Professional Learning Teams

What We Do and Believe Matters!

School Improvement Plan

Port Susan Middle School 7506 267th St. N.W. Stanwood, WA 98292 http://www.stanwood.wednet.edu/PSM/ http://cinco.delgado.googlepages.com/home

Stanwood-Camano School District 2007-2008

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Table of Contents A Quick Look at The School Improvement Plan...... 4 Rationale...... 5 Port Susan Middle School SIP Goals 90 by 09...... 5 Why?...... 5 Defining Professional Learning Teams...... 7 Four Critical Questions of Learning...... 7 PLT Functions for 2007-2008...... 8 9 Characteristics of Highly Effective Schools...... 8 Mission Statement...... 9 School Portfolio...... 10 School Context...... 11 Interventions & Enrichments...... 13 WASL DATA 2006 – 2007 ...... 16 6th Grade WASL Data...... 17 6th Grade Reading WASL Strand Information...... 18 6th Grade Math WASL Strand Information...... 24 6th Grade WASL Scale Information...... 32 7th Grade WASL Data...... 33 7th Grade Reading WASL Strand Information...... 37 7th Grade Math WASL Strand Information...... 43 7th Grade Writing WASL Strand Information...... 51 7th Grade WASL Scale Information...... 53 8th Grade WASL Data...... 54 8th Grade Reading WASL Strand Information...... 58 8th Grade Math WASL Strand Information...... 64 8th Grade Science WASL Strand Information...... 72 8th Grade WASL Scale Information...... 75 DATA Day ...... 76 Webquest...... 79 SMART Goals and Action Plans...... 84 6th Grade Language Arts...... 86 6th Grade Math and Science...... 88 7th Grade Language Arts...... 90

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7th/ 8th Grade Math...... 92 8th Grade Language Arts...... 94 8th Grade Math...... 96 7th and 8th Grade Science...... 98 Health and Fitness...... 100 Social Studies...... 103 Electives...... 105 Building Leadership Team...... 110 Implementation and Monitoring: PLT’s...... 112 90 by 09 This year’s PLT’s...... 114 Collaborative Analysis Protocol...... 117 Why Differentiated Instruction...... 119 Team Feedback Sheet...... 120 Work Cited...... 121 Appendix...... 122

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School Improvement Planning

1 Rationale: Professional Learning Teams

2 School Portfolio

3 WASL DATA

4 SMART Goals and Action Plans

5 Implementation and Monitoring

6 90 by 09: This year’s PLT’s

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7 Works Cited/APPENDIX

Rationale Port Susan Middle School SIP Goals 2007-2008

90 by 09

 Reading WASL Target = 90% proficiency in all grades by 2009  Math WASL Target = 90% proficiency in all grades by 2009  Writing WASL Target = 90% proficiency in all grades by 2009  Science WASL Target = 90% proficiency in all grades by 2009  90% family involvement in all grades by 2009

Why?

For the 2007-2008 School Improvement Plan process, Port Susan Middle School is going to build upon its practice from the last year. In 2006- 2007 we changed our practice from developing a whole school improvement plan to developing Professional Learning Team improvement plans. Why? Recent studies have indicated that most teachers and school leaders are unable to link their professional practices to student achievement because many do not know how their practices influence success (Reeves, 2006). Recent literature suggests that school improvement plans have become ineffective and a waste of time because they have become little more than exquisitely formatted planning documents that cause little change in student learning (Guskey, 2005).

School Improvement plans can create positive changes in student learning if they become more than a document completed by a few people and intimately known by even less. Schmoker (2006) and Reeves (2006) provide several suggestions for essential elements of a school improvement plan that will create immediate and lasting change in the schoolhouse and student learning:

 School improvement needs to be focused on inquiry and focused on the underlying causes of deficiencies and success in student achievement and equity 5 What We Do and Believe Matters!

 Successful school improvement plans recognize implementation is continuous and subject to quantitative and narrative description  School improvement plans need to be monitored and adjusted frequently  Quality school improvement plans ensure follow-up and reflection on instruction and its impact  School improvement plans are to be results-oriented  Effective school improvement plans reinforce a focus on essential common standards aligned with state assessments, providing for a guaranteed and viable curriculum  School improvement plans need to be social to create the best kind of accountability—a deep commitment to the people we know and care about—our colleagues and students  Effective school improvement plans honor and empower teachers and their intelligence, capturing the vast reserves of expertise in any team and school

This year our plan is to continue building on the collaborative skills and processes we established over the past two years. Instead of gathering the entire building together and looking at our achievement trends and making a building wide action plan, we are going to maximize our efforts by continuing our work in Professional Learning Teams.

Using a webquest (http://cinco.delgado.googlepages.com/home) each grade level content area will reflect on their goals and perfomance, analyze their specific data. Each content grade level professional learning team will then create SMART goals and action plans to support student achievement. We then will dedicate every building directed late start Wednesday to support what DuFour (2006) calls strategies for closing the Knowing-Doing Gap. Port Susan Middle School’s focus for this year’s School Improvement Plan is as follows:

 Define our purpose ensuring all students learn rather than all students are taught  Work together collaboratively rather than in isolation  Monitor each student’s learning on a frequent, timely basis  Create systematic interventions that give students extra time and support for learning  Build continuous improvement processes into routine team practices  Create a results orientation by frequently gathering and using achievement data to inform and improve our practice, to establish SMART goals, and to direct team dialogue

To accomplish this we will do the following:  Have teachers work in grade level department professional learning teams 6 What We Do and Believe Matters!

 Have teachers reflect on their SMART goals and actions plans from last year  Have teachers analyze achievement data from the WASL, MAP, and the Healthy Youth survey  Have teachers create SMART goals and action plans using the data  Have teachers build common units using the philosophy of Understanding by Design; specifically focusing on 8-10 essential common outcomes per semester they want all students to learn  Have teachers create and implement four common assessments throughout the school year  Have teachers score the common assessments, reflect on the data, identify and implement improvement strategies, and revise their action plan for student learning  Have teachers examine student work using the Collaborative Analysis Protocol  Have teachers continue working on building their curriculum maps

Defining Professional Learning Teams

Professional learning teams (PLTs) are very similar to Critical Friends Groups (CFGs). They are teams of teachers from the same school, department, and grade level who come together to help each other improve student learning (Sather, 2005). PLTs are goal oriented and maintain an unrelenting focus on student learning. PLTs assume that the needs of every student are not being fully met: This is not any one teacher’s fault but all teachers are responsible for addressing the problem. The driving engine of a PLT is the collaborative team, on which members work interdependently to achieve a common goal for which each team member is mutually accountable (Dufour, Durfour, Eaker, and Many, 2006).

PLT members collaboratively learn and improve practices together by:  Examining and analyzing student achievement and classroom data to make decisions  Selecting specific areas to investigate as a focus for changing practice  Investigating research and best practices  Trying out new strategies or changing existing practices that affect classroom learning  Sharing personal practices and expertise through reflective dialogue, analysis of student work, and observing each other’s classroom practices  Documenting activities and results  Functioning effectively as a team  Focusing on results 7 What We Do and Believe Matters!

