its role as an important bridge for students as they make the transition from elementary education to secondary education on their way to becoming more self-reliant, disciplined, and caring young adults. Students and staff are engaged in rigorous instruction, applying effective effort strategies to reach their maximum individual and collective potential. Students contribute to a positive school climate that promotes a sense of belonging and connection to their school and community. Our success is measured by gains in individual student growth and academic achievement.

IV School Council Roster

This School Council has reviewed and approved the School Improvement Plan

Position and Name

Principal: James Anderson

Staff Rep.: Martha Deusser

Staff Rep.: Stephen Petitt

Parent Rep.: John Cotton

Parent Rep.: Kathy DeManche

Parent Rep.: Rhonda Lockwood

Parent Rep.: Nora Monteiro

Parent Rep.: Jennifer Mullen

4 | P a g e IV School Profile

The 2016-2017 school year will begin Barnstable Intermediate School’s eighth year as Barnstable Public Schools’ home for sixth and seventh grade students. Projected enrollment for the 2016-2017 school year is 746 students; 358-6th and 388-7th. The student population at BIS continues to increase in its diversity. Our student make-up, as self-identified by the students, includes 8% African American, 2% Asian, 9% Hispanic, 1% Native American, and 76% White. 6% of BIS students participate in the school’s English Language Learner classes; 23% of BIS students receive special education services. With 38% of students designated as Low Income, BIS receives federal Title 1 Funding, which provides for students to receive remedial instruction in both Mathematics and Reading.

These children will engage in learning the core subjects of English Language Arts, mathematics, science and history. Students are also provided with instruction in the related arts of technology, music, wellness, physical education, and visual arts. The students receive instruction from a teaching staff that consists of 100% Highly Qualified Massachusetts Certified teachers. The students are assigned to teams of teachers who work together to provide a total school experience that includes field trips and community building social activities.

BIS works to have all students develop individually as part of our overall community. We dedicate time throughout the year to engage in all-school activities intended to build our sense of community and recognize individual accomplishments. Our pursuit is to provide two years of an educational experience that allows for social and academic growth in preparation for the students’ high school experiences.

5 | P a g e 6 | P a g e V School Report Card:

7 | P a g e 8 | P a g e 9 | P a g e Self Assessment of 2015-2016 Little Essential Condition Developing Providing Sustaining Evidence II. Effective School ☐ ☒ ☐ ☐ Leadership III. Aligned Curriculum ☐ ☒ ☐ ☐ IV. Effective Instruction ☐ ☒ ☐ ☐ V. Student Assessment ☐ ☒ ☐ ☐ VI. Principal’s Staffing ☐ ☐ ☒ ☐ Authority VII. Professional Development and ☐ ☒ ☐ ☐ Structures for Collaboration VIII. Tiered Instruction and ☐ ☒ ☐ ☐ Adequate Learning Time IX. Students’ Social, Emotional, and Health ☐ ☒ ☐ ☐ Needs X. Family School ☐ ☒ ☐ ☐ Engagement XI. Strategic Use of Resources and Adequate ☐ ☒ ☐ ☐ Budget Authority

Provide commentary on any condition(s) strongly improved from SY 2014 – 2015 to SY 2015 -2016. With respect to condition X, multiple family/school events were instituted during the 2015-2016 school year. With respect to condition VII, professional development opportunities, including faculty meetings were highly engaging and staff led.

Provide commentary on any condition(s) identified as a priority for SY 2016 – 2017. With respect to condition VIII, additional time has been allotted in the core subject areas for specifically identified students. Data analysis is required to determine the effectiveness of the implemented changes. Time allocated in the 2014-2015 school year for executive functioning assistance requires greater professional development to reach meaningful effectiveness. With respect to condition V, assessments specifically aligned to the curriculum and a process to analyze the appropriateness of the assessments and our student achievement is a priority. With respect to condition III, the creation of curriculum maps is a priority for the 2016-2017 school year.

