Chippewa Falls Middle School Annual Report July 1 2013 June 30 2014
Prepared by: Heidi Eliopoulos, Jerim DesJarlais, Derrick Kunsman Please direct questions about this report to taylorhe@chipfalls.org.
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Table of Contents Institution Description 3 Staff Profile 3 New Teachers 4 Professional Learning Communities 4 Professional Development 4 Monthly Staff Meetings 6 Monthly Grade Level Meetings 6 Building Leadership Team Structure 7 Student Profile 9 The Universal Curriculum 9 Common Assessments 12 Smarter Balanced Assessment Field Test 12 Start of Year Department Reports 13 Data Warehouse 15 Systematic Data Review 16 Universal Response to Behaviors: Majors and Minors 16 Student Connections Groups 18 Academic Response to Intervention Structure 18 Current Intervention Offerings 19 Intervention Program Analysis 20 ProblemSolving Process 21 SLD Implementation Plan Progress 23 Special Education Updates 23 Student Extracurricular and Leadership Opportunities for Students 24 20132014 Highlights 24 Community Connections 26 Building Action Plan Developed in May 2013 26
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Institution Description Opened in the fall of 1977, the Chippewa Falls Middle School was built as an openconcept facility for grades six through nine. Now a facility for sixth through eighth graders, the school is the third largest middle school in the state of Wisconsin, behind Hudson Middle School and Green Bay East Middle School. The Chippewa Falls Middle School is organized as a true middle school, with systematic integration of crosscurricular teams containing approximately 125 students, a daily homeroom, an exploratory approach to vocational offerings, and daily physical education. Staff Profile The Chippewa Falls Middle School staff is comprised of: 77.7 certified teachers 3 school counselors 1 school psychologist .6 Title teacher .33 reading specialist 9 paraprofessionals .33 school nurse 1 health assistant 1 instructional aide 4.5 secretarial support staff 14 custodial staff 12 food service staff 3 administrators 3
New Teachers New teachers to the Chippewa Falls Middle School for the 20132014 school year were: Erica Paulson, Speech Laura Stone, Special Education Ann Kleinhans, English Eileen VanDenHeuvel, Art Chad Burger, Business Education Tom Schradle, Technology Education Samantha Weatherford, Math Erica Vanderloop, Math Professional Learning Communities Since the fall of 2008, the Chippewa Falls Middle School has operated a Professional Learning Communities construct. Staff members meet during the late start semimonthly collaboration periods with members of their gradelevel content areas. These collaboration teams have organized using Rick DuFour’s professional learning communities structure since their inception. Each school year, a staff meeting is held during the first collaboration time to review the structure and expected outcomes of collaboration teams. Teams submit accountability reports at the conclusion of each session using Google Docs. Each spring, collaboration teams adopt goals and plan action steps for the following school year. Products of collaboration time include: priority standards, common summative assessments, common formative assessments, shared instructional strategies, data reviews with action plans. This year, CFMS Professional Learning Communities adopted new standards in the areas of Language Arts, Mathematics, Literacy in All Subject Areas, Science, Technology Education, and Art. In 20142015, these teams will be the developers of coordinated SLOs under the Educator Effectiveness model. Professional Development Staff at the Chippewa Falls Middle School have participated in the following local professional development opportunities during the 20132014 school year. ● Summer Book Read Fair Isn’t Always Equal: All certified staff ● Summer Book Group: Meetings averaged 2030 staff members ● Google Certified Trainer: 2 4
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Smart Basics: 3 iPad Creativity: 6 iPad Productivity: 6 Beginner iPad: 6 Google Suite: 10 Google Sites for Teachers and Students: 14 Creating Digital Portfolios: 3 Technology Troubleshooting Tips: 3 Using Google Forms for Formative Assessments: 5 Google for Grading: 2 Apps and Extension for Struggling Students: 4 Making Your Browsers Work for You: 2 Collecting Student Work and Organizing (Google Drive): 3 Uploading Your H: Drive to Google Drive: 7 Google Drive, Docs, and Sharing: 4 Digital Writing Ideas for Students: 4 Maximizing Google Calendar and Gmail: 6 Common Assessment: 56 Kelly Gallagher’s Writing Training: 10 Writing to Learn: 33 Peer Assisted Learning Strategies: 8 Effective Literacy Interventions: 3 CRISS: 9 Doug Buehl’s Effective Strategies: 7 Doug Buehl’s Disciplinary Literacy: 3 Wilson’s “Just Words” 3 Saturday EdCampEC 9 Twitter Personal Learning Network 14 Five Easy Steps to a Balanced Math Program: 8 PBIS Tier 1 New Team Member Training: 3 PBIS Leadership Training: 5 PBIS Coaches Training: 4
Summer Book Group In the summer of 2013, all staff members received a required reading text entitled Fair Isn’t Always Equal by Rick Wormeli. Staff could elect to read the text on their own or through a voluntary summer book group. The text reviews several Grading for Learning concepts, differentiation, using assessments, feedback, and grading. 5