 Creating shard understandings  Ensuring that students learn

Four Critical Questions of Learning

In a PLT the following four questions guide the conversations of the entire staff, the collaborative teams, and the day-to day work of teachers in every classroom. We are all encouraged to answer these questions for each unit of study we plan: 1. What is it we expect all students to learn? 2. How will we know when they have learned it? 3. How will we respond when they do not learn? 4. How will we respond when they already know it?

PLT Functions for 2007-2008

BUILDING TEAM NORMS The first step when working in a PLT is to develop the team norms. These are the agreed upon operating principles for working together collaboratively.

DESIGNING UNITS AND ASSESSMENTS The second step when working in a PLT is to design a common unit using the Understanding by Design (UbD) framework, and a common assessment to measure student learning.

EXAMINING STUDENT WORK The final step when working in a PLT is to examine student work to gather more information about student learning and to ensure that assignments are aligned with standards or agreed upon goals for excellence.

Nine Characteristics of Highly Effective Schools

1. Clear and Shared Focus 2. High Standards and Expectations for all Students 3. Effective School Leadership 4. High Levels of Collaboration and Communication 5. Curriculum, Instruction, and Assessment Aligned with Standards 6. Frequent Monitoring of Teaching and Learning 7. Focused Professional Development 8. Supportive Learning Environment 9. High Levels of Family and Community Involvement

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The School Improvement Plan for Port Susan Middle School is aligned to each of these nine characteristics that have been identified by the Office of Superintendent of Public Instruction. It is our hope that the implementation of the Professional Learning Team model and the focus on the four critical questions will allow our school to develop each of these characteristics in serving our school community.

Mission Statement

Port Susan Middle School celebrates the uniqueness of learners by creating a safe, opportunity-rich environment that builds success for all. We believe...

 ...that middle school students are in a unique developmental stage of social, emotional, and physical transition.  ...in challenging middle school students to reach their highest potential.  ...in providing opportunities in the arts, academics, technology, service, and athletics which will enrich and encourage lifelong learning.  ...middle school students need positive and personal adult and peer interactions at school and within the community.

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School Portfolio

Overview of Port Susan Middle School

Port Susan Middle School serves students in grades six through eight. Port Susan is one of three secondary schools in the Stanwood-Camano School District. Port Susan is located in Stanwood, Washington.

Port Susan’s school portfolio provides a means for on-going self-assessment, communication, and continuous improvement. This school portfolio provides a view of the school with four types of data: demographic, school context, student achievement, and perception.

Demographic Information

2007 2006 2005 2004 2003 October Student Count 538 598 694 753 715 Male 53.0% 52.9% 50.6% 51.9% 52.6% Female 47.0 47.1% 49.4% 48.1% 47.4% American Indian or Alaskan Native 1.6% 2.0% 2.0% 2.1% 1.8% Asian or Pacific Islander 2.4% 2.8% 2.9% 1.9% 1.3% Black .9% 1.5% .9% .8% 0.7% Hispanic 5.2% 5.2% 4.3% 3.5% 3.1%

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White 89.2% 88.5% 89.9% 91.8% 93.2% Multiracial 1.8% Free or Reduced-Price Meals (October) 17.0% 19.2% 17.3% 16.4% Special Education (October) 14.3% 15.0% 12.6% 13.8% 14.9% Transitional Bilingual (October) 2.6% 2.0% 1.7% .8% 0.2% Migrant 0.0% 0.0% 0.0% 0.0% 0.0%

Unexcused Absences Rate 1.6% .7% .1% .2% .43%

Classroom Teachers 31 37 41 39 45 Students per Teacher 17.35 16.16 16.9 19.3 15.9 Average Years of Teacher Experience 11.38 10.6 10.7 10.5 11.1 Teachers with at least a Master’s Degree 78.6 89.2% 63.4% 71.8% 66.7% Total number of teachers who teach core N/A N/A N/A 35 29 academic classes Percent of teachers teaching with an N/A N/A N/A 0.0% 0.0% emergency certificate Percent of teachers teaching with a N/A N/A N/A 2.9% 0.0% conditional certificate Total number of core academic classes N/A N/A N/A 53 145 Percent of classes taught by teachers N/A N/A N/A 96.2% 99.3% meeting the federal definition of highly qualified Percent of classes taught by highly N/A N/A N/A 3.8% 99.3 qualified teachers in low poverty schools % School Context

The following information explains some of the special programs offered at Port Susan Middle School. More detailed information is available through the Port Susan Middle School office.

Port Susan Middle School Special Education Programs

This outline provides a general overview of the special education program at Port Susan Middle School. As a school we foster conditions under which every student feels safe, accepted, and valued. Every effort is made to place a student in the least restrictive environment and providing a continuum of specially designed services and instruction. Thus, we provide education for all students through a variety of program placement options.

Placement Flow Chart: Starting from the Least Restrictive Environment

General Education Classroom

Integrated Program 11 What We Do and Believe Matters!

Parallel Program

Assist 1 Program

General descriptions of Placement Options

Integrated Classroom

The purpose of our Integrated program is to integrate students with Individual Education Plans into regular education classrooms. These general education classrooms have approximately 50% of the students (10 of 25) on Individual Education Plans (IEP) with goals and objectives for written language, reading, math, and/or behavior. A special education or general education teacher with para-educator support teaches our integrated classes. The general education curriculum is presented with accommodations and some specialized instruction for students as needed on an individual basis. Students who are selected for this program function at a higher academic level than students in the parallel program.

Parallel Classroom

The Parallel Program is designed for IEP students who perform below grade level and struggle in the general education classroom. Classes are available for math, reading, and writing. This program is taught by a special education teacher and is designed to expose students to parts of the general curriculum as well as provide supplementary material at instructional level. The class size is smaller with an ideal maximum of 15 students. Para- educator support is also available. Specially designed instruction is provided by deleting elements from the general education curriculum and supplementing with material at differentiated instructional levels, modifying/altering general education course content, providing accommodations for students, and providing small or individual instruction in the goal areas of reading, written language, and/or math.

Assist 1 Classroom

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The Assist classroom at Port Susan Middle School is a self-contained class set up for those students who need one-on-one support or a very small group setting to be successful in school. These students work significantly below grade level with an approximate Intelligence Quotient (IQ) range of 75 and below. Students may participate in general education elective classes on an individual basis with aide support as needed. This class is split into two groups: A) those who do academic work and B) those who work only on daily living skills.

A. Those doing academic work often at a pre primer or first grade level in reading and math. These students also learn language arts and science/social studies and participate in an adaptive Physical Education class, an adaptive behavior class, and a functional living class. The functional living class teaches the students safety signs, laundry skills, basic sewing, cooking, and what to do in an emergency as well as other basic living skills.

B. Those students who work on daily living skills have goals such as counting, basic hygiene, basic computer skills and games, and recognizing letters. The level of some students is such that they are working on goals such as turning their head towards the light and/or sound, self-feeding, and Mac switches.

Interventions & Enrichments

Intervention Programs

Port Susan has developed two intervention courses to serve those students who need supplemental instruction to help them make progress towards learning targets. These courses were designed in collaboration with instructors from all three grade levels and administration using The National Staff Development Council’s Innovation Configuration model. Students who are not at grade level in reading or math are selected for these courses using data from the WASL and MAP assessments. Other assessments may also be used as criteria to select students. These intervention courses are open to students on I.E.P.’s. Our intervention classes offer specialized instruction for an additional class period.