10 | P a g e VII Action Plan

The Action Plan described below aligns with the initiatives of the District’s MTSS Plan. Schools need to consider how these initiatives are implemented, monitored, and improved upon at the school level. The Action Plans need to contain the following benchmarks:

Benchmark Description Activities Steps to be taken to implement the What actions will you take to ensure that staff will have the capacity to carry out the improvement effort?

List actions you and your leadership team will take to improve the targeted area. Examples include but not limited to targeted PD, focus of CPT/PLC, focus of problem solving protocol, or disaggregated data analysis. Early How will you know if your actions are producing the desired change in Evidence of practice? Change Early Evidence of Change is written as measurable changes in practice of staff members. Examples could be increase in % of lessons that contain rigorous tasks, increase in number of targeted differentiated centers, increase in % of lessons that target academic language, etc. Short Term How will you know if the change in practice is impacting student Outcomes performance measures?

Short Term Outcomes is listed as measurable student performance outcomes. Examples include academic data (e.g., increase in benchmark data by a given %) or SEL data (e.g., decrease in % of students chronically absent). Final Annual targets for student performance outcomes (e.g., PARCC measures Outcomes such as SGP, SEL Data etc.)

11 | P a g e Strategic Objective 1: Enhance the quality and consistency of curriculum through a cycle of continuous curriculum review and refinement in alignment with the 2011 Massachusetts Curriculum Frameworks.

Strategic Initiatives S Activities, Early Evidence of Change, Short-term Outcomes, and Final Outcomes c h o o l - b a s e d

C o n s i d e r a t i o n s Activities: Engage teachers in curriculum review and C  Department leaders will develop a schoolwide PLC calendar to include peer observations, u refinement through common planning, intervention planning, and curriculum writing. Peer observations will have a focus each month professional development, and participation in r r determined by department leaders and reporting forms will be reflective of that focus. One district-level curriculum teams. e PLC each month will be devoted to Intervention Planning, and at least two PLCs each month n will be devoted to curriculum and unit assessment development. tl y H&SS: w th e  One 6 grade PLC will work on revising the curriculum map for World Geography, including 12 | P a g e h lessons on text-based argumentative writing using Geography Mini-Qs from The DBQ Project. a There will be two 7th grade PLCs: one will begin revision of the curriculum map, beginning v with revamping the Unit One assessment to assess more higher-order thinking skills; the e other PLC will create a separate curriculum map for the scope and sequence of Document- a Based Questions. s c  Monthly meetings will be used to continue work of the PLCs. At least one meeting will be h devoted to the vertical integration of the curriculum, particularly regarding the skills around e document-based questions. d u Math: l th th e  6 Grade PLCs will create 6 grade curriculum map and modify common unit assessments. t 7th Grade PLCs will create a curriculum map that includes two additional units: Functions and h Systems of Equations, for the pre-algebra class. a  Monthly meetings will be used to update department members on changes to curriculum t p maps and common assessments. In addition, as information about MCAS 2.0 is released, we r will incorporate that information into our curriculum. o v Science: i  Monthly meetings for Grade 6 will be used to share progress on unit development and d curriculum mapping; Grade 7 will be using department time to continue developing a new unit e s of study based upon the new curriculum standards and practices. f  Grade 6 and 7 Science PLC time will be dedicated to the creation of curriculum maps aligned o to the 2016 MA Science and Tech/Engineering standards. In addition, both grades will modify r common assessments to align with the new maps. w e

e th k  7 grade science intervention focus on climate change with local connections. th l  New 7 grade “Pond Study” unit focusing on the health of the BIS pond and possible green y energy solutions P L ELA: C  Grade 6 and 7 PLC time will be dedicated to the creation of curriculum maps. In addition,