Monthly Staff Meetings Monthly allstaff meetings are organized as professional development minisessions. Staff meetings are designed and run by the building principal. Staff meetings conducted during quarter one focus on the following topics: August: Moving from Focus to Foundation: Solidifying our Base September: Why Differentiate? October: Alternate Compensation November: WKCE Security Training December: Security Refresher and Mental Health Needs of Adolescents January: Literacy in the Content Areas February: Communication Plan Roll Out March: Data Review and Grading for Learning Projection April: Canceled due to Weather May: Forecasting 20142015: Technology Expansion, Alternate School Programming Changes, and Grading for Learning Updates Monthly Grade Level / Department Meetings Monthly grade level and department meetings are organized for the purpose of operational communication / training. Grade level meetings are designed and run by the assistant principals. Grade level meetings conducted during quarter one were organized around the following topics. August: Systems and Processes September: Progressive discipline structure, referring minor behaviors October: PBIS Screener November: Smarter Balance Assessment: Third Installment December:Specific Learning Disabilities Criteria January: Canceled due to Weather February: Educator Effectiveness, Smarter Balanced Assessment March: Grading for Learning Deep Dive April: Using Assessments May: Danielson’s Framework 6
Building Leadership Team Structure The Building Leadership Team is comprised of leadership that represents a cross section of the staff: department heads, team leaders, and curriculum assistants. The Building Leadership Team is led by the building principal. The Building Leadership Team meets monthly for the purpose of steering the building around educational leadership topics. At the September meeting, the team participated in a facilitated activity during which it identified its vision for the school. The team identified its dreams to have a school that: ● Is supported by parents and the community; ● Has students who are connected to their school and invested in their education; ● Results in high levels of achievement for all students. Our work focused on creating structures in our school that will result in this dream. Meeting Topics: ● September: Vision articulation ● October: Review of outcomes from vision articulation; adoption of priority areas; begin communications discussion ● November: Drafting Communications Plan and identifying sponsors for each activity; Begin Grading for Learning knowledge base development using the Franklin Public School District model ● December: Communication Plan Approval and FiveYear Forecast of Grading for Learning ● January: Research Review and Development of Belief Statements: Grade Determination ● February: Research Review and Development of Belief Statements: Link Learning to Standards ● March: Research Review and Development of Belief Statements: Zeros, Late Work, and Redos ● April: Research Review and Development of Belief Statements: Assessment ● May: Research Review and Development of Belief Statements: Homework and Extra Credit 7
Grading for Learning Belief Statements: The Building Leadership Team used monthly meetings from January to May reading research on Grading for Learning Topics. From this research, the team was able to identify belief statements that will serve as the foundation shared practices. The Team drafted the following statements: CFMS Grading for Learning Belief Statements Pinnacle Belief: A grade should clearly represent what a student knows and is able to do. Representing a student’s grade using the “mean” of performance grades is not the statistically most accurate representation of a student’s level of mastery. Group grades do not clearly represent what an individual student knows and is able to do. Using a smaller scale with clear descriptions is more accurate than using a 100 point scale. Grading should not be on a curve. Linking standards and assessment tightens up instruction. Standardsbased grading is a meaningful representation of strengths and weaknesses with clear learning goals and standards. Criterion referenced grading is preferred over normreferenced grading. Standardsbased grading results in consistency in instruction, assessment, and reporting. A 100point system allows a zero to create a major distortion. Academic grades should not be used to punish noncompliance behaviors. Redos allow students to learn at different rates. New evidence should replace old evidence. Students shouldn’t be graded on the path they took towards learning. Homework is formative. Don’t score the practice. Planning for assessment begins with a focus on desired results. Homework and extra credit distorts grades. Achievement is measured by results and outcomes, not practice. Extra credit points and working towards mastery are two different systems. 8
Student Profile The Chippewa Falls Middle School ended the school year with 1095 students: 367 sixth graders, 373 seventh graders, and 355 eighth graders. 127 students (12%) have Individual Educational Plans. 11 students (1%) receive ELL services. 381 students (35%) have free lunch status; and, 78 (7%) have reduced. The Universal Curriculum The follow constructs of the Universal Curriculum are in place or are in the process of being put into place at the Chippewa Falls Middle School: ● Curriculum pacing guides ● Common summative assessments ● Implementation of Wisconsin Model Academic Standards in all areas ○ Identification of Power Standards ● Implementation of the Common Core Standards for Math and Language Arts ● Implementation of Literacy in the Content Areas ○ Music: Use of informational texts, paragraph writing ○ Social Studies: Use of informational texts, Cornell notes, paragraph writing ○ Science: Use of informational texts, Cornell notes, paragraph writing ○ Unified Arts: Use of informational texts, paragraph writing ○ Physical Education: Use of informational texts, paragraph writing ○ Math: Use of constructed response items ● Implementation of formative assessments: In transition in all areas ○ In place in music: Standardsbased grading of lessons ○ In place in phy ed: Criterion referenced skill checks ○ In place in various environments: Student response systems, exit slips 9