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Read to Achieve: Port Susan Middle School has implemented an extended learning class called Read to Achieve for students in grades 6-8. Students are selected for this course through various criteria. This course is designed for students who did not meet proficiency on the WASL, performed below grade level on the Measure of Academic Progress, and were identified by teachers as needing the extended learning time. The class provides twice the instructional time, has a maximum of 25 students, and uses instructional strategies that are aligned to state standards. The desired outcomes of this class are as follows:

 To increase correct words per minute.  To understand and apply new vocabulary.  For students to understand what is read.  To use assessment to guide instruction.  To increase independent reading.

Super Math: Another extended learning class that Port Susan has implemented in the 2006 – 2007 school year is Super Math. This course is for students who did not meet proficiency on the WASL, performed below grade level on the Measure of Academic Progress, and were identified by teachers as needing the extended learning time. The class provides twice the instructional time, has a maximum of 25 students, and uses instructional strategies that are aligned to state standards. The following desired outcomes guide this course:

 To foster an environment that supports learning and risk taking.  To increase student understanding and application of concepts and procedures.  To increase student ability to communicate mathematical understanding clearly and effectively.  To assess and monitor student progress in math.  To set goals, monitor, and self-assess progress of learning. Knight Success: Students identified before entering a grade level. Counselors and or volunteers provide interventions and support. Meet with each individual student multiple times during the first 6 weeks of school (some may benefit from longer periods of time). Provide survival skills for students. Could be done in a group setting.

Good Friend Program: Counselor Watch identifies at risk students who are then matched with a teacher or community volunteer. The program provides additional encouragement, support and attention to students who are experiencing problems that might impact their school performance. The teacher pledges to make a sustained effort to connect with the students to discover the student’s concerns and interest, and to establish a positive personal relationship. The Good Friend teacher/community volunteer 14 What We Do and Believe Matters! advises both the student regarding the difficulty he or she may be experiencing and the counselor regarding the best ways to assist the student. Students are unaware that thy have been identified for the program or that they are beneficiaries of the extra effort to assist them.

After School Tutoring (Knight School): After the results of a Professional Learning Teams (PLT’s) common assessment has been determined, students who did not meet performance standards are assigned to attend eight after school tutoring programs that meet twice a week. A teacher from the PLT group will be asked to re-teach the concepts covered by the common assessment. At the end of the four-week tutoring program, students will again be given the common assessment.

Enrichments

Young Author’s Club: Our Young Author’s Club meets after school on a weekly basis. Students are encouraged to hone their creative writing and share their work with others.

Science Club and Team: Science Club and Team meets after school beginning in January. The Science Team has District Competitions in Everett and State Competitions in Cheney.

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Drama Club: Students who are interested in the performing arts are recommended to join our Drama Club. Drama Club serves students from both Port Susan and Stanwood Middle School. Meetings begin in December.

Art Club: Our Art Club is open to all students who wish to further develop and share their artistic talents. Art Club meets after school as scheduled by the advisor

16 What We Do and Believe Matters! DATA DAY: October 12, 2007

17 STAGE 1: Identify Desired Results • TO INTENTIONALLY USE REFLECTION AS A WAY TO IMPROVE LEARNING What We Do and Believe Matters! • TO CREATE A CLEAR AND SHARED FOCUS FOR PORT SUSAN MIDDLE SCHOOL. • Participants will reflect on last year's PLT SIP action plans using their composition books.

• TO CREATE A SCHOOL CULTURE THAT HAS HIGH STANDARDS AND EXPECTATIONS FOR ALL STUDENTS • To develop a mind-set that links teacher behavior with student achievement. • To analyze and reflect on our beliefs about different sub-groups of students and their performance. QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture. • TO EMPHASIZE FREQUENT MONITORING OF LEARNING AND TEACHING • Develop a PLT process that provides feedback to teachers about their performance. • Develop a PLT process that provides feedback to teachers about student performance.

 TO EMPHASIZE SUPPORTIVE LEARNING ENVIRONMENT

Enduring Understandings Essential Questions  It is better to focus on less  What do the data suggest we need to focus on change but base it on more this year? information.  What do the data suggest you need to focus on  Change should be needs-based this year? and data driven.  What do the data suggest we need to change?  Data needs to be meaningful to individuals in order for it to be  What do the data suggest you need to change? useful.  What do the data suggest we need to  School Improvement Plans have celebrate? a direct impact on what is  What do the data suggest you need to happening in schools. celebrate?

Colleagues will know… Colleagues will be able to:  How to examine data to inform  Analyzing data and reflecting on teaching instruction practices is important for increasing student  How to identify areas of  Discussing data in a collegial and professional strengths and weaknesses manner leads to high levels of trust and  How to develop an action plan  Linking school achievement data to individual  How to use SMART goals and classroom practices increases student action plans to achieve results  Writing SMART goals and Action Plans ensures identified needs and strategies are addressed.

STAGE 2: Determine Acceptable Evidence

GRASPS PERFORMANCE TASKS 18 Goal: TO INTENTIONALLY USE REFLECTION AS A WAY TO IMPROVE LEARNING

Role: You are a teacher at Port Susan Middle School.

Audience: You What We Do and Believe Matters!

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SMART Goals and Action Plans

SMART Goals 24 What We Do and Believe Matters!

SMART goals are goals that are Strategic and Specific, Measurable, Attainable, Results- oriented, and Time-bound.

In order to become a team—a group of people working interdependently to achieve a common goal for which members are held mutually accountable—you must establish a specific and measurable performance goal. The SMART acronym helps teams in PLCs establish goals linked to gains in student achievement.

Tips for Establishing Team SMART Goals:

1. Ensure your teams’ goal is aligned with the broader, overarching school-wide goal(s).

2. Clarify the level of achievement students were able to attain in the previous year (for example, 86% achieved the target proficiency score on the district reading assessment, or 94% earned the grade of C or higher in our course).

3. Using the Student Achievement SMART Goal-Setting Worksheet on page 9, set a SMART Goal that challenges your team to improve upon last year’s performance.

Examples of SMART Goals

 A School-wide SMART goal: During this school year, we will reduce the failure rate, by at least 5% in each of our courses.

 A team’s SMART goal strategically linked to this overarching school-wide goal: At least 72% of students currently enrolled in our course will earn the grade of C or higher on our final common exam.

25 What We Do and Believe Matters! Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: Team Members:

District Goal: District Goal: (1) While increasing overall achievement, reduce the achievement gap between special education and general education students at grades 4, 7, and 10 by at least 10 percent over the next three years (Fall 2008) as measured by student performance on the WASL in math and reading. (2) Student work is meaningful, challenging, and engaging as measured by perception surveys of student, staff, and parents by 2008. (3) By 2008, 80% of students and parents/guardians perceive that schools provide an emotionally safe, supportive learning environment in which student and parent/guardian voices are heard, acknowledged, and respected as measured by a perception tool to be chosen or created for this purpose (4) Create and implement strategies that increase family and community members as partners in supporting student achievement by 10% annually as measured by logs of related activity.

