M. Marcus Kiley Middle School

M. Marcus Kiley Middle School

School Operational Plan

2016 - 2017

Principal: Christopher Sutton

School Address: 80 Cooley Street

EXECUTIVE SUMMARY

1. Focused School-Wide Priorities

1. All students will demonstrate proficiency in their ability to explain their thinking and demonstrate their understanding. All teachers will increase the rigor in their classrooms and will implement daily writing tasks to ensure students have ample opportunities to write. Success will be measured by interim assessments and monthly constructed responses.
2. A school-wide academic intervention program will be implemented, which is data-driven, project based and yields improvement in student outcomes.
3. All teachers will incorporate consistent routines and procedures within their classroom and build a climate of mutual respect in which positive relationships are built and successes are celebrated.

1. Rationale for Selecting these Priorities

1. Rate of increase in scores is stagnant for ELA and Math as evidenced by MCAS and ANET scores. MSVdata states providing level (3 of 4) for following categories: Instructional schedule, addressing student academic needs, instructional improvement, academic interventions and enrichment.
2. SWIS data indicates that approximately 40% of teachers struggle with student behaviors. MSV data states providing level (3 of 4) for adult-student relationship, expanded learning, wraparound services and external partners, and family and community engagement.

1. Key Strategies to Improve in These Areas

1. Implement daily writing task through the use of the summarizer book. Working with TNTP to unpack Engage NY modules in lab classrooms in all three grades. Rationale:increase rigor of texts and scaffolding background, research, and writing in all units.
2. Intervention: Adjust school schedule to create common intervention block at beginning of day. Create buddy teacher pairs to alleviate concerns regarding call outs / late staff. Create a lab classroom that will implement hands-on projects and centers learning for intervention. Use this lab to educate teachers on these teaching styles. Students slated for Read 180 instruction will receive software and independent reading support during exploratory class. Rationale: shrink size of intervention classes and adjust method of instruction to increase effectiveness.
3. Climate and Culture: Work with TNTP to incorporate Well-Managed Classroom, PBIS, and Teach Like a Champion into teacher training. Evaluate use of token economy for PBIS (tickets or stamps). Use strategies from Well-Managed classroom to train teachers on developing relationships with students. Rationale: improve relationships for struggling teachers which will improve classroom culture

1. Goals and Benchmarks

For both mathematics and English Language Arts:

2015-16 / SGP does not significantly improve / SGP improves halfway or more to 50 (e.g., goes from 30 to 40+) / SGP is above 50
2016-17 / SGP does not significantly improve / SGP improves halfway or more to 50 (e.g., goes from 40 to 45+) / SGP is above 50

Writing: 100% of students will increase an average of 1 rubric point as measured by monthly constructed responses with common Kiley rubric.

Intervention: Our school will average a 3 on the SEZP intervention rubric that measures the quality of targeted support for students.

Climate and Culture: Number of office referral forms will decrease by 20% from end of year 2016 to end of year 2017 as measured by SWIS data

IMPLEMENTING THE ESSENTIAL ELEMENTS OF A HIGH QUALITY SCHOOL

Rigorous Standards Aligned Instruction

Three academic coaches and the Academic Assistant Principal will collaborate with TNTP to support teachers in the Engage NY Lab classrooms. Effective planning and instruction will be facilitated by the academic coaches. Grade level administrators will provide teachers with informal feedback following bi-monthly learning walks.

Teacher Support and Feedback

In order to ensure consistent high-quality instruction across all classrooms, a system of feedback and coaching will be created at Kiley. The following strategies outline the feedback and coaching system:

1. Weekly, administrators will review and provide individual feedback on lesson plans.

2. Administrators will take part in all PD, and unannounced observation feedback will make reference to topics from this PD; there will be a close connection between the frequency of PD offerings and the quality of implementation in classrooms.

3. Student growth within classrooms is monitored by coaches through monthly open response data and quarterly interim assessment data.

4. In addition, the three professional development days are differentiated based on data from unannounced observations and assessments of student growth.

5. Teachers will receive formal and informal feedback frequently. In addition to individual feedback, school-wide results and trends will be shared.

6. Teachers will conduct peer observations on the lab classrooms (modules and intervention) to prepare them for implementation.

Differentiation of Instruction

To ensure that instruction is meaningfully differentiated, differentiation will be driven by consistent formative and summative data collection. During teacher collaboration time, teachers will be guided in the use of data for planning and teaching that targets individual student needs.

First we use the previous year’s MCAS results to group students based on ability. During August PD, teachers receive data on their incoming students. At that time teachers backward plan their first units based on the ability of the students in their classes. Weekly, teachers will be guided by academic coaches and department leaders to analyze student work. Coaches and leaders will provide colleagues with tools to improve instruction and will continue to monitor progress.

Effective Use of Data

We will use Achievement Network (ANet) assessments to monitor student progress on Common Core State Standards.