Scholastic Reading Inventory (SRI) Reading comprehension is an important skill, not just in reading classes, but also for helping students read and understand materials in all content areas. As such, the Chippewa Falls Middle School works on reading comprehension skills in all content areas. Students are measured three times per year using a standard reading comprehension tool. This tool is called the Scholastic Reading Inventory. The below table shows the reading comprehension growth of Chippewa Falls Middle School students. Grade
Percentage of Student Proficient or Advanced September 2013
Percentage of Student Proficient or Advanced May 2014
Change
6
72%
80%
+8%
7
71%
82%
+11%
8
74%
77%
+3%
Whole School
72%
80%
+8%
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Student Reading and Math Proficiency Levels The Response to Intervention Structure explain above is used to get our students proficient in reading and math so that they have the skills they need to, not only be successful in high school, but also have college and career options available to them when they graduate. A fully functioning Response to Intervention Structure is one that has 80% of its students proficient in reading and math. The Chippewa Falls Middle School annually reviews proficiency levels at the start of the year. The Response to Intervention System is used to move as many students as possible from nonproficient to proficient. Reading GRADE
Population
May
(proficiency rates)
(proficiency rates)
Change in proficiency rates
September
6
367
285; 77.7%
333; 90.7%
+13%
7
373
292; 78.3%
335; 89.8%
+11.5%
8
355
289; 81.4%
313; 88.2%
+6.8%
SchoolWide
1095
866, 79.1%
981; 89.6%
+10.5%
GRADE
Population
September
(proficiency rates)
May
(proficiency rates)
Change in proficiency rates
6
367
248; 67.6%
266; 72.5%
+4.9%
7
373
296; 79.4%
320; 85.8%
+6.4%
8
355
254; 71.5%
297; 83.7%
+12.2%
SchoolWide
1095
798; 72.9%
883; 80.6%
+7.7%
Math
In other words, during the 20132014 school year, the Chippewa Falls Middle School moved 115 students from nonproficient to proficient in the area of reading. This is 10.5% of the student population. By the end of the year, nearly 90% of students were proficient in the area of reading. In the area of math, the Chippewa Falls Middle School moved 85 students from nonproficient to proficient in the area of math. This is 7.7% of the student population. By the end of the year, 80% of students were proficient in the area of math. 11
School Accountability Report The Chippewa Falls Middle School increased its school accountability report by six points between the 2012 publishing and the 2013 publishing. Gains were made in the areas of Student Growth and Closing Gaps. Common Assessments Collaboration teams at the Chippewa Falls Middle School have been developing, implementing, and revising common summative assessments for seven years. Grade level content areas currently are using common curriculum, common assessments, and common pacing guides. The adoption of the Common Core State Standards has resulted in the revision of priority standards and common assessments. Collaboration teams worked this year on drafting common summative assessments reflective of their priority standards. Teacher teams are now working on formative assessments. Formative assessments are not part of the course grade and are used to drive instruction. Smarter Balanced Assessment Field Test The Smarter Balanced Assessment will be replacing the Wisconsin Knowledge and Concepts Exam for testing student reading / language arts and mathematics skills beginning in the 20142015 school year. In April, students at the Chippewa Falls Middle School participated in the Smarter Balanced Assessment field test. Students in sixth and seventh grades field tested the mathematics portion of the test. Students in eighth grade field tested the English language arts portion of the test. The purpose of the field test was to test individual questions. The school will not receive individual or aggregate test results. While the test created a disruption in the normal school schedule, the middle school had the benefit of having both staff and students experience the new computerbased test before it was officially implemented. 12
Start of Year Department Reports Annually, departments reflect on their progress so far and develop goals for development for the school year. Below are the September reports from each academic department at the middle school. SOCIAL STUDIES (August 28, 2013) ● All summative assessments are common. ● Department Head and Curriculum Assistant are leading collaborative work with Science and Unified Arts on the implementation of the Literacy in the Content Areas standards. ● Department is focusing on the following priority areas ○ Instruction of and use of Cornell notes format ○ Reading informational texts ○ Writing accurately formatted informational paragraphs ○ Making inferences MUSIC (September 18, 2013) ● Developing rubric for use with content area reading / writing activities. ● Developing a master set of writing assignments that all teachers can draw from. ● Creating standardsbased rubrics for lessons so that students are getting formative feedback. ● Has 6th grade common summative assessment in place. Needs refinement. Only portions should be common. Some portions should be ensemblespecific. ● Will develop common assessments for 7th and 8th. ● Is considering giving common assessments three times per year to track progress (fall, winter, spring). ● Struggle to find nonfiction music texts that are ageappropriate. Heidi ordered inTune magazine for each teacher. READING (September 19, 2013) ● All assessments are common. ● Pacing is comparable in length of time spent, but sequencing may be different for the purpose of sharing resources. ● 6th grade is using standardsbased section tests as common data points among teachers. ● 7th grade uses the text more as an anthology. ● Both 6th and 7th grade use benchmark tests at the start of the year. Tests provided by text company; however, they are confused by the fact that the three benchmark tests are all different and contain different skills. Are considering using the endofyear test three times during the year instead, to make the test more criterionreferenced than normreferenced. ● 7th grade has an item analysis document that accompanies the fall benchmark test. They use it for planning for the year. 6th grade is developing one. 13
