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Spirit Lake Middle School Principal’s Year-End Report 2011-12 Submitted by Kevin Range In 2011-2012, project based and conceptual learning exploded at Spirit Lake Middle School. We did three main things to redirect our focus on age-appropriate teaching and learning. First, we personalized professional development to meet the teachers' needs. Professional development reflected the differentiation our teachers planned and implemented for our students; teachers moved through new learning at their own pace which was documented by action plans. Furthermore, exceptional project based learning units were highlighted at each staff and professional development meeting. This was a focus during both monthly building meetings as well as at building meetings on monthly district professional development days. This allowed all teachers to see the incredible work and results colleagues were achieving throughout the building. Presenting these projects to the entire staff opened lines of communication and fostered collaboration to develop more interdisciplinary project based units. Outstanding project based units were developed at all grade levels and core subject areas. In addition, we focused all the project based conceptual units on meeting our building goals and engaging students in their own learning. We noticed that when project based student centered units were being taught, absenteeism of students and teachers decreased. This indicates students are more engaged, and we discovered that the more engaged students are, the more students achieve. Since administrative walk through data indicates a need to increase the rigor or high order thinking being asked of our students, this measurement, along with student achievement data, will guide our building professional development into the future. Armed with the work ethic of an outstanding staff, we will refocus our efforts on student achievement scores and plan to vastly improve individualized student and teacher achievement.

Building Goals: 2011-2012 Goal #1 Technology Goal Students will participate in at least one technology-rich unit/lesson during each quarter which include digital resources and one or more of the Characteristics of Effective Instruction. Emphasis will be on: ●Real world experience (relevance) ●21st Century Skills ●Five, critical “C's of PBL (Critical Thinking, Collaboration, Communication, Creativity, Community) ●Collaboration and team projects will be encouraged. Encore teachers will teach one interdisciplinary unit/lesson per semester. This will allow for collaboration among general ed, special ed and encore teachers to meet the challenges of Project Based Learning. Achievement of Goal: Each Student participated in multiple, technology-rich, project-based units. ●5th Grade - Heart Dissection, Frontier House, Keynote (slide shows) about Transitioning 4th Graders to Fifth Grade (Dos and Don’ts). ●6th Grade - Heart Dissection, Park Renovation, Egyptian Project, Changes Over Time (Conceptually Based, Interdisciplinary Unit. ●7th Grade - South American Project, The Great Debate (Civics Project), Water Quality Project (Lakeside Lab). ●8th Grade - Xtranormal (Civics Project), Civil War Reenactment, House Remodel Project, CNN Heroes Project, Storybird Story Book Writing Project.

Goal #2 Reading Goal Increase the percent of grades 6-8 students scoring proficient on reading comprehension from the 2010 – 2011 students to the 2011 – 2012 students. (Current 2010-2011 FAY score males 84.87 females 87.48.) Action planning items - Investigate and implement all programs of AR that are applicable, increase vocabulary strategies across content curriculum and differentiate reading strategies between males and females. Goal -100 percent Proficient! Achievement of Goal: Students and teachers followed action plans but did not meet the stated goal. Solid growth was recorded, but based on a proficiency model and set goal, an increase in non-proficient readers was recorded. Qualifiers include the administration of a newly designed test (The Iowa Assessments) and re-normed data from a proficiency model to a growth model. Re-norming not only reflects improvements across the country as a result of NCLB efforts but also forces half of all students taking The Iowa Assessments to the back half or slope of the bell curve. 79% of 6th through 8th graders were proficient this year compared to 86% of 5th through 7th graders last year. This would mean, “comparing apples to apples” the number of non-proficient readers increased by seven percentage points.

Goal #3 Math Goal Increase the percent of grades 6-8 students scoring proficient on math concepts/estimation and problem solving from the 2010 – 2011 students to the 2011 – 2012 students. Goal -100 percent proficient! Action planning items - Practice estimation across curriculum areas ie.... estimate percent correct on grades, estimate pages read today, estimate miles on a map. Achievement of Goal: It is difficult to determine if the mathematics goal was achieved. The Iowa Assessments incorporated and combined the concepts of estimation and problem solving into the Iowa Math Assessment. However, in comparing 2010-11 Concepts/Estimation/Problem-solving Assessments to the 2011-12 Iowa Assessment there was a slight decrease in proficiency as a building. 2010-11 44.1 students were not proficient out of 407 students taking the test. Eleven percent of the middle schoolers were not proficient. 2011-12 63 students were not proficient out of 418 students taking the test. Fifteen percent of the middle schoolers were not proficient.