Scholastic Reading Inventory assessments will continue to be completed quarterly to evaluate student comprehension growth. Quarterly interim assessments are used to evaluate standard specific growth for ELA and math. This includes quarterly data analysis and adjustment to instruction. Teachers will collect monthly open response data and will use this information during weekly data analysis sessions.

NWEA MAP assessments will be supplemental growth-based measures. They complement ANet assessments in two ways: (1) They effectively measure growth during the course of a year (2) They more accurately determine the performance level of students who are below and above grade level to support in effective grouping and targeting of students for intervention and enrichment.

ANet and SRI data will be supplied quarterly; however, teachers will also be guided on how to complete daily formative assessments to continue guiding instruction. As part of our instructional focus, daily formative assessments are required. Teacher leaders will guide teachers on how to use the data to track progress using skills checklists. In addition to ANet assessments, teachers will also use district unit assessments (roughly 6 per year) which are aligned to PARCC and unit planning guides. Kiley will follow the district assessment calendar. Our professional development calendar is established prior to the beginning of the school year and our teaching and learning cycle is built within the PLC calendar and allows teachers time to plan, analyze, and adjust instruction.

Targeted Intervention & Acceleration

a)Data will be reviewed quarterly based off of benchmark results, growth assessment, Scholastic Reading Inventory and teacher feedback

1. All students will receive a 45 minute intervention / enrichment block at the beginning of the day. Students not needing the intervention will participate in enrichment.
2. Students with difficulties in reading will receive an additional 90 minutes of reading instruction (Read 180 model) during exploratory every other day
3. Students who are ELL will receive ESOL during exploratory 90 minutes every other day

b)Students with disabilities: - ETL reviews service grid for student needs. Annual IEP reviews, quarterly reviews and progress reports based on interim assessments, and through teacher feedback.

1. ELL’s – Administrator tied to SEI has reviewed federal regulations and adjusted student schedules, placement, and services. In addition staff continues to attend RETELL training. Annual review based on WIDA testing, 3 times per year SRI (Scholastic Reading Inventory)

Teacher Collaboration & Professional Development

Teachers have the opportunity to meet three time weekly. PLC and collaboration will be based on individual teacher need. Data will be used from professional practice goals, administrative walk-throughs, monthly and interim assessments, as well as SWIS data.

Frequency of collaboration overall: - Teachers will meet 3 times weekly.

Horizontal and vertical teacher meetings: - Teachers will meet twice weekly with their grade teams. They will meet once weekly with their grade level content. Monthly department meetings will occur.

Frequency of support services to meet with core content teachers: Support teachers meet during weekly horizontal meetings.

PLC’s (Tuesdays)

Differentiated based on focus areas and teacher needs

Once per week

Members of grade team or exploratory in academic coach office

Agenda is informed by admin or ILT learning walk data.

• Guided by Kiley Framework (currently evidence based writing, checking for understanding, learning environment, and peer to peer discourse)
• Coaches and academic AP meet weekly to plan the PLC

Academic AP and coaches lead meetings. AP’s and ILT continue learning walks to maintain data loop.

Weekly team meetings (Fridays)

Continues from last year

Once per week

Members of the grade team or exploratory teachers

During the meeting, AP’s following an agenda. Time is split between information and updates for teachers or time to collaborate on PBIS events.

Protocols (who decides agenda, facilitates, supports, outcomes)

• Agenda developed by administrators during collaboration time and is same for each team so message is same. AP’s adapt as needed. Dependent on week, learning-walk data, PBIS data, and instructional adjustments.
• Admin includes time for counselors to focus on students of concern and talk about tiered interventions.

Core content small group (Wed or Thursday dependent on subject)

This is an added component to our PD

Occurs weekly. Will be replacing one duty time per teacher which is in place at the moment. Teacher posts for duty time (monitoring hallways) will be reduced for low traffic areas.

Depending on content area, teachers will meet with academic coach or content expert, who will support individual planning

A large portion of this meeting will be focused on looking at student work and analyzing data for deciding next steps with instruction. Teachers will develop lessons that are tied to specific adjustments to instruction informed by student data.

• Students who are proficient will no longer be placed in intervention classes, which will free up teachers for enrichment classes.
• Teachers of science and social studies will use this time for increasing rigor for their contents
• Teachers of ELA and math will adjust their interventions as needed by data analysis.

Agenda will be developed on weekly basis by academic coaches, department expert, and academic AP

• Feedback loop would be developed that will include looking at student work, creating a plan, implementing, and following up with another round of looking at student work which will gauge success.

Extended Day (bi-monthly)

Once per month faculty meeting / once per month opportunity for parent teacher conferences, which are scheduled by team members in each grade in conjunction with grade counselor.

All staff attend

Faculty meeting focus depends on current necessities at time. For instance this time has been used for all school data launches following ANET assessment and prior to data analysis. Other times, Kiley has used the time for reporting OHI results or another district requirements. When possible, this time is also used for content meetings. Agendas for content meetings are developed by district departments with information trickling down from department chairs.