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7th grade has done Reading / English articulation work with the Common Core. 6th grade plans to. ● Since this is the first year that there have been designated reading teachers in 6th grade, the 6th grade teachers feel like they have a little work to do to get up to pace with 7th grade. ● Vertical articulation is a goal for this department this year. SCIENCE (September 24, 2013) ● All summative assessments are common. ● Next Generation Science Standards are not “officially” adopted by state; however, the WI State Standards are no longer on DPI’s website and have been replaced by the NGSS. Teachers will plan as though these will be officially adopted in the future and are beginning to identify priority standards and the unwrapping process. ● Teachers will focus on implementing the Common Core Standards for Literacy in the Technical Areas and the Next Generation Science Standards in tandem. ENGLISH (September 24, 2013) ● All summative assessments are common. ● Pacing is similar in time spent per unit, but sequencing might be different for the purpose of sharing materials. ● LA Common Core priority standards are being adopted by both English and reading. ● Spelling words correctly is an LA Common Core priority standard. Falcon team is piloting a differentiated spelling approach, in which students take a pretest, a benchmark test, and a posttest of commonly misspelled words. The error words become the students’ individual spelling list. Pilot group data will be reviewed at the end of the year to determine if this pilot was successful. Data will be used to determine if the pilot should be expanded to a programmatic level of implementation. ● If so, roots/stems will go to reading and differentiated spelling will go to English. ● Ongoing work: ○ 6th grade reading and English priority standards articulation ○ Common assessment authoring completion ○ Ongoing reading / English articulation and vertical articulation ○ Focused informational text and written response practice PHY ED (September 25, 2013) ● All summative and formative assessments are common. ● Will be focusing on implementing literacy in every unit in phy ed ○ Informational text ○ Written response ○ Focus on mastery of specific skills ○ Use literacy to enhance units, not take away ● Refine FITT curriculum ● Begin developing electronic portfolios to demonstration standards. Implement when 14
transition to 1:1. ● Sending representatives to trainings and bringing back to whole department: Doug Buhel, CRISS, writing MATH (October 3, 2013) ● Is transitioning from the Wisconsin Academic Standards to the Common Core Standards. Full implementation is expected at the start of 20142015. ○ Documenting through unwrapping, pacing guides, and assessments. ● All summative assessments are common; and, teachers are using same pacing. ● 8th grade is at full implementation and working on revising assessments. ● 6th and 7th grade are continuing transition. ● Math Review is used to address “gaps” in sequencing during transition. ● 6th grade is collaborating with 5th grade representatives on vertical articulation. UNIFIED ARTS (October 17, 2013) ● All assessments are common. ● Revising course offerings based on new standards, student interest, and relevance. ● Implementing literacy in the technical areas in collaboration with science and social studies. FOREIGN LANGUAGE (October 16, 2013) ● All assessments are common. ● Staff verifies 80% success rate for each assessment and each period. ● Department regularly collaborates with 912 World Language programs for true 712 vertical alignment. ● Staff continues to refine TPRS implementation; and, is seeing high levels of language acquisition. ● Staff have been the focus of a UWEC case study on effective approaches to Foreign Language instruction. Data Warehouse The data warehouse at the Chippewa Falls Middle School contains the below points of data. This data is accessed individually or collectively for use in decisionmaking processes. ● WKCE Results: Math, Reading, Science, Social Studies, Language Arts ● Scholastic Reading Inventory Screener Data ● AIMs Web Universal Screener Data: RCBM (Fluency), MCAP (Math Calculations) ● AIMs Web Progress Monitoring Data: RCBM, MComp, MAZE (Reading Comprehension) ● Common Summative Assessments: All Content Areas ● System 44 and Read 180 Progress Monitoring Data ● Attendance ● Minor Behavior Events ● Office Discipline Referrals 15
● ● ● ● ● ●
Parents Contact Logs Check In / Check Out Progress Monitoring Data Functional Behavioral Assessment Results Satisfaction Survey Results: Parents Satisfaction Survey Results: Staff PBIS Implementation Data: Benchmarks of Quality