School Goal(s): 90 by 09

Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps Reading

26 What We Do and Believe Matters! Math

Writing

Science

Parent / Community Involvemen t

27 What We Do and Believe Matters! Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: 6 th Language Arts/ Social Studies Team Members: Mark Carlson, Rebecca Scott, Chris Jadwin, & Colleen Keller

School Goal(s): 90 by 09

Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps Reading Sixth grade Power Standard: Apply Mark, Rebecca Sequentially *Student students will comprehension monitoring S., Chris & select appropriate performance on increase 10% in strategies during and Colleen EALRs to assignments and informational text: after reading: determine integrate into assessments. Analyze/Interpret importance using theme, each Social from 2006-07 main ideas, and supporting Studies unit. *Student scores on Reading WASL to details in grade-level informational text

28 What We Do and Believe Matters! 2007-08 Reading informational text. 2007-08 sixth grade WASL. -summarizing WASL. -organize information using graphic organizers *Fall to Spring Power Standard: Analyze Reading MAP scores informational text and in the strand of: literary text for Think Critically and similarities and Analyze differences and cause and effect relationships -Interpret cause/effect relationships Math Sixth grade Mark, Rebecca students will S., Chris & increase 10% in Colleen Probability and Statistics from 2006-07 Math WASL to 2007-08 Math WASL Writing Sixth grade Power Standard: Applies Mark, Rebecca students will more than one strategy S., Chris & increase 10% in for generating ideas and Colleen Content, planning writing. Organization and -story mapping, listing, Style (COS) webbing, jotting, outlining, free writing, brainstorming. Power Standard: Revises text to improve 29 What We Do and Believe Matters! -rereads work several times -seeks & considers feedback from adults and peers -uses multiple resources: dictionary, thesaurus, adult, peer, rubric, etc. Science

Parent / Community Involvemen t Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: 6 th Math/Science Team Members: Rebecca Klein, Jana Swenson, Sheri Schroeder, Syd Sherrid

School Goal(s): 90 by 09

 Reading WASL Target = 90% proficiency in all grades by 2009 30 What We Do and Believe Matters!  Math WASL Target = 90% proficiency in all grades by 2009  Writing WASL Target = 90% proficiency in all grades by 2009  Science WASL Target = 90% proficiency in all grades by 2009

31 Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps What We Do and Believe Matters! Reading We will increase *Reading EALR 2.3 6th grade math 6th grade WASL Graphic organizers the percentage of *Intentional teaching of team 2008 students meeting reading strategies Discriminating standard on the *intentional teaching of important details in Information Text compare and contrast problem solving Analyze/Interpret with text by 7.5%

Math We will increase Math EALR 2.1 and 2.2 Math EALR 2.1 6th grade WASL CBA’s, reflective the percentage of and 2.2 2008 writing, formative students meeting classroom standard on the assessements Solve Problems /Reason Logically by 7.5%

Writing We will increase Writing EALR 2.2 6th and 7th 7th grade WASL Writing steps in the percentage of Demonstrates grade teachers 2009 scientific students meeting understanding of investigations standard on the different purposes of Content, writing Reflective writing in Organization and science Style Science We will increase EALR 1 6th – 8th grade 8h grade WASL CBA’s, reflective 32 the percentage of Systems science team 2010 writing, formative students meeting classroom standard on the assessements What We Do and Believe Matters!

Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: 7 th Language Arts Team Members: Charlene Franck, Kayte White, Jodi Swobody, & Crysty Auckland

School Goal(s): 90 by 09

Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps Reading Reduce the number Standards: All teachers, 07-08 school WASL data of level 1 (9 Literary/Informational specifically year as measured MAPs students) and level text Franck, White, on WASL 2 (24 students) by Auckland, 50% as identified Strategies: Swobody by 06-07 WASL Admin. support 33 What We Do and Believe Matters! reading scores (6th Action Steps: grade) Read2Achieve placement review,

Math Reduce the number Problem solving All teachers 07-08 school WASL data of level 1 (26 strategies, informational Admin. support year as measured MAPs students) and level text analysis and on WASL 2 (35 students) by interpretation 50% as identified by 06-07 WASL math scores (6th grade) Writing Reduce the number Standards: All teachers, 07-08 school WASL data of level 1 (14 Persuasive/Expository specifically year as measured CBA pre-WASL students) and level writing Franck, White, on WASL 2 (30 students) by Auckland, 50% as identified Strategies: COS/CON Swobody by their 4th grade scoring calibration, Admin. support writing WASL rubrics, graphic organizers, elaboration techniques

Action Steps: PLT unit collaboration, review/revise curriculum maps, CBA Science Increase number of Journaling, informational All teachers As measured by WASL data students meeting text reading strategies, Admin. support the 07-08 analyze/interpret power-writing, technical Reading WASL informational text writing, hypothesis &

34 What We Do and Believe Matters! strand standard inferences, thesis from 66% to 76% development, supporting as identified by the evidence identification 06-07 reading WASL Parent / Increase the Get login/password info to All teachers As measured by WESPAC data Community number of parents all parents, demonstrate Admin. support WESPAC Involvemen t using WESPAC to students how to access parent/student grading system as from SCSD website, send login access indicated by number information to parents via of logins to 70% school & classroom letters

Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: 7 th Math Team Members: Garry Carlson, Joan Campbell, Doug Flickner, Garry Swartz

School Goal(s): 90 by 09

 Reading WASL Target = 90% proficiency in all grades by 2009  Math WASL Target = 90% proficiency in all grades by 2009  Writing WASL Target = 90% proficiency in all grades by 2009 35 What We Do and Believe Matters!  Science WASL Target = 90% proficiency in all grades by 2009

Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps Reading We will help  WASL release 4-point 7th grade math 2007-2008  WASL increase response items. teachers school year  Maps data informational text (reading strategies) collaboration analysis (from 60.3  CMP-ACE questions with science to 75% measured  Reading strategies teacher by the WASL.  Problem solving strategies 7th grade lit.  Excerpts from teachers are to Math/Science Journals collaborate (e.g. weekly reader) with math  Addison Wesley Math teachers to Science connections integrate reading tasks, strategies, and assessment

Administration will proved professional development time for collaboration

36 What We Do and Believe Matters! Math Increase the  Text: Filling and 7th grade math 2007-2008  WASL percentage of Wrapping teachers must school year  Unit Assessments students meeting  Addison-Wesley meet and plan  Maps data standards (from  WASL Release & with science 58.9 to 75%) in the Supplemental materials teachers area of  Align math instruction measurement as and concepts with Administration measured by the science department must provide 2007-2008 WASL. time for collaboration Writing

Science

Parent / Community Involvemen t

Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: 8 th Language Arts Team Members: Becky Ball, Jodi Swobody, Crysty Auckland

District Goal: District Goal: (1) While increasing overall achievement, reduce the achievement gap between special education and general education students at grades 4, 7, and 10 by at least 10 percent over the next three years (Fall 2008) as measured by student performance on the WASL in math and reading. (2) Student work is 37 What We Do and Believe Matters! meaningful, challenging, and engaging as measured by perception surveys of student, staff, and parents by 2008. (3) By 2008, 80% of students and parents/guardians perceive that schools provide an emotionally safe, supportive learning environment in which student and parent/guardian voices are heard, acknowledged, and respected as measured by a perception tool to be chosen or created for this purpose (4) Create and implement strategies that increase family and community members as partners in supporting student achievement by 10% annually as measured by logs of related activity.