m both grades will modify common assessments to align with the new maps. e  Monthly meetings will be used to update department members on changes to curriculum e maps and common assessments. In addition, as information about MCAS 2.0 is released, we ti will incorporate that information into our curriculum. n g s Early Evidence of Change: 13 | P a g e b  PLC calendar distributed to staff. y d  PLC agendas and meeting notes e  Faculty meeting agendas and staff feedback materials p a  Department meeting agendas and notes rt m Short-term Outcomes: e  Common assessments used within departments that are aligned to revised curriculum maps n that will assess deeper levels of knowledge and critical thinking skills. t. th C  Use of School City’s system of assessments: initial training to take place on November 8 u under a train-the-trainer model. r  Increased ability to use data to prepare students for success on state testing (Math & ELA) ri c  Staff Individual Student Learning and Professional Practice Goals align with SIP. u  Individual Professional Practice goals will reflect the work of the PLCs. l u  Lesson plans that are aligned to the most current maps and demonstrate fidelity to the m curriculum.

C Final Outcomes o  Schools that showed no change as measured by the annual Progress and Performance Index o (PPI) less than 50 will improve to an annual PPI of 50 or above for SY 16-17. r d  Schools that improved but below target as measured by an annual PPI between 50 and 74 . will accelerate their improvement to achieve an annual PPI of 75 or above in SY16-17. P  Schools that scored above or on as measured by an annual PPI of 75 or above will maintain a l a PPI of 75 or above. n a n d r u n t h e s e m e e 14 | P a g e ti n g s . T h e f o c u s o f P L C s t h i s y e a r i s C u r ri c u l u m . S c i e n c 15 | P a g e e s t a n d a r d s f o r g r a d e 6 a n d 7 a r e b e i n g u p d a t e d t o a li g n t 16 | P a g e o n e w

s t a t e s t a n d a r d s . P r e - A l g e b r a c l a s s w il l b e e x p a 17 | P a g e n d e d t o i n c l u d e t w o a d d it i o n a l u n it e t o m a t c h t h e c o u r s e 18 | P a g e p r o v i d e d t o 8 th g r a d e s t u d e n t s a t B H S . E L A

a n d m a t h a s s 19 | P a g e e s s m e n t s n e e d t o b e r e v i e w e d f o r l e v e l o f ri g o r a n d r e v i 20 | P a g e s e d a c c o r d i n g .

21 | P a g e Activities Provide consistent communication vehicles C  Weekly curriculum leadership meetings will be used to align professional development u among and across district-level and school- opportunities to ensure a comprehensive approach to curriculum development and full staff level staff through a variety of networks and r ri understanding of the building approach to curriculum development. vertical teams including school-based teacher c  Google Classroom will be used to access, share and edit curriculum development to ensure teams. u full staff participation and knowledge of current status of curriculum work. l u m Early Evidence of Change t  Curriculum leadership meeting agenda and notes e a Short-term Outcomes m s  Google documents created by multiple staff members that exhibit collegial discussion and i shared ownership of materials. n c l Final Outcomes u  Schools that showed no change as measured by the annual Progress and Performance Index d e (PPI) less than 50 will improve to an annual PPI of 50 or above for SY 16-17. g  Schools that improved but below target as measured by an annual PPI between 50 and 74 will r accelerate their improvement to achieve an annual PPI of 75 or above in SY 16-17. a Schools that scored above or on as measured by an annual PPI of 75 or above will maintain a d PPI of 75 or above. e l e v e l s u b j e c t m a tt e r 22 | P a g e t e a c h e r s a n d c u r ri c u l u m

c o o r d i n a t o r s

23 | P a g e Strategic Objective 2: Build capacity at the school level to consistently design and deliver high quality, rigorous Tier 1 instruction aligned with the Massachusetts Curriculum Standards.