Systematic Data Review NeedsBased Assessment: The NeedsBased Assessment multidata point report is published after each universal screening period. The report includes recent and relevant points of data. A separate report is run for literacy and mathematics.The NeedsBased Assessment is used to flag students for deeper review who might need either an intervention or enrichment. The NeedsBased Assessment is reviewed three times per year in ProblemSolving meetings and Pupil Services Team meetings. Beginning in December of 2013, NeedsBased Assessment reports included classroom summative (unit) assessments. Intervention Progress Monitoring: Weekly the Intervention Instructional Aide provides a spreadsheet of all students in intervention and their progress monitoring data. The Pupil Services Team reviews this data weekly at the Pupil Services Team meeting to apply decisionmaking rules in the areas of graduation from intervention or movement to a Tier III level of support. Quarterly Report Data: ProblemSolving Teams review classroom grade data at the midquarter and quarter marking periods in order to identify students who need additional supports, who need additional challenges, or who have met criteria for graduation from Study Skills Intervention. Universal Response to Behaviors: Majors and Minors This year the Chippewa Falls Middle School designed and implemented a systematic progressive discipline framework. The goal of the framework is to provide both consequences and interventions for behavior offenses in order to decrease instructional time lost due to behavior problems. A review of Office Discipline Referrals from the 20132014 school year revealed a notable decrease of time spent by students in InSchool Suspension (ISS) and OutofSchool Suspension (OSS). In 20122013, there were 394 ISS assignments earned by 145 different students. In 20132014, 125 ISS assignments were earned by 66 different students. In 20122013, there were 114 OSS assignments earned by 60 different students. In 20132014, 72 OSS assignments were earned by 47 different students. Additionally, Office Discipline Referrals, as a whole, are down from last year. In 20122013, there were 722 referrals made. In 20132014, 630 referrals were made.
We conclude that this model is resulting in increased instructional time for students. 16
Major Consequence Infractions
Intervention
First
30 minute after school detention with assistant principal.
Reflection form and matrix review. Parent contacted.
Second
60 minute after school detention with the assistant principal.
Reflection form and matrix review. Students may start on Checkin/Checkout. Parent contacted.
Third
90 minute after school detention with the assistant principal.
Reflection form and matrix review. Parent meeting is held. Students also start on CheckIn/CheckOut.
Fourth
Full week out of lunch in the commons (equivalent to 150 minutes of detention) or a halfday of inschool suspension is assigned.
Reflection form. Parent contact or meeting. Reevaluation of the CICO program, possible individualization of the program may take place and/or placement into an SAP group to focus on building skills.
Fifth
Halfday/fullday of inschool suspension.
Reflection form. Parent contact or meeting. A reevaluation of the current interventions with a layering of another intervention (example: started CICO after third major, after fourth major the CICO was individualized, now the student will be added to an SAP group to focus on building skills.)
Sixth
Out of school suspension.
Reentry meeting is held the morning the student returns to school. A functional behavioral assessment is completed to determine if a behavior intervention plan needs to be developed.
Seventh +
Out of school suspension for multiple days.
Reentry meeting is held the morning the student returns to school. Continue layering of interventions. The functional behavioral assessment will be used to develop a behavior intervention plan. A possible recommendation to start the wraparound process to involve community agencies will take place if determined appropriate by school team. The team typically consists of a school staff considered an expert with behavior, a teacher, a parent and an agency representative who will provide support.
*Note: Three minor behavior referrals in a month = a major.
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The vast majority of students did not receive any Office Discipline Referrals (ODRs) during the 20132014 school year. 2.8% of students received 6 or more ODRs. 7.9% of students received 2 to 5 ODRs. 89.2% of students received 0 to 1 ODRs. Student Connections Groups Quarterly, Student Connection Groups are organized and facilitated for students, based on individual, personal needs that students might have that impact them in school and in life. Groups contain no more than 10 students and are facilitated by two adults: one or two staff members or one staff member and a community professional. Student Connection groups meet weekly for one quarter and are organized around needs such as trauma, ADHD, executive skills, loss, having family deployed in the military, or having a sibling with special needs. Academic Response to Intervention Structure The Chippewa Falls Middle School has been developing and refining its Response to Intervention structure since 2006. Due to the size of the school, the middle school has developed a Standard Protocol system, as opposed to an 18
Individual Problem Solving system. There currently are 38 teachers in the middle school providing interventions. Due to the size of the school and the number of teachers providing interventions, the school has developed a single system that incorporates three constructs: RtI, the new SLD criteria, and the districtidentified screener and progress monitoring tool (AIMs web). Current Intervention Offerings The Chippewa Falls Middle School has the following intervention offerings. Skill
Curriculum
Literacy: Decoding
Wilson’s Just Words
Literacy: Fluency
Read Naturally
Literacy: Comprehension
Soar to Success CRISS Strategies PALS
Literacy: Decoding, Fluency and Comprehension