School Goal(s): 90 by 09

Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps Reading Reduce the number Literary All teachers 07-08 school WASL data of level 1 (6 text/informational text Admin. support year as measured AR students) and level on WASL MAPs 2 (33 students) by Read2Achieve CBAs 50% as identified by 06-07 WASL reading scores (7th grade)

Math Reduce the number Problem solving All teachers 07-08 school WASL data of level 1 (28 strategies, power writing year as measured MAPs students) and level on WASL 2 (26 students) by 50% as identified

38 What We Do and Believe Matters! by 06-07 WASL math scores (7th grade)

Writing Reduce the number Standards: All teachers 07-08 WASL CBA data of level 1 (8 Persuasive/Expository Admin. support writing like students) and level writing assessment 2 (13 students) by Strategies: COS/CON 50% as identified scoring calibration, by their 4th grade rubrics, graphic writing WASL organizers, elaboration techniques, journaling, power writing, 6-Trait Action Steps: PLT unit collaboration, review/revise curriculum maps, CBA Science Increase number of Increase number of All teachers As measured by WASL data students meeting students meeting Admin. support the 07-08 analyze/interpret analyze/interpret Reading WASL informational text informational text strand strand standard standard from 60% to from 60% to 70% 70% as identified by the as identified by the 06-07 reading WASL 06-07 reading WASL Parent / Increase the Get login/password info to All staff As measured by WESPAC data Community number of parents all parents, demonstrate Admin. support WESPAC Involvemen t using WESPAC to students how to access parent/student 39 What We Do and Believe Matters! grading system as from SCSD website, send login access indicated by number information to parents via of logins to 70% school & classroom letters

Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: 8 th Math Team Members: Garry Carlson, Joan Campbell, Doug Flickner, Garry Swartz

School Goal(s): 90 by 09

Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps

40 What We Do and Believe Matters! Reading We will help  WASL release 4-point 8th grade math 2007-2008  WASL increase response items. teachers school year  Maps data informational text (reading strategies) collaboration analysis (from  CMP-ACE questions with science 67.1% to 759%)  Reading strategies teacher measured by the  Problem solving WASL. strategies 8th grade lit.  Excerpts from teachers are to Math/Science Journals collaborate (e.g. weekly reader) with math  Addison Wesley Math/ teachers to Science connections integrate reading tasks, strategies, and assessment

Administration will proved professional development time for collaboration Math Increase the  Text: Looking for 7th grade math 2007-2008  WASL percentage of Pythagoras teachers must school year  Unit Assessments students meeting  Tessalation Art meet and plan  Maps data standards (from  Addison-Wesley with science 49.3% to 70%) in  WASL Release & teachers the area of Supplemental materials measurement as  Align math instruction Administration measured by the and concepts with must provide 41 What We Do and Believe Matters! 2007-2008 WASL. science, art, and time for technology collaboration departments

Writing

Science

Parent / Community Involvemen t

Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: 7 th / 8 th Science PLT Team Members: _Brad, Connie, & Wade

School Goal(s): 90 by 09

Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps Reading We will increase Teach reading strategies Science First Quarter, WASL scores the number of (SQR3) in the beginning Teachers check this in the Quizzes, tests students meeting of the year, module the early in the year throughout the year. standard on the method, practice, assess to check Information Text student understanding. effectiveness. Analyze/Interpret strand by 5%.

Math We will increase Building Bridges Between 7th grade First Sememster Quizes, the number of Math and Science – Unit science teacher Tests students meeting on Measurement designed Increase WASL standard on the this summer. scores in this area. Measurement strand by 10%.

Writing We will increase Teach writing strategies ALL SCIENCE 07-08 school Notebooks the number of that will help them TEACHERS. year WASL scores

43 What We Do and Believe Matters! students meeting achieve this. CORNELL WASL Practice standard on the NOTES – organization questions Content, skills Organization and LAB INVESTIGATIONS: Style strand by all steps in scientific 10% method/investigations.

Science Increase the Continue to teach systems All science Throughout the 3 Increased WASL SYSTEMS strand in the curriculum: review teachers, years, mainly scores by 10% various systems that may mainly 8th focusing the be on the WASL in the grade review before the weeks before the test: WASL Water Cycle, Energy Cycle, (plants, work forces) Rock Cycles, Parent / Contact parents Continue communication All Science Improve the Community who have D or F with ALL parents Teachers performance of all Involvemen t students throughout informing them of what students. the year. we are covering to improve study habits. All Year

Student Achievement SMART Goal-Setting Worksheet

44 What We Do and Believe Matters! School: Port Susan Middle School Team Name: 7 th /8 th Social Studies Team Members: John Yarnell, Lori Woodward, Julie Zurcher, & Nick Clack

School Goal(s): 90 by 09

Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps Reading We will increase 7th Will utilize SQR3 Yarnell, 2007-2008 WASL scores Grade informational reading strategy. (7th Zurcher, school year Maps data text comprehension grade) Clack, from 70.4%-80.4% Woodward as measured by Utilize graphic the WASL. organizers such as webs. (7th-8th grade)

We will increase 7th Implement pre, during 45 What We Do and Believe Matters! informational text and post reading critical thinking strategies. (7th-8th from 67.7%-77.7% grade) as measured by the WASL. Make connections from text to self. (7th-8th We will increase 8th grade) grade analyse and interpret Compare primary informational text sources to textbook. from 67.1-78.27% (7th-8th grade)

Making inferences from the reading. (7th grade)

Math We will increase 7th Map work with longitude Yarnell, 2007-2008 WASL scores grade geometric and latitude (7th). Zurcher, school year Maps data sense from 61.6%- Clack, 71.6% as measured Woodward on the WASL

We will increase 7th Using graphs and charts grade logical to anylize data and reasoning from draw conclusions 63.7%-73.7% (7th/8th).

We will increase 8th Connecting historic grade making situations with connections in math mathematics (8th).

46 What We Do and Believe Matters! from 74.7%-83.8%

Writing We will increase Intentionally teaching Yarnell, 2007-2008 WASL the percentage of (7/8): Zurcher, school year 7th Grade CBA students passing Ideas Clack, the 7th grade Content Woodward writing WASL Organization 8th Grade CBA Voice We will improve content and We will create rubrics organization of that assess content and student essays organization in student writing (7/8).

Science We will use inquiry Students will develop a Yarnell, 2007-2008 Demonstration to understand the hypothesis, analyze and Zurcher, school year through CBA’s cause and effect assess different Clack, relationships in variables to support Woodward social studies; their conclusion. therefore increasing the inquiry strand on

47 What We Do and Believe Matters! the WASL.

Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: Health & Fitness Team Members: Sam Sampley & Crystal Titus

School Goal(s): 90 by 09

Team SMART Goal Power Standards, Responsibility Timeline Evidence of

48 What We Do and Believe Matters! Strategies, and Action Effectiveness Steps Reading We will increase We will intentionally use Sam and By the end of Scores on 2008 the # of students reading strategies with Crystal 2008 WASL will increase meeting standard on informational text in the in our specific focus informational text: Health and Fitness area. analyze and classroom. interpret strand of  REAP the 6/7/8 WASL  Compare and Contrast by 5% of the 2008  Think/Pair/Share school year.  Vocabulary Strategies

Math We will increase Students will gather Sam and BY the end of Scores on 2008 the # of students fitness data and Crystal 2008. WASL will increase meeting the construct graphs to see in our specific focus standard on Making the results of their areas. Connections strand fitness training. of the 6/7/8 WASL  Analyze Data by 5% of the 2008  Set Goals school year.  Develop plans to achieve goals for a healthy lifestyle.