C o n s i d e r a t i o n s Activities Provide support for rigorous planning and S  BIS will create and introduce a consistent formative feedback document for short, informal delivery of consistent instructional c observations that will be used to provide more immediate feedback to teachers and create expectations. h evaluator data for trends in instructional concerns. o  Department leaders will collect and monitor lesson plans to ensure that appropriate o instructional techniques are being developed and implemented for lessons. The lesson plan l template will be revised to create inclusion of the three part objective. b a  BIS Leadership team will create a plan to include instructional learning opportunities during s faculty, PLC and department meetings. 24 | P a g e e d  Leadership team will create a schedule for PLC time that includes: i A) one week a month for teacher classroom visits with assigned focus to promote sharing of n best practices and instructional conversations between staff s t B) One week a month for the planning of intervention. r C) 2 Weeks a month for PLCs focused on curriculum writing u  Provide support for the incorporation and expansion of technology driven instruction by c providing colleague driven sharing of best practices and P.D. opportunities. ti o n a Early Evidence of Change l  Documentation of classroom visits by all members of the building leadership team. f e  Faculty meeting agenda that includes evidence of introduction of the newly created e formative feedback tool. d  Department meeting agenda that includes evidence of introduction of newly created b template for lesson plan that includes three part objective. a  Schedule of PLC meeting focus. c th k  Schedule of 6 grade classroom IPad lessons t a k Short Term Outcomes e  Increased display and inclusion of three part objective in lessons as documented by formative s feedback tool. t  Ability to use formative feedback data to address instructional concerns h r Final Outcomes e  MCAS scores meet CPI Growth Targets for Math, Literacy, and Science for all grade levels. e f  0% Increase in students scoring advanced in Math, ELA, and Science (as applicable). o  10% Decrease in students scoring in Math, ELA, and Science (as applicable). r m s : f o r 25 | P a g e m a l o b s e r v a ti o n s b a s e d o n t h e e d u c a t o r e v a l u a ti o n 26 | P a g e f o r m a t, f o r m a ti v e f e e d b a c k f o r m s t h a t p r o v i d e ti m e 27 | P a g e l y f e e d b a c k a n d d i s c u s s i o n o p p o r t u n it i e s , a n d d i 28 | P a g e s t ri c t w a l k t h r o u g h s .

Provide support to teachers to deliver rigorous S Activities Tier I instruction. c  Leadership team members will utilize the multiple manners of observation to provide feedback h to teachers regarding their instructional practices. Leadership team members will utilize o opportunities to model instructional practices. o l  Leadership team will plan professional development opportunities that facilitate this objective, b using faculty and department meetings as well as district P.D. days. a  Coordination with Gateway and Title One departments to maximize support opportunities s within the general education classrooms to promote the incorporation of higher order thinking e activities by general education teachers d i n Early Evidence of Change s  Faculty and Department meeting agendas that include evidence of instructional support items t  Completed observation feedback reports that include feedback focused on the delivery of r rigorous tier 1 instructional methods. u c  Teacher schedules that reflect the “push-in” model of support. ti o Short Term Outcomes n  Inclusion of a greater variety of instructional practices by teachers, documented through 29 | P a g e a formative observation forms, including those that have been shared by leadership team l members through P.D. and direct individual observational feedback. f  Increased student engagement as measured by walkthroughs and observations e e Final Outcomes d  MCAS scores meet CPI Growth Targets for Math, Literacy, and Science for all grade levels. b a  0% Increase in students scoring advanced in Math, ELA, and Science (as applicable). c  10% Decrease in students scoring in Math, ELA, and Science (as applicable). k t a k e s t h r e e f o r m s : f o r m a l o b s e r v a ti o 30 | P a g e n s b a s e d o n t h e e d u c a t o r e v a l u a ti o n f o r m a t, f o r m a ti 31 | P a g e v e f e e d b a c k f o r m s t h a t p r o v i d e ti m e l y f e e d b a c k a n 32 | P a g e d d i s c u s s i o n o p p o r t u n it i e s , a n d d i s t ri c t w a l k t h r 33 | P a g e o u g h s . O t h e r s c h o o l b a s e d o p p o r t u n it i e s t o s u p p o 34 | P a g e r t i n s t r u c ti o n i n c l u d e P L C , d e p a r t m e n t, a n d f a c u lt 35 | P a g e y m e e ti n g s .

36 | P a g e Strategic Objective 3:Create and embed systems for a multi-tiered system of support to meet the academic and social- emotional needs of all students.