Bev Tyner EvidenceBased Practices
Literacy: Writing
Read Naturally
Math
SRA Math
Behavior
Check In / Check Out
Behavior
Think First SAP Group Keeping Your Cool SAP Group
Behavior
Study Skills
Behavior
Functional Behavioral Assessments and Behavior Intervention Plans
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Intervention Program Analysis Data To ensure that our intervention program is resulting in gap closes for students who are behind their peers, we analyze the effectiveness of each of our Intervention Programs. The goal is to have interventions that cause the students to grow their skills faster than students who don’t receive intervention at all. This will allow the students to catch up to their peers with time. Reading Average Growth of Students in Intervention for Minimum of 1 Semester
Avg vs Expected Control = AIMS expected growth Test = Growth of students in intervention for minimum 1 semester
Intervention
Skill Focus
Expected Growth over 1 Year without Intervention
Grade 6
Fluency
25
34.1
T = 1.4C
Comprehension
6
8.8
T = 1.5C
Wilson 6A
Fluency
25
31.2
T = 1.3C
Wilson 6B
Fluency
25
31.6
T = 1.3C
Corrective Reading
Fluency
25
31.6
T = 1.3C
Comprehension
6
8.9
T = 1.5C
Soar to Success
Fluency
25
31.2
T = 1.3C
Comprehension
6
8.9
T = 1.5C
Grade 7
Fluency
23
35.4
T = 1.5C
Comprehension
7
10.3
T = 1.5C
Wilson Combo
Fluency
23
28.4
T = 1.2C
Comprehension
7
9.6
T = 1.4C
Tyner
Fluency
23
27.2
T = 1.2C
Comprehension
7
9.0
T = 1.3C
Grade 8
Fluency
11
20.7
T = 1.9C
Comprehension
3
7.1
T = 2.4C 20
Tyner
Fluency
11
21.5
T = 2.0C
Comprehension
3
6.7
T = 2.2C
Read Nat / PALS
Fluency
11
17.4
T = 1.6C
CRISS
Fluency
11
20.7
T = 1.9C
Comprehension
3
7.1
T = 2.4C
Math
Intervention
Expected Growth over 1 Year without Intervention
Average Growth of Students in Intervention for Minimum of 1 Semester
Avg vs Expected Control = AIMS expected growth Test = Growth of students in intervention for minimum 1 semester
Grade 6 SRA
15
18.5
T = 1.2C
Grade 7 SRA
13
16.2
T = 1.2C
Grade 8 SRA
9
21.6
T = 2.4C
ProblemSolving Process The Chippewa Falls Middle School has a systematic problemsolving process that includes grade level Student Success Teams that meet weekly for the purpose of problemsolving around individual students. The Pupil Services Team provides oversight for all problemsolving. Selection for Intervention A data retreat is conducted each April to review the NeedsBased Assessment Data. An equally weighted formula is applied to multiple points of data and represented with a 5point scale. Students with a rating of 2.5 or above are considered proficient. Students with a 2.0 or below are identified as potentially needing an intervention. Implementing Curriculum with Fidelity In order to keep our process aligned with SLD Criteria requirements, all interventions must be implemented with “fidelity.” This means that instructions for minutes, group sizes, and activities must be followed. Establishing Baseline For all students being progress monitored, a baseline must be established. 21
Progress Monitoring Progress monitoring is to be conducted: ● Weekly ● In Tier II ● Using the AIMSweb progress monitoring tools ○ RCBM = Fluency (Read Naturally, Tyner, Just Words, Corrective Reading: Decoding) ○ MAZE = Comprehension ( Tyner, SOAR, Corrective Reading: Comprehension, CRISS) ○ MCOMP = Math (all interventions) ● At grade level Additional progress monitoring tools may be used in addition to AIMSweb. AIMsweb progress monitoring data should be entered weekly. Decisionmaking Rules A student whose progress monitoring probes are at the 50th percentile can be considered for graduation from intervention. When the student meets these criteria on 3 out of 4 consecutive progress monitoring probes for the appropriate season, they may be recommended for dismissal from intervention. The benchmark season dates are listed below: Fall: September 1st through October 15th Winter: October 16th through February 1st Spring: February 2nd through the end of the school year In addition to the student meeting the graduation requirements of the progress monitoring tool, the student must also have a current assessment category average of a minimum of 70% in the course related to the intervention. A student who has a downward or flat trend line after a minimum of 8 progress monitoring scores may be recommended for a change or additional tier of intervention. To Recommend Dismissal, Change, or Additional Tier The Pupil Services Team meets weekly to analyze the progress monitoring data and make decisions about who has met the criteria for graduation and who will need an additional layer of intervention. 22
SLD Implementation Plan Progress In the Spring of 2013, a leadership team from the Chippewa Falls Middle School completed the SLD implementation readiness checklist provided from the Department of Public Instruction. Action steps were identified for the finalization of implementation. The Pupil Services Team fully implemented the new criteria and process December 1, 2013. The Response to Intervention system that has been in place for several years at the Chippewa Falls Middle School was reflective of the SLD requirements. As such, the school had a smooth transition. Special Education Updates The Special Education district department goal included the increase of minutes in the general education classroom. In support of this goal, the middle school has implemented team teaching in the areas that the schedule currently allows. Likewise, the middle school is partnering with the district department to send 6 staff members to a team teaching training in November of 2013. This year as well, an expectation was established for all special education teachers to spend a minimum of 50% of their collaboration time collaborating with their general education partners. The special education department increased its department meetings to twice per month. As a result, collaboration with general education colleagues on latestart Wednesdays neared 100%. Math and reading intervention classes with a focus on closing the achievement gap have been implemented using normative data to focus on individual need. In addition, pullout math and reading special education teachers are using their collaboration time to learn bestpractice ways of implementing curriculum that mirrors their regular education peers.The training and implementation of Scholastic curriculums Read 180 and System 44 also started this year. Read 180 Growth Data Avg vs Expected Control = SRI grade level growth Test = Growth of students in Read 180 intervention
