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DIAC Presentation 2010. Dodge City Middle School. School Demographics. 2.3%. 22.11%. 3.60%. 71.93%. African American, 19.00 out of 805.00 , (2.36%). Hispanic, 579.00 out of 805.00 , (71.93%). Other, 29.00 out of 805.00 , (3.60%). White, 178.00 out of 805.00 , (22.11%).

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slide2

School Demographics

2.3%

22.11%

3.60%

71.93%

  • African American, 19.00 out of 805.00, (2.36%).
  • Hispanic, 579.00 out of 805.00, (71.93%).
  • Other, 29.00 out of 805.00, (3.60%).
  • White, 178.00 out of 805.00, (22.11%).
slide3
SMART Goal: Reading: By Spring 2010 all students and all subgroups will meet or exceed AYP Reading target of 79.8 and/or achieve safe harbor status.

SMART GOAL Math:By Spring 2010 all students and all subgroups will either meet or exceed AYP Math target of 77.8 and/or achieve safe harbor status.

SMART Goal Affective:During the 2009-2010 school year, we will decrease the number of gang-related offenses by at least 10% from the previous year.

School SMART Goals

Professional Development

slide5

School Improvement Tool Kit

Professional Development

slide7

CHARACTERISTIC (# 7) (Mean Score 4.57)

Successful schools for young adolescents provide an adult advocate for every student.

slide8

CHARACTERISTIC (# 11)(Mean Score 4.90)

Successful schools for young adolescents use assessment and evaluation programs that promote quality learning.

slide9

NMSA

CONSULTANTS

The emphasis of Mr. Berckemeyer's sessions were on effective teaming and interdisciplinary teaching.

Dr. Connors expertise is in student advocacy programs.

IMPROVEMENT

Teaming approaches have improved markedly; every teaching team has planned, and executed an interdisciplinary unit or will in the next few weeks. Topics for the units were drawn from intended curriculum standards but have been enriched with cross curricular work and creative planning.

slide11

Affective SMART Goal

Affective Development

During the 2009-2010 school year, we will decrease the numbers of gang-related offenses by at least 10% from the previous year.

Professional Development

slide12

Interventions

Preventions

Staff Gang Awareness Training

2-day Student Gang Awareness Presentation

October All Parent Academy on “Gangs & Bullying”

SMART Advisory Class review of policies & procedures in student handbook

DARE Program – 7th Grade

Red Ribbon Week – October

8-Week Choices Early Prevention Program

Parent Academy Newsletter Articles

Gang-related behavior contract at the start of school year resulting from previous year offenses

Monthly Mandatory Gang Education & Training Meetings for parents of students placed on contracts or students who receive a gang referral during the school year

Home visits for parents who are unable to attend mandatory meetings by DCPD from school referral

Gang database shared with local law enforcement through DCMS SRO

Gang Policy Violation procedures

slide13

Affective Intervention Data

DCMS had a 59% decrease of gang-related offenses from 2008.

DCMS had a 43% decrease of gang-related offenses from 2007.

slide14

Parent Involvement

  • Parent Academies
    • 8th Grade Explore & College Awareness Evening
    • The Blending of Cultures
    • Study Island
    • Fitness Night
    • “The Silent Epidemic”
  • Parent & Team Intervention Meetings
  • 6th and 8th Grades Building Transition Meetings
  • Site Council
  • PALMS Site Council
    • Post-Secondary Access for Latino Middle School Students
slide15

Tier III

Tier II

Flexible Grouping

Sheltered Instruction

Mastery Check

Benchmark Assessments

Tier I

Cognitive Development

Affective Development

Professional Development

slide16

10 Minutes Daily

80 Minute Block

Tier III

Tier II Math

10 Minutes Daily

Kansas Math Assessment Course

40 Minute Block

Tier I Math

Cognitive Development

TEAMING

Ensuring Student Progress

Pre-Algebra

Algebra

Geometry

10 Minutes Daily

Affective Development

Professional Development

slide17

Enrichment Math

{

General Math Curriculum

Grades 7&8

{

7th Grade Pre-Algebra

8th Grade Algebra

{

6th Grade Taking Pre-Algebra

7th Grade Taking Algebra

8th Grade Taking HS Geometry

slide18

Tier III

Reading

Tier II

Kansas Reading Assessment Course

40 Minutes 9 Weeks

Tier I

Cognitive Development

Affective Development

Professional Development

slide19

Tier III Read 180

10 minutes

10 minutes

60 minutes

slide21

Newcomers System 44 Reading

  • The Code- teaches letter-sound correspondence through fluent word recognition
  • Word Strategies- presents instruction and practice in syllable strategies and word analysis.
  • Sight Words- lessons focus on building automatic recognition of the sight words.
  • Success- at the conclusion of each set of instructional topics, a nonfiction video introduces students to background information and vocabulary that helps them access a text passage. Passages and related activities require students to apply and build on the skills they have learned and develop their comprehension.
slide22