Writing

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Science

Parent / Community Involvemen t

Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: Electives Team Members: Kim Rawson, Stuart Hunt

50 What We Do and Believe Matters! School Goal(s): 90 by 09  Reading WASL Target = 90% proficiency in all grades by 2009  Math WASL Target = 90% proficiency in all grades by 2009  Writing WASL Target = 90% proficiency in all grades by 2009  Science WASL Target = 90% proficiency in all grades by 2009

51 Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps What We Do and Believe Matters! Reading Informational Text: Use text features in Apply understanding music books. of text features (titles, headings, and other information divisions, table of contents, indexes, glossaries, prefaces, appendices, captions) and graphic features.

Compare/contrast Use vocabulary elements of the terms/symbols in the text or make music connections within the text.

Compare/contrast Use vocabulary or make connections terms/symbols in the between or among music texts or synthesize information from a variety of sources. Math Making Connections Fractions and rhythmic note values

Pitch and the Pythagorean connections 52 Use Sine equation to explain deviations in What We Do and Believe Matters! Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: Electives Team Members: Jackie McGuire

School Goal(s): 90 by 09

53 Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps What We Do and Believe Matters! Reading Informational Text: Use text features in Apply understanding Spanish books. of text features (titles, headings, and other information divisions, table of contents, indexes, glossaries, prefaces, appendices, captions) and graphic features.

Compare/contrast elements of the text or make connections within the text. Compare/contrast elements of Spanish Compare/contrast vocabulary, sentence or make connections structure and between or among grammatical elements texts or synthesize with that of English. information from a variety of sources. Use cognates, picture clues, and other text elements to decipher, predict and comprehend text in Spanish. Math Making Connections Use mathematical elements with number 54 practice in Spanish such as math facts What We Do and Believe Matters!

Student Achievement SMART Goal-Setting Worksheet

School: Port Susan Middle School Team Name: BLT Team Members: Joan Campbell, Mark Carlson, Charlene Franck, Colleen Keller, Syd Sherrid, Garry Swartz, Kayte White, Cinco Delgado, Keri Von Moos, Scott Summers

55 What We Do and Believe Matters! School Goal(s): 90 by 09

Team SMART Goal Power Standards, Responsibility Timeline Evidence of Strategies, and Action Effectiveness Steps Technology Every classroom We will use the tech BLT By the end of Teachers will have with have access grant to purchase LCD the 2007 – 2008 access and use LCD to a LCD projector projectors. school year. projectors and and a document document cameras camera by the end We will use building with their students. of the 2007 – funds to purchase 2008 school year. document cameras.

Healthy To positively  Research Engagement BLT and 2007-2008 Healthy Youth Youth increase the from a student’s point of Administration Survey Survey view. student  Create awareness of the opportunities for challenges pro-social  Increase the number of involvement, and clubs and activities at commitment level PSMS.  Research Project Based to school by 10% Learning as measured by  Research and develop the 2008 Healthy parent/ community nights Youth Survey  Develop a protocol that assess the level of student engagement in the work assigned and 56 What We Do and Believe Matters! implement the protocol using the Collaborative Analysis of Student Learning System to analyze levels and factors of engagement

57 What We Do and Believe Matters!

Implementation and Monitoring Professional Learning Teams

At the heart of the School Improvement Plan is the Professional Learning Team model (PLT’s) that Port Susan is designed around this school year. Each teacher is a part of two teams, Team A and Team B. These teams and their teachers are built around the teacher’s common teaching assignments, content and grade level. This internal system is responsible for the implementation and monitoring of the Action Plans that each team worked to develop. These Action Plans drive the selection of Power Standards, the development of Common Units, and Assessments. The following pages outline in greater detail the process through which each team is responsible for working to implement their School Improvement Action Plans.

Understanding by Design: It is a Philosophy

Understanding by Design is a tool, philosophy and framework to support intentional planning. There are three stages of UbD:

Stage 1: Identify Desired Results In stage 1, we consider the goals. What should students know, understand, and be able to do? What big ideas are worthy of understanding and implied in the established goals (e.g. content standards, curriculum objectives)? What “enduring” understandings What provocative questions are worth pursuing to guide student inquiry into these big ideas? What specific knowledge and skills are targeted in the goals and needed for effective performance?

Stage 2: Determine Acceptable Evidence The second stage we consider of learning. How will we know if students have achieved the desired results and met the content standards? How will we know that students really understand the identified big ideas? What will we accept as evidence of proficiency? The backward design orientation suggests that we think about our design in terms of collected assessment evidence needed to document and validate that the desired results of Stage 1 have been achieved.

Stage 3: Plan Learning Experiences and Instruction With identified results and appropriate evidence of understanding in mind, it is now time to finalize a plan for learning activities. What will need to be taught and coached, and how should it best be taught, in light of the performance goals? What sequence of activity best suits the desired results? In planning the learning activities, we consider the WHERETO elements.

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Those guidelines can be summed up in a question: How will we make learning both engaging and effective given the goals and needed evidence?

Assessment: Different Types of Assessment for Different Purposes During the 2006 - 2006 school year, we focused on building and implementing common assessments using Understanding by Design and the GRASP framework. This year, we will continue this process. Assessments come in many forms and have varied purposes. A review of the forms and functions is below.

Performance Task Complex challenges that mirror the issues and problems faced by adults. Ranging in length from short-term tasks to long-term, multistaged projects, they yield one or more tangible products and performances. They differ from academic prompts in the following ways:  The setting is real or simulated and involves the kind of constraints, background “noise,” incentives and opportunities and an adult would find in a similar situation (i.e., they are authentic).  Typically require the student to address an identified audience (real or simulated).  Are based on specific purpose that relates to the audience.  Allow students greater opportunity to personalize the task.  Are not secure: the task, evaluative criteria, and performance standards are known in advance and guide student work.

Academic Prompts Open ended questions or problems that require the student to think critically, not just recall knowledge, and to prepare a specific academic response, product, or performance. Such questions or problems:  Require constructed responses to specific prompts under school and exam conditions.  Are ‘open,” with no single best answer or strategy for solving them.  Improve analysis, synthesis, and evaluation.  Typically require an explanation or defense of the answer given and the methods used.  Require judgment-based scoring based on criteria and performance standards.  May or may not be secure.  Involve questions typically asked only of students in school.

Quiz and Test Items Familiar assessment formats consisting of simple, content-focused items that:  Assess for factual information, concepts, and discreet skills.

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 Use selected response (e.g., multiple choice, true-false, matching) or short answer formats.  Are convergent, typically having a single best answer.  May be easily scored using an answer key or machine.  Are typically secure (i.e., items are not known in advance) Informal Checks for Understanding Ongoing assessments used as part of the instructional process. Examples include teacher questioning, observations, examining student work, and think alouds. These assessments provide feedback to the teacher and the students. They are not typically scored or graded.

90 by 09 This year’s PLT’s

The goal for last year’s PLT’s was to develop common units using Understanding by Design, to administer a common assessment, and to analyze student performance. I think it is safe to say we accomplished two out of the three tasks. This year, we are going to continue our work in our PLT’s and intentionally focus on analyzing student performance. By using a tool to examine student work, our PLT units and assessments can be enhanced to benefit our students.