Grade
Average Growth without Read 180
Average Growth with Read 180
Grade 6
64
169
T = 2.6C
Grade 7
71
136
T = 1.9C
Grade 8
39
135
T = 3.4C
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Student Extracurricular and Leadership Opportunities for Students
Chippewa Falls Middle School students have access to a wide variety of cocurricular activities. Sports offerings included cheer and stunt, football, cross country, swimming, volleyball, basketball, wrestling, and track. Musical cocurricular offerings include a show choir and a jazz band. Voyagers is a grantbased program supported by Fund 80 monies that provides after school homework support and enrichment opportunities for middle school students. Classes are offered in a trimester rotation. In addition to Homework Central and a variety of enrichment courses, Voyagers also hosts an annual student musical. The musical Peter Pan and was performed for the community on Friday, November 22nd. Leadership cocurricular opportunities are available to students through WEB and Student Council. WEB, or Where Everyone Belongs, is an 8th grade leadership group that plans and implements the 6th grade orientation day and monthly followups. WEB Leaders work in pairs and are assigned to 10 6th graders whom they mentor for the full school year. Student Council members are elected representatives of their Teacher Advisory class. The representatives plan schoolwide activities and charity events. 20132014 Highlights August: ● School Year Kick Off ● General Education / Special Education Collaboration structure implemented ● General Education / Special Education teamteaching pilots ● Parent Survey: What do you want in your middle school? September: ● Just Act Right (JAR) Weekly Challenge Kick Off ● WEB Leaders Welcome in our Sixth Graders ● Back to School Night: New structure ○ Whole grade parent address by building principal ○ Team presentations 24
○ Open house ● Progressive discipline structure implemented ● Notable schoolwide increase of implementation of literacy in the content areas ○ Informational text reading instruction ○ Cornell notes direct instruction ○ Paragraph writing ● School Report Card Results Announced October: ● PBIS Kick Off ● Community presence: Boys and Girls Club, YMCA ● Think First Pilot Begins ● Parent / Teacher Conferences ● Community Resource Fair ● Hero Campaign Continues ● StuffaTruck Campaign ● Vertical articulation between 5th and 6th grade about Common Core Math Adoption ● 6th Grade Star Lab November: ● United Way Campaign ● Staff Packer Party ● Movember behavior incentive ● Minor behavior referral parent communication system ● Final administration of the WKCE for Reading and Math ● School Play: Peter Pan December: ● Holiday Concerts ● Spirit of Christmas Participation ● 6th Grade Movie Night Sponsored by WEB January: ● 5th Grade Classroom Visits ● 6th Grade Cocoa Morning Sponsored by WEB ● Ragtime Piano Performance February: ● 5th Grade Family Orientation ● Parent/Teacher Conferences ● Staff and Parent Participation in Community Conversation March: ● Solo & Ensemble ● 7th Grade Holocaust Presentation ● Middle Level Parents4Learning Articulation Begins April: ● Student Talent Show ● Smarter Balanced Assessment Field Test 25
● “Take What You Need” Support Sponsored by WEB ● Heyde Center for the Arts Student Art Show May: ● Spring Concerts ● Phase 1 of Student Technology Integration Announced June: ● Spring NeedsBased Assessment reveal significant positive gains ● Staff Golf Outing ● School Wide Celebration: Staff vs Students Volleyball Community Connections ● Community leadership of Student Connection Groups ● Community leadership of Voyager enrichment courses ● Free public performances: choir, band, orchestra, musical ● Fire Department Kitchen Safety Partnership ● Community Resource Fair for Fall Conferences ● Community donations to support behavior incentives ● Community donations to support technical education classes ● Partnership with Heyde Center for the Arts: School performances of traveling groups ● Host site and participating school of Chippewa Mentor Program ● Staff participation in and facility use for Special Olympics ● Participation on Chippewa County coordinated services teams ● Staff AdoptaHighway project ● Seventh Grade community service day ● Facility use for YMCA, Cardinal Flight, Cardinal Hoops, Chippewa Youth Wrestling, Chippewa Area Catholic School System, and Chippewa Youth Football ● Staff support of PBIS implementation at YMCA and Boys and Girls Club ● Charitable support of United Way, Salvation Army, StuffaTruck, Spirit of Christmas ● Staff member representation on leadership boards for community organizations: Boys and Girls Club, Chippewa County Voices in Prevention Action Team, Oktoberfest, Skills2Schools Program Partnership Building Action Plan Developed in May 2013 In May of 2013, prior to the adoption of the School Learning Objective format, the leadership team of the Chippewa Falls Middle School adopted its Action Plan for the 20132014 school year.