QPA & Making AYP

  • We have to have no less than 90% attendance rate in all sub categories. (To Date: 95.67%)
  • Currently our Sub Groups Include: (Free and Reduced, Students with Disabilities, ELL, Hispanic and White)
  • On QPA “Expected Gains,” we have to make a 10% gain in the non-proficient areas which is all student who are scoring below in the two categories of “Approaching Standards” and “Academic Warning.”
  • Example, in 2009 we had 23.1% of our students that scored below the “Meets Standard” mark in 7th and 8th grade reading. This year we will need to have 13.1% of our students score at the “Meets Standard” category in all subgroups.
slide25

Curriculum Alignment

Setting Measurable Goals

Validating

Benchmark

Assessments

Instructional Calendar

Unpacking Essential Indicators

  • Professional Learning Communities

Collecting Analyzing Formative Data

Formative Benchmark Interventions

Re-teaching Instructional Change

Meeting and Revising

Instructional Goals

Close to 100% Proficiency

slide26

Curriculum Alignment

  • Matching instructional delivery with the state assessed benchmarks.
  • Lesson planning and classroom teaching aligned with the material the students will be required to master on the state assessments.
  • Establish a “minimum guaranteed curriculum” for each grade level. The curriculum is developed through a process called unpacking essential standards.
slide27
Unpacking the essential standards gives teachers a guide and clarity of focus.

Identifies the level of cognitive processes needed for the standard as well as a taxonomy of hierarchal understanding and the depth of knowledge the student will need to master the standard.

After the packing is complete an instructional calendar will be completed to provide a scope and sequence of the essential indicators.

Unpacking Essential Indicators

Curriculum

Unpacking

slide28
A timeline by which specific standards should be taught,

Dates of formative assessments,

A guide for intervention and re-teaching when needed to ensure success on benchmark and state assessments.

Instructional

Calendar

Instructional Calendar

slide29
Align state assessed benchmarks to determine student mastery of a standard prior to the state assessment.

Predictor of how a student will perform on the state assessment.

Data generated from these assessments drive instructional practices and intervention planning.

IMPROVEMENT GOAL

It will be our goal in the near future to establish true validity and reliability of alignment between formative benchmark assessments and state wide assessments.

Benchmark

Assessments

Validating

Benchmark

Assessments

slide30
Setting SMART goals enables our core instructional teachers to have a good sense of where their students are at the beginning of the year and have measurable goals for where they want their students to be at the end of the year.

IMPROVEMENT GOAL

Next year as part of our school improvement plan we will develop measurable SMART goals for individual indicators for each of the core content areas in for grades seven and eight.

Measurable

SMART Goals

Setting Measurable SMART Goals

slide31

Professional Learning Communities

  • Utilize instructional expertise to identify key formative indicators of success that can be used to measure student progress during the school year.
  • Collect, organize, analyze, and report that data to students, parents, administrators, and other teachers.
  • Key skills of include knowledge of relevant assessment literacy concepts (in order to appropriately interpret formative assessment data),
  • Ability to engage in root cause analysis to identify appropriate instructional interventions
  • Capacity to work effectively with other staff on shared instructional problems and solutions.
slide32
Data generated from these assessments are designed to drive instructional practices and intervention planning which is necessary to ensure each student masters the minimum guaranteed curriculum.

Teachers use team time to meet regularly and frequently to have collaborative, data-based discussions about student progress.

IMPROVEMENT GOAL

Next year we will continue the process of administering formative benchmark assessments every four weeks to check student progress on instructionally delivered indicators.

Collecting Analyzing Formative Data

Formative Data

slide33
The purpose of interventions is to increase, improve, and/or enhance the performance of students who have demonstrated low performance on a essential indicator through a formative benchmark assessment.

IMPROVEMENT GOAL

Students who enter the two week program intervention program will be assessed with a second common formative benchmark assessment.

We need to determine provisions for those students who do not demonstrate proficiency or mastery of the standard on the second formative benchmark assessment.

Formative Benchmark Interventions

Interventions

slide34
"We believe that collaboratively we can have powerful impacts on student learning."

“We can make a difference and are strategically and intelligently redesigning instructional and organizational practices to support student learning

"We recognize that data analysis is meaningless if it does not result in meaningful instructional change.“

"Teachers will continue their work with curriculum coaches to identify effective, grade-level instructional practices for their subject areas."

Re-teaching Instructional Change

Instructional

Change Believes

slide35
"To be effective in the teaming process we must be able to use summative and formative assessment data together to implement strategic, targeted, focused instructional interventions to improve student learning.“

"To ensure that our students are successful under the terms of NCLB we must provide meaningful interventions that are aligned with state standards and district curricula as well as content-specific, developmentally-appropriate best practices."

Re-teaching Instructional Change

Instructional

Change Believes

slide36

DCMS “A High Performance School”

Tier III

Kansas Career Pipeline

Tier II

Interventions

Teacher as Advisor “Home base”

Student Improvement Team

ACT

Tier I

Cognitive Development

Affective

Development

Professional Development