Examining Student Work Every day teachers examine student work. The give quizzes and grade them; they assign and evaluate essays; they ask students to produce projects of various kinds and they score them using rubrics. The process of developing, assigning, collecting, and evaluating student work is traditionally a solitary activity, limited to the confines of the classroom. However, educators are now using student work as a vehicle to reflect in groups upon their teaching practices and to change or develop new teaching strategies to help all students learn.

Informed Decision Making Examining student work lends itself to instructional decision-making more than any test score can. Test scores do not enable informed decisions about what to teach and how to change instruction to help students learn. If teachers do an item analysis (a process in which teachers examine students wrong answers, looking for patterns), for example, they may find themselves teaching students minutiae. They may also find themselves trying to figure out what the distracters (the incorrect options on a multiple-choice test) in a question signal in terms of how students should be able to think about a

60 What We Do and Believe Matters! concept or skill. Test scores are of limited use in terms of curriculum, instruction, and assessment.

Working collaboratively to examine student work, educators can learn not only what their students know and are able to doubt also how to help them move forward through improved classroom instruction.

Professional Development: Professional Learning Teams are Professional Development

Educators also desire and need quality professional development experiences that reduce the isolation they often feel, experiences that allow them to have meaningful conversations about the complex issues of teaching and learning. Outside experts—speakers, presenters, and workshop leaders—offer expertise, wisdom, and inspiration, but their messages, by themselves, seldom result in substantive change. A superb speaker at the beginning of the year can inspire, but inspiration bac be short- lived in the face of classroom realities.

Embedded professional development can be more effective in bringing about substantive change in the classroom. It arises from the classroom when educators contribute their personal teaching experiences to professional development discussion with their colleagues, and it returns there as educators begin to make changes with their colleagues support. Examining student work fits perfectly within this type of professional development.

Characteristics of embedded professional development include the following:  It is rooted in classroom and school realities, and is, therefore, tailored to the needs of those environments.  It is content rich and based on real data-student work and teacher practice.  It establishes the school as a learning community, promoting inquiry and reflective practice.  It establishes a culture of quality.  It honors the professionalism, expertise, experiences, and skills of educators.  It involves participants in the design of the experience, creating more ownership than externally planned professional development.  Because those who participate choose what they themselves will work on —some level of application is ensured.  It is much less expensive than hiring an educational consultant or other type of imported expertise to lecture, when that “expert” may have little knowledge of what specific professional development activities would most benefit the school.

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Logical Part of PLT Work Examining student work is a logical part of our PLT work. This step can be incorporated after the common assessment has been given and scored by the teacher. There are many benefits when incorporating a system that intentionally looks at student work:

Benefits to the Students Improved student learning Increased student clarity about intended outcomes

Benefits to Teachers  Commitment and confidence in ability to promote student learning  Analytical and reflective inquiry skills (e.g., examining multiple factors and perspectives when analyzing a situation)  Professional knowledge o Content understanding o Student development and learning o Methods and strategies o Assessment design and interpretation o Contextual factors  Aligning among classroom standards, instruction, and assessments o Influence of feeling and beliefs on assumptions and actions.

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Collaborative Analysis Protocol

Step 1: Background Information: The presenting teacher describes the learning goal, instruction, and student work collected. The teacher can also describe the student if he or she is not following the same student(s) throughout the year.

Step 2: Probing Questions: Teachers in the group ask the presenting teacher probing questions such as:  What learning (skills, knowledge, attitudes) were you hoping to observe in this piece of work (your short term goal)?  Explain your reasons for selecting these areas of learning (e.g., how these areas relate to your long term goals?).  How did your learning plan help ensure student success in relation to the learning targets?  How does this example of student work serve as a representative sample of all of your student work?  Under what conditions was this work generated (e.g., directions given, work done individually or as a group, time allocation)?

Step 3 Observation: The teachers together describe what they observe in the work and how it relates to the learning goals. The presenting teacher listens. Teachers may inquire for more information by using the following questions:  What do you observe in the student’s work? (Use only descriptive words; withhold judgement.)  What questions are raised as you look at the work?

Step 4 Analysis: The teachers together analyze what the work tells them about the student’s learning and the instruction. The presenting teacher listens.  How does the student work demonstrate student learning as measured by the learning goals? Using the student’s work provide evidence that supports: o What the student understands or can do, o What the student is struggling with (e.g., misconceptions, gaps in learning, a skill… etc.).

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 What does the student’s work tell you about the success of the strategies and learning activities used?

Step 5: Reflection: It is the presenting teachers turn to speak. The presenter provides his/her perspective on the student’s work, responding to the questions raised and adding any other information that he/she feels important. Most importantly, the presenter also comments on any surprising or unexpected things that he/she heard during the observation, and analysis phases.

Step 6: Plan: Based on the analysis, and reflection, teachers identify next steps. The teacher may use the following questions to guide this discussion:  What additional information or data (if any) do we need to more fully understand the student’s learning before we can decide which action to take (e.g. student “think aloud” about a problem, a videotape, discussion with parents or with other professionals, teacher observation data… etc.).  What would the presenting teacher like the student to learn next (e.g., skill, information, understanding)? Explain the reasons for identifyin this short-term goal?  What teaching strategies are likely to help the student achieve the short term learning goal? Explain why these strategies will work.  How will we use what we learned today to help other students?

Adaptations to the Process To further enhance the benefits of examining student work, you or your PLT may consider implementing the following elements:  Choose two students to focus on throughout the school year who represent a cluster of students who are presenting learning challenges (high or low).  Keep a portfolio that documents the work of the two students, and the strategies and methods tried along with your reflections.

Why Protocols First what are protocols? A protocol consist of an agreed upon guidelines for a conversation, and it is the existence of this structure—which everyone understands and has agreed to—that permits a certain kind of conversation to occur—often a kind of conversation which people are not in the habit of doing. Protocols are vehicles for building the skills—and culture—necessary for collaborative work. Thus, using protocols often allows groups to build trust by actually doing substantive work together.

64 What We Do and Believe Matters!

Why use a protocol? A protocol creates a structure that makes it safe to ask challenging questions of each other; it also ensures that there is some equity and parity in terms of how each person’s issue is attended to. The presenter has the opportunity not only to reflect on and describe an issue or dilemma, but also to have interesting questions asked of him or her, AND to gain differing perspectives and new insights. Protocols build in a space for listening, and often give people a license to listen without having to continually respond.

In schools, many people say that time is of the essence, and time is one resource that no one seems to have enough of. We have been experimenting with protocols as a way to make the most of the time people do not have.

Finally, it is important to remember that the point is not to do the protocol well, but to have an in-depth, insightful conversation about teaching and learning.

Why Differentiated Instruction? The How of What We Teach and Assess

Today’s classrooms are filled with diversity. Students come from all types of backgrounds and with wide ranges of abilities and skills. In classrooms where diversity is embraced, students are the focus from which the curriculum develops. In differentiated classrooms, teachers begin where the stuents are and not in front of a curriculum guide. In differentiated classrooms, teachers ensure that students compete against themselves and not against each other. Differentiated instruction supports our work with making stage three of our UbD units more meaningful for students. Moreover, Differentiated instruction ensures we reach our goal of 90 by 09.