C o n s i d e r a t i o n s Activities Support schools to develop and sustain a three  Schedule a peer tutoring service on Wednesdays after school, using BHS National Honor tier model of instructional delivery and social- Society students, to provide assistance to students who demonstrate need; late buses will be emotional learning. provided for all students who attend these sessions.  Approval and promotion of coursework and conference attendance for instructional staff for classes focused on Differentiated Instruction that specifically support staff growth in providing tier 2 and 3 interventions directly in the classroom.  Approval and promotion of coursework and conference attendance for student services staff for classes focused on the implementation of schoolwide PBIS and SEL programs. 37 | P a g e  Implementing a schedule that allows for intervention practices including the replacement of enrichment classes with academic support classes for students who demonstrate need in any report card category.  Reconfigure student services meeting to follow the problem solving model and MTSS practices to determine placement of students into tier two and three social-emotional classes.  Administration will construct a behavioral intervention model that promotes positive behavior and creates a comprehensive response to unwanted behaviors. The model will be shared with all staff to ensure fidelity of practice throughout the building.

Early Evidence of Change  Agendas of student support meetings  Reporting forms from peer tutoring service  Approved staff Conference Request forms for classes on D.I. and SEL.  Faculty meeting agendas that provide evidence of behavioral intervention training for staff.  Amended student schedules that include instructional class assignments.

Short Term Outcomes  A 10% or greater increase in the percentage of students who score 3 or above in Effective Effort and Conduct scores from the first trimester report card to the third trimester report card  A 10% or greater increase in the percentage of students who score 75 or above for Content and homework scores from the first trimester report cards to the third trimester report card.

Long Term Outcomes  MCAS scores meet CPI Growth Targets for Math, Literacy, and Science for all grade levels.  0% Increase in students scoring advanced in Math, ELA, and Science (as applicable). 10% Decrease in students scoring in Math, ELA, and Science (as applicable).

Activities Provide differentiated support to students C  Review of available research based SEL programs to determine appropriate program for tier u based on identified academic and/or social- 1, 2, and 3 interventions. emotional needs. r r  Through use of the problem solving model at student services meetings, determine student e need and provide for interventions that may include enrollment in SEL tier 2 and 3 n intervention lessons. tl 38 | P a g e y  Analyze assessment results between standard and intervention classes to determine p effectiveness of program and to make recommendations for instructional practices. r o v Early Evidence of Change: i  Amended student schedules that include SEL tier 2 and 3 intervention participation d Student service meeting agendas and meeting notes. e  a d Short term Outcomes d  10% decrease in scoring gap between students receiving intervention support and it classmates on common unit assessments. i o  10% reduction of student recidivism with behaviors as compared to conduct data from the n 2015 – 2016 school year. a  A 25% reduction in special education referrals compared to the 2015 – 2016 school year. l ti Long Term Outcomes m e  MCAS scores meet CPI Growth Targets for Math, Literacy, and Science for all grade levels. f  0% Increase in students scoring advanced in Math and ELA o r  10% Decrease in students scoring warning/failure in Math and ELA i n s tr u c ti o n f o r t h e s t u d e n t 39 | P a g e s t h a t d e m o n s tr a t e d n e e d

40 | P a g e Strategic Objective 4: Implement a comprehensive assessment and decision-making system to guide instructional practices.

C o n s i d e r a t i o n s Activities Develop and support the problem solving A  A schedule will be created and shared to replace one special education meeting per month lt protocol to provide a consistent decision- with a guidance/administration meeting. This meeting will be used to implement the problem making system district-wide. h o solving protocol around students who are posing an academic or behavioral challenge on u team. g  BIS will implement the use of the problem solving model during student service and guidance h meetings to educate staff with actual practice on the protocols. t h  Direct instruction of the ICEL and RIOT applications will be shared with the faculty. e 41 | P a g e s Early Evidence of Change t  Student support and guidance team meeting agendas a ff  Faculty meeting agenda that documents the training of the ICEL and RIOT protocols h a Short Term Outcomes s A 25% reduction in special education referrals compared to the 2015 – 2016 school year. b  e e Final Outcomes n  PARCC scores meet CPI Growth Targets for Math, Literacy, and Science for all grade levels. tr a  0% Increase in students scoring advanced in Math and ELA i  10% Decrease in students scoring warning/failure in Math and ELA n e d i n t h e M T S S

