Olson Middle School

1. Quarterly Review #1, October 2013: Olson Middle School

2. Quarterly Review Goal & Purpose Goal: The goal of the SIP Quarterly Review process is to increase academic outcomes for ALL students with particular attention to closing the achievement gap. Purpose: SIP QR #1 will provide a discussion framework for answering the following questions: • Where are we now? • Where are we going? • How will we get there? • How will we monitor progress? Emphases: • Share our plan for the year (SIP) • Identify challenges and opportunities for additional support • Ask and answer questions regarding SIP

3. Mission & Vision: Olson Middle School Mission: The mission of Olson is to create a culture that will instill in our students the intellectual, social and personal habits of mind necessary for success in college. We are a 6-8 grade school that offers a learning environment where students are the center of academic achievement as well as personal development that teaches students how to have lifelong learning and success. Vision: Every student college-ready

4. School Leadership:Olson Middle School Instructional Leadership Team (ILT) • Principal: Karon Cunningham • Assistant Principal: Evelyn Kimble • Assistant Principal Intern: Bart Johnson • Instructional Facilitator: Jeff Wendelberger • Math Coach: Cheryl Tucker Building Leadership Team • ILT • Grade-level representatives • Special Education Faculty • English Language Learner Teacher • Mental Health Professionals • Support Staff

5. Demographic Data Olson Middle School • Gender • Racial & Ethnic Groups • Socioeconomic Status • Special Education Status • English Learners Status • Students’ Home Language

6. Racial & Ethnic Demographics

7. Socioeconomic Status

8. Special Education Status

9. School Culture & Climate Olson Middle School • Communication • Stakeholders • Staff Survey Results Summary • Tripod Student Surveys 2012-2013 • Climate Goals • Meeting Climate Goals • Attendance & Engagement • Students: Behavioral referrals, removals, suspensions

10. Climate Goals in the School Improvement Plan The number of student receiving suspensions at Olson Middle School will decrease by 30% from 2013 to 2014 and an additional 20% in 2015. The number of African American students who are suspended at Olson Middle School will decrease by 30% from 2013 to 2014 and an additional 20% in 2015.

11. Meeting the Climate Goal Strengths: • Weekly JAM Sessions • Monthly Staff Meetings • Collaborative Team Meetings • Weekly Content PLCs • Weekly PBIS Meeting to review data (representatives from grade levels, specialist, special education, ELL, support staff, and Check & Connect) • Parent Conferences with grade level teams and support staff • Relationship building (gender based groups, staff mentoring, and Cargill e-mentoring) • Student recognitions (attendance, academic, behavior, and sports) • New teachers assigned building teacher mentors

12. Meeting the Climate Goal Challenges: • Teacher turnover (new teachers to the building; the entire 7th grade is new) • Two new support staff (7th grade team without assigned grade level behavior support for 1 month, as of October 18, 2013) • Unfilled positions (new SERT, math, Specialist (due to teacher going to District office)). • Integrating students from Cityview, Charter, Day Treatment Programs, JDC and SPAN into Olson’s culture • Multiple students with mental health issues (treated and untreated) • Gang conflicts

13. Meeting the Climate Goal Key Actions and Monitoring: • PBIS team will examine data weekly • Professional development: Teach Like a Champion (Lemov, 2010). All teachers and behavior support staff will receive training todevelop school-wide common strategies to: • build relationships • teach expectations • manage classrooms • Social-emotional learning during Advisory on Mondays • Peacemaking Circles • Second Step • Weekly Student Mentoring (Cargill e-mentoring, staff-students) • Student Support groups (Gender based)

14. Attendance & Engagement Olson Middle School

15. Attendance

16. Engagement: Behavioral Referrals

17. Racial Ethnicity: Student Behavioral Incidents

18. Attendance & Behavior Data Summary • The number of students with 95% attendance is up from the previous two years. • 93 students have received one or more referrals this school-year • Racial disproportionalities exist in number of behavioral incidents: • African American students are over-represented by 27% • Asian students are under-represented by 14% • American Indian students are under-represented by 3% • Latino students are under-represented by 2% • White students are under-represented by 8%

19. Attendance & Behavior Data Summary Strengths: • Collaboration with SSW, Attendance SSPA and Check & Connect staff (Attendance Team) • Daily check-ins with students and Attendance Team) • Home visits • Phone Calls (Robo-calls and Attendance Team staff) • Three-Day absence letters • Contracts with students

20. Attendance & Behavior Data Summary Challenges: • Inaccurate data (Discovery – reserve teachers) • Missing or inaccurate and lack of current contact information (after repeated attempts to obtain) • New Discovery training not currently available to attendance team staff (District waiting for Discovery update) • Transportation (buses not picking up students, new drivers not aware of routes) Key Actions: Continue to focus on the strengths

21. Systemic Professional Practices Olson Middle School

22. Professional Learning Communities PLCs(1-2 Slides) Strengths: • Returning teachers (6/15) are familiar with and have used Data Team cycles • ELA and Math use MAP and MCA data to differentiate and focus instruction • ELA and Math professional development is responsive to staff/student needs Challenges: Uniformity of data use across all content areas.Reading and math use MAP and MCA data; Social Studies and science are in the process of implementing the Data Team cycle. Key Actions: • BartJohnson to facilitateScience PLC. • Evelyn Kimble to co-facilitate Social Studies PLC • Whole school PLCs around AVID Critical Reading and SOEI. Monitoring: ILT, and math, science, and ELA PLCs. Data team results are shared in team meetings.