The Research Major findings presented in the research on differentiated instruction include the following:  Differentiated instruction provides multiple approaches to content, process, product, and assessment and provides a blend of whole-class, group, and individual instruction.  Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction.  Differentiated instruction is proactive with teachers planning a variety of ways to “get at” and express learning.  Teachers in differentiated classrooms provide instruction that is more qualitative than quantitative.

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 Instruction focuses on student understanding of concepts rather than producing work.  Differentiated instruction is student-centered. It builds student understanding on previous learning and a realization not all students possess the same backgrounds and abilities.  Teachers in differentiated classrooms give their students as much responsibility for their learning as possible and engage their students in talking about classroom procedure and group processes.  Differentiated classrooms provide students with options to address project assignments. The project assignments should ensure that students rethink ideas and information previously studied. Differentiated instruction will ensure that stage 3 of the UbD design process meet our students’ needs.

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Team Feedback Sheet

Team Name: ______

Meeting Date: ______

Team Goal(s): ______

Team Members Present Team Members Absent (List Reason):

Topics/Meeting Outcomes:

Questions/Concerns

Date: ______

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Work Cited

Ainsworth, L. (2003). Power standards: Identifying the standards that matter the most. Englewood, CO: Advanced Learning Press.

DuFour, R., Dufour, R., & Eaker, R. (2006). Professional learning communities at work plan book. Bloomington, IN: Solution Tree.

DuFour, R, Dufour, R, Eaker, R, & Many, T (2006). Learning by doing. Bloomington, IN: Solution Tree.

DuFour, R, Dufour, R, Eaker, R. (2005). On Common Ground. Bloomington, IN: Solution Tree.

Guskey, T.R. (2005).Five key concepts kick off the process. Journal of Staff Development. 26 (1), 36-40.

Jones, C. J. (Ed.). (2006). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree.

Langer, Georgia M. Colton, Amy B. Goff, Loretta S. (2003). Collaborative Analysis of Student Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

Office of Superintendent of Public Instruction (OSPI). Accessed October 2006 – January 2007. Old Capitol Building, PO Box 47200, Olympia, WA http://www.k12.wa.us/.

Reeves, B.D. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development.

Sather, S.E (2005). Improving Instruction Through Professional Learning Teams. Portland, OR: Northwest Regional Educational Laborartory.

Schlecty, Philip C. (2000) Shaking up the Schoolhouse. Jossey-Bass.

Schmoker, M (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development. APPENDIX

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WAC 180-16-220 Supplemental basic education program approval requirements. The following requirements are hereby established by the state board of education as related supplemental condition to a school district's entitlement to state basic education allocation funds, as authorized by RCW 28A.150.220(4). (1) Current and valid certificates. Every school district employee required by WAC 180-79A-140 to possess an education permit, certificate, or credential issued by the superintendent of public instruction for his/her position of employment, shall have a current and valid permit, certificate or credential. In addition, classroom teachers, principals, vice principals, and educational staff associates shall be required to possess endorsements as required by WAC 180-82-105, 180-82-120, and 180-82-125, respectively. (2) Annual school building approval. (a) Each school in the district shall be approved annually by the school district board of directors under an approval process determined by the district board of directors. (b) At a minimum the annual approval shall require each school to have in place, and reviewed annually for implementation progress and possible changes, a school improvement plan or process that is data driven and promotes a positive impact on student learning. For the purpose of this section "positive impact on student learning" shall mean: (i) Supporting the goal of basic education under RCW 28A.150.210, "... to provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives… ." (ii) Promoting continuous improvement of student achievement of the state learning goals and essential academic learning requirements; and (iii) Recognizing nonacademic student learning and growth related, but not limited to: Public speaking, leadership, interpersonal relationship skills, teamwork, self-confidence, and resiliency. (c) The school improvement plan or process shall be based on a self- review of the school's program for the purpose of annual building approval by the district. The self-review shall include active participation and input by building staff, students, parents, and community members. (d) The school improvement plan or process shall address, but is not limited to: (i) The characteristics of successful schools as identified by the superintendent of public instruction and the educational service districts, including safe and supportive learning environments; (ii) Educational equity factors such as, but not limited to: Gender, race, ethnicity, culture, language, and physical/mental ability, as these factors relate to having a positive impact on student learning. The state board of education strongly encourages that equity be viewed as giving each student what they need and when and how they need it to reach their achievement

69 What We Do and Believe Matters! potential; (iii) The use of technology to facilitate instruction and a positive impact on student learning; and (iv) Parent and community involvement, as these factors relate to having a positive impact on student learning. (3) Nothing in this section shall prohibit a school improvement plan or process from focusing on one or more characteristics of effective schools during the ensuing three school years. (4) School involvement with school improvement assistance under the state accountability system or involvement with school improvement assistance through the federal Elementary and Secondary Education Act shall constitute a sufficient school improvement plan or process for the purposes of this section.

NEW SECTION

WAC 180-16-223 Implementation timeline for WAC 180-16-220 (2). The provisions of WAC WAC 180-16-220 (2) shall take effect beginning the 2003- 04 school year. If a school district already requires its schools to have a school improvement plan or process, but such plan or process does not include some or all of the required elements listed in WAC 180-16-220 (2)(c) and (d) as of the beginning of the 2003-04 school year, the district may request from the state board of education an extension of the timeline to the beginning of the 2004-05 school year.

REPEALER

The following section of the Washington Administrative Code is repealed: WAC 180-16-006

70 What We Do and Believe Matters!

School Board Policy 1200

SCHOOL IMPROVEMENT PLANS Each school shall develop and adopt a school improvement plan or process, with annual review for progress and necessary changes. Such plans shall be clearly linked to the district Strategic Plan. Each school shall submit its plan to the board of directors by June 30th of each year for initial approval and annual review and approval.

Each school improvement plan or process shall be data driven and shall promote a positive impact on student learning. A positive impact on student learning means promoting the continuous achievement of the state learning goals and essential academic learning requirements, and the achievement of nonacademic growth in areas like public speaking, leadership, interpersonal relationship skills, team work, self-confidence and resiliency, so that students can meet the goals of Washington’s basic education system: to become responsible citizens, to contribute to their own economic well-being and that of their families and communities, and to enjoy productive and satisfying lives.

Each school improvement plan or process shall be based on a building self- review that includes the active participation and input of building staff, students, parents and community members.

Each school improvement plan or process shall address the following elements: · Characteristics of effective schools as identified by the Office of the Superintendent of Public Instruction and the Educational Service District (a plan may focus on one or several of the characteristics for up to three years); · Safe and supportive learning environments; · Educational equity factors including gender, race, ethnicity, culture, language and physical and mental ability; · Use of technology; · Parent and community involvement; · Measurable goals; and · Other factors identified by the school community for inclusion in the plan or process. Any school participation in a program of school improvement assistance through the state accountability system or the federal Elementary and Secondary Education Act shall constitute sufficient compliance with this policy.

Legal References: WAC 180-16-220 Supplemental basic education program approval requirements Management Resources: Policy News, October 2002 State Board Requires Annual School Plan

71 What We Do and Believe Matters!

Adoption Date: 03.18.03 Stanwood-Camano School District