p r o b l e m

s o l v i n g m o d 42 | P a g e e l, c u r r e n tl y t h e M T S S

s p e c if i c p r o b l e m

s o l v i n g m o d e l 43 | P a g e h a s n o t b e e n i n t e g r a t e d i n t o B I S ; h o w e v e r, t h e r e a r e m u 44 | P a g e lt i p l e m e e ti n g s e tt i n g s t h a t o ff e r o p p o rt u n it i e s t o i n tr o d u 45 | P a g e c e t h e p r o t o c o l s t o s t a ff . Activities Develop and support a comprehensive C  With support from the district, BIS staff will be trained on the assessment program, u assessment system to provide educators with SchoolCity. data to inform instructional decision-making. r r  Department and PLC meeting time will be dedicated to the creation of common unit e assessments in all departments. n tl Early Evidence of Change y B  Agenda for professional development that includes SchoolCity. I  Department meeting agendas that demonstrate evidence of work toward the creation of S common unit assessments.

u  Lesson plans that include the implementation of common assessments ti li Short Term Outcomes z  Improved ability to accurately place students in academic support classes e s t Final Outcomes h  PARCC scores meet CPI Growth Targets for Math, Literacy, and Science for all grade levels. e  0% Increase in students scoring advanced in Math and ELA A i  10% Decrease in students scoring warning/failure in Math and ELA 46 | P a g e m s W e b p r o g r a m

w it h s p e c i a l e d u c a ti o n s t u d e n t s a n d h a s 47 | P a g e a s y s t e m

o f c o m m o n u n it a s s e s s m e n t s w it h a v a r y i n g d e g r 48 | P a g e e e o f c o m p r e h e n s i v e n e s s b e t w e e n d e p a rt m e n t s .

49 | P a g e VIII High Priority SIP Initiatives

Identify 2-3 high leverage strategic initiatives that you are prioritizing for the upcoming year. Fill out the below detailed timeline. Fill out a timeline for each high leverage strategic initiative you will be prioritizing.

Strategic Initiative 1 Provide multiple professional development opportunities that focus on curriculum map creation.

Quarter Activities to Achieve the Outcomes Lead Start and Evidence of Resources Needed for the Initiative Ending Effectiveness Timeframes

Leadership group to design a yearlong School Summer 2016 Creation of schedule of agendas for PLCs, Leadership through June curriculum maps department, faculty, and P.D. Team 2017 meetings. Summer curriculum work opportunities

Strategic Initiative 2 Objective 4: Implement a comprehensive assessment tool that will provide data needed to inform decision making. Quarter Activities to Achieve the Outcomes Lead Start and Evidence of Resources Needed for the Initiative Ending Effectiveness Timeframes

Professional Development on district School Fall 2016 Use of the data District provided assessment provided assessment management Leadership through June analysis management tool tool Team 2017 features in (SchoolCity) and Professional School City to Development for staff in the inform use and management of said curriculum, tool. instruction and assessment 50 | P a g e Strategic Initiative 2 Objective 4: Implement a comprehensive assessment tool that will provide data needed to inform decision making. Quarter Activities to Achieve the Outcomes Lead Start and Evidence of Resources Needed for the Initiative Ending Effectiveness Timeframes practices.

Strategic Initiative 3 Create a positive and supportive school climate that promotes individual, interpersonal, and academic wellness.

Quarter Activities to Achieve the Outcomes Lead Start and Evidence of Resources Needed for the Initiative Ending Effectiveness Timeframes

Re-design the behavioral intervention Student Support Summer 2016 Decrease in Support from Dr. Hurley in the process. Team through June negative analysis and implementation Continue to enhance the PBIS system 2017 behaviors of SEL program. in place at BIS.

51 | P a g e