Protocols (who decides agenda, facilitates, supports, outcomes)

3 All day professional days

Continues from last year

Students are off during day, and the day occurs in November, December, and February, which follows SPS calendar.

All teachers will attend on PD day.

Agenda for day is developed by academic coaches, department heads, PBIS members, and AP’s. Focus for the PD will be guided by quarterly learning walks by ILT, weekly admin learning walks, and teacher feedback. Key areas of focus come from Kiley Framework (discourse, learning environment, rigor, and writing to text)

Each session during PD day has a required outcome which is identified on the agenda. Some examples include:

• Data analysis outcomes with next action step
• Anchor chart for classroom
• Reflection on poster paper within your content or team.

Clear and Positive School Culture

Enhanced School Culture

Kiley has several plans to ensure that the school’s culture continues to improve and ensure that there is a high-quality learning environment for all students.

Kiley has formed a Positive Behavior Intervention System (PBIS) team staffed by teachers, which meets over the summer to make any necessary adjustments. The PBIS team provides training to the staff with the expectation that the system will be implemented in 100% of the classrooms. PBIS conducts quarterly learning walks to ensure that all classrooms are in compliance. Additional professional development for targeted staff members is provided by coaches and content leaders throughout the year.

Common expectations: All Kiley students are expected to follow the Kiley Way (Be Polite, Be Prepared, Be Safe, Be Proficient). There are specific guidelines for behavior in classrooms, hallways, the cafeteria, and other locations, and these expectations are outlined on posters throughout the building. Consistent team rules are posted in all rooms and include a shared hierarchy of consequences.

Consistent positive and negative consequences: Behavior is tracked through a stamp system as well as in student agenda book, which parents have access to. Kiley follows Code of Conduct. Tier 1 interventions include seat change, phone calls home, and other consequences. If a Tier 1 intervention lacks efficacy and the student of concern is brought up at a team meeting, then Tier 2 lunch groups, check-in / check-out procedures, support from AmeriCorps, or other possible interventions are implemented. If little change occurs still, students of concern are brought to Tier 3, where the team completes a Functional Behavior Assessment analyzing the student’s actions and planning steps to support them. Kiley also will use a Student Transition Assessment Tool, and has a Student Support Center.

Adjusting the system and supporting faculty: Kiley will make adjustments to the student support center as necessary and will continually work to improve the school’s ability to implement a 3-tiered intervention system in order to facilitate this work. Strategies to help teachers implement the system include:

• Teachers will be trained in classroom management schools during PD sessions.
• The school will use coaching and reviews of model classrooms to adjust classroom management.
• There will be monthly events recognizing positive student behavior.
• AmeriCorps and counselors will provide emotional support.
• To promote a positive culture of learning, academic gains are recognized in quarterly assemblies

Balanced Educational Experience

To ensure that all students at Kiley have rich opportunities that extend beyond the academic classroom, Kiley will offer a variety of enrichment programming. Placement in enrichments is based on data. Utilizing strengths of non-core staff members will enable the school to offer students courses that are outside the core areas; however, these courses will all still incorporate expository writing.

Core exploratory classes include physical education, chorus, band, art, and technology. Enrichment will be an extension of this program and will be developed based on teacher strengths and student interest, with the precise offerings yet to be determined. Currently Kiley staff is able to provide engaging enrichment to targeted students utilizing our exploratory staff members as well as non-core teachers. Pending allocation of budget, we will facilitate / continue relationships with Junior Achievement, Girls Inc, Youth MAG

Junior Achievement provides math instruction tied to home/business/real life scenarios. Girls.Inc and Youth MAG conduct activities and lessons that develop social and emotional skills of adolescents.

Depending on student data, students who are proficient or advanced will be provided opportunities for enrichment 45 minutes per day for 7th and 8th graders. Students who participate in an intervention block still receive considerable access to high-quality non-academic time through the 90 minutes per day of exploratory classes (see above).

Enrichment classes can provide opportunities for quarterly showcases of student work or parent nights. Furthermore these opportunities could extend to guest speaker invitations or assemblies that showcase student talents.

Working Conditions

• The school plans to hold family conferences and family events in which teachers will participate. In all cases where such an event will happen outside normal school hours, staff members will be notified at least two weeks in advance
• During a typical Monday-Friday week, all staff members are expected to perform additional duties that are necessary to fulfill the mission of the school. These duties may include, but are not limited to:
• Coverage of homeroom periods
• Coverage of break periods or block periods
• Substitute coverage of classes and duties of others who are absent from school
• In addition to traditional responsibilities and those duties listed above, all staff at the school may be expected to be involved in reasonable educational and administrative activities that are necessary to fulfill the mission of the school.
• Staff may be asked to perform additional duties or responsibilities not listed here. Some additional responsibilities may come with additional compensation in the form of stipends, but stipends should not be expected.
• In school year 2016-17, Kiley Middle School will no longer be offering the Critical Needs stipend that has been offered in the past.
• The school commits to ensuring a reasonable class size for students and teachers. Class sizes may be differentiated to support student learning and teacher development.

Policies