23. Challenges to Systemic Practices: New Staff

24. Focused Instruction Strengths: • Scope & Sequence: teachers are aligning instructional pacing with curriculum guides. • Learning Targets: teachers consistently communicate and make visible (2012-2013 Tripod Survey – Consolidate was 60% (exceeded District average)). • Formative Assessments: most teachers are using the benchmark assessments • Differentiation: The ELA/ESL collaboration at all grade levels to align programs; Focus math classes. • Analysis and Response: Most content/grade-level teams utilize assessments to inform team planning. (Long classes) Challenges: • 10/10 teachers in FI grades are new to district and/or new to FI. • Teachers are challenged of following grade level expectations and providing differentiated skills instruction based on academic needs.

25. Focused Instruction • Key Actions: Schedule includes 2 “Long” sections of ELA and Math to address foundational skills instruction. • Monitoring: Benchmark tests in PLCs. • Needs for Support: Training for teachers who are not trained (substitutes for FI days).

26. Master Schedule: Olson Middle School, 2013-2014

27. Student Achievement Data Olson Middle School MMR & Focus Ratings

28. Multiple Measures Rating Non-Designated Site (2013) MMR increased from 24.40% in 2012 to 26.44% in 2013. FR increased from 28.15% in 2012 to 33.78% in 2013.

29. MMR vs. FRPL for Title 1 MPS Middle Schools Note the inverse relationship between MMR and FRPL with Olson as the exception.

30. Focus Rating vs. FRPL for Title 1 MPS Middle Schools Note the inverse relationship between Focus Rating and FRPL with Olson as the exception.

31. Student Achievement Data Olson Middle School Mathematics

32. Student Achievement: MCA Math, All Students

33. Racial Achievement Gap: Math MCA, 2009-2013

34. Math Growth by Ethnicity

35. Math Data Summary from 2012-2013 • Olson students performed below the State and District averages in math proficiency on the MCA • Olson students performed ~20% lower than their MPS peers on the MAP one-year’s growth metric • Asian students performed higher than the District average for one-year’s growth • Asian students performed the highest in both proficiency and growth • On MCA proficiency, there was a racial achievement gap between students: • 39% of Asian students were proficient • 33% of American Indian students were proficient • 28% of White students were proficient • 22% of African American students were proficient • Cell size for Latino students was too small to report (N=5)

36. Math Goal from the School Improvement Plan • The percent of all studentsin all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Math MCA-III at Olson Middle School will increase from 17 % in 2013 to 30% in 2014 and to 45% in 2015.

37. Professional Practices: Math • Weekly Professional Learning Communities • Teacher observations with feedback (Math Coach) • Data team cycles/common assessments uncover student strengths and foundational needs • 2 Math teachers per grade level allow for small class sizes and individualized instruction • 2 “Long” Periods allow for foundational skill instruction • Extended day programs will focus on building mathematical strategies and competencies (the data from Data team cycles will determine the strategies)

38. Student Achievement Data Olson Middle School Reading

39. Student Achievement: MCA Reading, All Students

40. Racial Achievement Gap: Reading MCA, 2009-2013

41. “Red Zone” Reading Trend Data: MCA, 2009-2013

42. Reading Growth by Ethnicity

43. Reading Data Summary from 2012-2013 • Olson students performed 35% below the State and 18% below District averages in reading proficiency on the MCA • Olson students performed 13% lower than their MPS peers on the MAP one-year’s growth metric • American Indian students and students in Special Education performed higher than the District average for one-year’s growth • American Indian students performed the highest in both proficiency and growth • On MCA proficiency, there was a racial achievement gap between students: • 34% of American Indian students were proficient • 33% of White students were proficient • 31% of Asian students were proficient • 23% of African American students were proficient • Cell size for Latino students was too small to report (N=5)

44. Reading Goal from the School Improvement Plan • The percent of All Students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Reading MCA-III at Olson Middle School will increase from 18 % in 2013 to 30% in 2014 and to 45% in 2015.

45. Meeting the Reading Goal Professional Practices: Where are we now? • Weekly PLCs (Data Team Cycles) • Common Core Professional Development • Conscious creation of a literacy culture • 4 days per week leveled reading strategy instruction • 20-minutes of self-selected reading per day (IMGREATT) • AVID Critical Reading Strategies school-wide • 20 minutes of reading at home per night • Extended day programs incorporate comprehension strategies • 2 “Long” periods allow for foundational skill instruction

46. Systematic Vocabulary Instruction Strengths: • ELA/EL collaboration – EL teacher collaboratively plans and co-teaches with each grade level ELA teacher • School-wide teaching of Tier II vocabulary through Word of the Day • Professional Development in PLCs on Academic Language provided by the EL teacher Challenges: • Finding collaborative time • Keeping up with the FI pacing and teaching (based on the needs of our students

47. Systematic Vocabulary Instruction Key Actions: • Master Schedule has been designed to facilitate ELA/EL co-teaching and Word of the Day vocabulary instruction • Utilize curriculum guides in Focused Instruction that focuses on academic and content language Monitoring: Data team cycles monitor use of academic language Needs for Support: Availability of Reserve Teachers to allow opportunities to attend Professional Development training

48. Family & Community Engagement Olson Middle School

49. Family & Community Engagement Strengths: • Diversity of approaches to engage families (AVID, Get Ready, Beacons, CPEO, Project Success, Family Nights, sporting events) • Diversity in language and culture of our families (Hmong New Year, Black History) Challenges: • Transportation • Families whose students are struggling the most are the ones that we see the least and have the most difficulty involving in their child’s education

50. Family & Community Engagement