Growth Charts for 2011-2012

Behavior Data: School Year 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-2010 2010-2011 2011-12

Total Referrals Physical/Verbal Aggression and Harassment 434 Referrals 61 Referrals 466 Referrals 63 Referrals 502 Referrals 51 Referrals 646 Referrals 52 Referrals 1640 Referrals 188 Referrals 1323 Referrals 218 Referrals 1108 Referrals 149 Referrals 969 Referrals 139 Referrals 307 Referrals 50 Referrals

There was a reduction of referrals because a change in procedures. Teachers were empowered to handle their own classroom, recess, and hallway discipline. These incidents were typically considered level one infractions i.e. homework completion, gum chewing, and other minor rule infractions. Also, these reductions in referrals were due to the following changes at SLMS. ·All teachers supervised students before school and at passing times. ·Teacher were accessible in the morning 1.Students were allowed into the Pods and classrooms at 7:45 in the morning. 2.Teachers were available for re-teaching/tutoring in the mornings. 3.Gym was opened and supervised for play at 7:30 am. ·Teachers were actively in charge of discipline rather than referring to the Connect Room. Attendance: Nine years of attendance data is available for review. The average daily attendance (ADA) percentages are listed below. Average Daily Attendance 2003-2004 - 95.94% 2004-2005 - 95.20% 2005-2006 - 96.24% 2006-2007 - 95.94% 2007-2008 - 96.06% 2008-2009 - 95.92% 2009-2010 - 95.14% 2010-2011 - 94.90% 2011-2012 - 95.12% This year’s attendance was up slightly from last year. A major factor in the attendance percentages of Spirit Lake Community School District students is our unique status as a wealthy, resort community. Serving the summer tourists that come to the Iowa Great Lakes is a major occupation for many Spirit Lake community members. The reality is that many families are unable to take summer vacations because the summer is their busy season. Consequently, we have many families that schedule their own family vacations during the school year. This will always be a factor in our attendance numbers, and we can do little to impact this situation as a school. Another interest piece of attendance data is that females struggle more than males with attendance. This is something for us to investigate next school year. These are students we can impact with possible interventions.

Dropout Data for the Spirit Lake Middle School – Grades 7 and 8 Dropout Data Grade #students M F 7 55 57 8 56 40

#Dropouts M F 0 0 0 0

# of IEP’s 13 13

# of IEP D.O. 0 0

Demographic Data: Student Enrollment: Grade Male 5 47 6 53 7 55 8 56 Total = 418

Female Total 50 50 57 50

97 103 112 106

Student Demographic Information: White – 378 – 90% of student body Black – 9 - .021% of student body Hispanic – 17 - .040% of student body Native American – 8 - .002% of student body Asian – 6 - .014% of student body Special Ed – 50 – 12% of student body Talented and Gifted – 59 – 14% of student body Low SES – 108 – 26% of student body Faculty/Staff Demographic information Full Time Faculty – 26 Part Time Faculty – 4 Support Staff – 1½ Secretaries, 10 Associates, 2 custodians, 4 Kitchen Staff Faculty Degrees – Several staff members have advanced degrees. BA – 9 Staff Members BA + 15 – 5 Staff Members BA + 30 – 6 Staff Members MA – 2 Staff Members MA +15 – 4 Staff Members MA + 30 – 4 Staff Members Percent of faculty responsible for instruction who participated in professional development This past year we had 100% participation from our faculty in professional development. Every staff member attended professional development throughout the year although some staff members did not attend each day. All staff members developed and completed a personal professional development plan this past year. Those plans were designed to help teachers focus their own personal professional development and were aligned to building and district goals.

MS Building Report  

End of the 2011-12 Year Report

MS Building Report  

End of the 2011-12 Year Report