Goal: To develop, implement, and assess a focused school-wide system designed to use data-based decision making, improve individual student growth, close the achievement gap, enhance professional practice, and result in institutional growth. 26
Priority Student Academic Skill Areas: Reading Math Written Communication Problem Solving Successful Behavior Choices Priority Professional Practice Foci: Common Core Adoption Response to Intervention Individual and Systematic Problem-Solving Collaboration Differentiation for all Learners Assessment to Inform Instruction Grading for Learning Effective Homework Practices Data-Based Decision Making
Action Steps: Systems and Processes Action
Staff Responsible
Accomplish By
Refine RtI system based on 2012-2013 implementation assessment
Pupil Services Team
✔ August
Evaluate alignment between RtI system and SLD requirements; Make needed adjustments
Pupil Services Team
✔ August
Develop an SLD comprehensive transition plan
Administration
✔ June 2013
Refine Problem-Solving Process based on 2012-2013 implementation assessment
Pupil Services Team
✔ August
Develop system for regular data push-outs and week-five progress monitoring evaluation
Pupil Services Team
✔ August
Develop staff capacity for use of RtI system and Problem-Solving Process
Administration
✔December
Develop proposal and job descriptions to address staffing deficits in Tier II
Administration
✔ June 2014
Redistribute staff to support implementation of Tier III
Administration
✔ June 2014
2013
2013
2013
2013
2013
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Lead team meetings around consistent Problem-Solving procedures
Administration
✔ June 2014
Counselors Pupil Services Team
✔ August
Revise teacher and parent handbooks to include decision-making processes
Administration
✔ August
Develop decision-making rules for movement between tiers
Pupil Services Team
✔ August
Pupil Services Team
✔ March
Implement Tier III of PBIS framework
PBIS Leadership Team
Training not available
Develop Pupil Services Team Comprehensive Handbook to articulate system, protocols, and processes
Pupil Services Team
✔ November
Adopt district-wide intervention logs for documentation on Infinite Campus
Pupil Services Team
✔ September
Action
Staff Responsible
Accomplish By
Add additional SRI measure in January for use in Needs-Based-Assessment; supplant for MAZE
Reading / English Staff
✔ January
Develop and implement classroom common assessment for use in Needs-Based-Assessment
Math Staff
✔ February
Complete adoption of Common Core Standards for Math
Math Department
✔ June 2014
Complete adoption of Common Core Standards for English / Language Arts
Reading Department English Department
✔ June 2014
Complete adoption of Common Core Standards for Literacy in the Content Areas; develop lesson plans
Science Staff Social Studies Staff Unified Arts Staff Music Staff Reading Specialist
✔ June 2014
Develop decision-making rules for selection of supports
Conduct data retreat for identification of students needing intervention
2013
2013
2013
2014
2013
2013
Curriculum and Instruction
2014
2014
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Examine and implement Smarter Balanced Assessment sample questions
Math, Reading, English Staffs Additional Staff where applicable
✔ May 2014
Create and implement common formative and summative assessments
All staff
In progress
Differentiate curriculum and instruction to result in growth for all learners
All staff
In progress
Implement common paragraph writing expectations, rubrics
All staff
✔ September
2013 Use assessment data to inform instruction
All staff
In progress
Increase collaboration between special education and general education teaching staff
Special education staff and core content teachers
✔ May 2014
Implement Read 180 in special education setting
Special education staff
✔ September
Special education staff, administration
✔ September
Evaluate use of Wisconsin Alternate Assessments by students with IEPs
2013
2013
Professional Development Action
Staff Responsible
Accomplish By
Participate in common assessment professional development
All staff
✔ December
2013 Support participation in professional development that is reflective of building and district priorities
Administration
✔ June 2014
Design and deliver an all-staff collaboration based on Du Four’s Professional Learning Communities framework to provide direction and focus to collaboration groups
Administration
✔ September
Incorporate professional development into all-staff and grade level meetings
Administration Teacher Leaders
✔ May 2014
Utilize technology to make staff meeting and grade level meeting content accessible to all staff
Administration
✔ May 2014
Provide development around the concepts in Fair Isn’t Always Equal by Rick Wormeli
Administration Teacher Leaders
✔ October
2013
2013
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