GOAL # 1: BY JUNE 2007 TOPPENISH MIDDLE SCHOOL WILL SHOW 47.6% INCREASE TOWARD MEETING THE TARGETED PERFORMANCE IN READING, AS MEASURED BY THE WASL, WHEN COMPARED TO THE 2005-2006 RESULTS (44.7). BY JUNE 2007 TOPPENISH MIDDLE SCHOOL WILL SHOW AN INCREASE IN TARGETED PERFORMANCE AS DETERMINED BY OSPI.
STRATEGIES ACTIVITIES PROFESSIONAL TIMELINE PERSON(S) RESOURCES EVIDENCE OF
DEVELOPMENT RESPONSIBLE NEEDED IMPLEMENTATION
|
1. Data carousels are used to analyze data and artifacts. |
á Track each studentÕs progress toward proficiency.
á Plan instruction for each student.
á Check standards, curriculum, instruction, and assessment for alignment. |
Training on data analysis.
Training to develop formative assessments.
Training to develop, implement, utilize and analyze student progress.
|
|
Literacy Team
Literacy Coach
Center for ECE (Greg Lobdell)
Learning Improvement Team
Counseling Team
Teachers
Students |
Data from assessments throughout the academic year.
Student artifacts
School data (attendance, behavior, etc.)
Common tracking system for individual student progress.
|
1. Teachers track each studentÕs learning and share their progress with them regularly
2. PLCÕs analyze data and student work to plan instruction and identify learning needs.
3. Use at least three formative assessments to drive and adjust instruction.
4. Students take ownership by documenting their own learning.
|
|
2. Every classroom uses an inquiry/discovery approach to teaching and learning using a curriculum in core subjects that delineates content, rigor, relevance, and skills based on state GLEÕs. |
á Continual alignment and adjustment of curriculum with state targets and GLEÕs. á Analyze lesson and unit design á Analyze instruction (resp. person classroom teacher) á Use data for differentiated classroom instruction á Outside observation by consultants to identify and analyze powerful classroom teaching and learning (CEL) |
Training in aligning the GLEÕs and curriculum.
Training in Understanding by Design
SIOP training (ELL)
Powerful Teaching and Learning (CEL).
|
|
Literacy Team Literacy Coach Curriculum Director Reading PLCÕs CEL from UW |
Intentional planning such as Early Release, in-Service days, before and after school |
1. Every teacher can explain what students are learning, and how his/her instruction helps each student meet/exceed standards.
2. All teachers and students are engaged in a high level of content/rigor discourse. (BloomÕs Higher Level Thinking Skills) (CEL)
3. PLCÕs meet regularly to plan and discuss instructional practice. (minutes from meetings)
4. Principal is spending time in classrooms every day observing and discussing learning with teachers and students.
5. Teachers are leading student work sessions, grade level meetings, and data discussions.
|
|
3. All staff is accountable for every student meeting/exceeding the standards and closing the teaching and learning gap. |
á PLCÕs analyze student artifacts to identify strengths and deficiencies in curriculum, instruction, skills and assessment. á Standardized and common formative assessments are used to monitor student progress through benchmark data. á Strategic interventions for students until they meet standards, including. á Data is regularly reviewed to monitor movement towards closing the learning gap and/or meeting and exceeding standards. |
Training in ÒThe Art and Science of Professional Teaching.Ó (Marilyn Simpson)
Training for PLCÕs in analyzing data. (DuFour)
Training in specific strategic interventions in fluency, vocabulary acquisition, structural analysis, reading for enjoyment, etc. (Reading Leadership Team) |
|
Literacy Coach
Literacy Team
Learning Improvement Team
PLCÕs
Reading Leadership Team |
Common, aligned text books
Elements of Literature Strategies Manual
Corrective Reading materials
Classroom libraries
ReaderÕs CafŽ
Released WASL items
|
1. Principal is spending time in classrooms every day observing and discussing learning with teachers and students.
2. Principal is meeting weekly with content area coaches to mentor, adjust and provide interventions for student learning.
3. Teachers are discussing instructional problems/solutions in PLCÕs and informal settings.
4. Students know what they have to do to achieve their learning targets.
5. Teachers spend time with students individually.
6. Extended learning opportunities are accessible to all students.
|
|
4. Develop positive relationships with students, faculty, and families that support a structured professional learning community for engaging and motivating student learning. |
á Teachers will help students to understand their progress and struggles in order to improve their learning. á Students will share information with parents at Student Led Conferences. á Staff will contact parents to share classroom information, successes and concerns. |
Training on how to use data to understand learning.
Training on ÒThe Art and Science of Professional TeachingÓ (Marilyn Simpson)
Family Friendly Schools (Dr. Constantino)
|
|
Grade level Collaborative teaching teams
Administration |
SIOP materials |
1. Students can explain what they are learning, and why and how it connects to previous learning.
2. Teachers track of each studentÕs learning and sharing their progress of them regularly
3. Students take ownership by documenting their own learning.
4. Documentation of parent contact.
|
|
5. Teachers, support staff, coaches, and administration learn collectively through reading, demonstration and analyzing practice together by engaging in collaborative coaching and learning. |
á Regular meetings of PLCÕs with established norms, agendas, formats, and goals. á |
|
|
Counseling Team Learning Improvement Team Literacy Coach Administration Reading Leadership Team |
Ongoing and up dated information from OSPI |
1. PLCÕs are meeting regularly to discuss instructional practice.
2. Teachers intentionally observe each otherÕs classrooms frequently. |
October 12, 2006
Goal # 2: BY JUNE 2007 TOPPENISH MIDDLE SCHOOL WILL SHOW A 10% INCREASE TOWARD MEETING THE TARGETED PERFORMANCE IN WRITING, AS MEASURED BY THE WASL, WHEN COMPARED TO THE 2005-2006 RESULTS (27%). BY JUNE 2007 TOPPENISH MIDDLE SCHOOL WILL SHOW AN INCREASE IN TARGETED PERFORMANCE AS DETERMINED BY OSPI.
STRATEGIES ACTIVITIES PROFESSIONAL TIMELINE PERSON(S) RESOURCES EVIDENCE OF
DEVELOPMENT RESPONSIBLE NEEDED IMPLEMENTATION
|
1. Data carousels are used to analyze data and artifacts. |
á Track each studentÕs progress toward proficiency.
á Plan instruction for each student.
á Check standards, curriculum, instruction, and assessment for alignment. |
Training on data analysis.
Training to develop formative assessments.
Training to develop, implement, utilize and analyze student progress.
|
|
Literacy Team
Literacy Coach
Center for ECE (Greg Lobdell)
Learning Improvement Team
Counseling Team
Teachers
Students |
Data from assessments throughout the academic year.
Student artifacts
School data (attendance, behavior, etc.)
Common tracking system for individual student progress.
|
1. Teachers track each studentÕs learning and share their progress with them regularly
2. PLCÕs analyze data and student work to plan instruction and identify learning needs.
3. Use at least three formative assessments to drive and adjust instruction.
4. Students take ownership by documenting their own learning.
|
|
2. Every classroom uses an inquiry/discovery approach to teaching and learning using a curriculum in core subjects that delineates content, rigor, relevance, and skills based on state GLEÕs. |
á Continual alignment and adjustment of curriculum with state targets and GLEÕs. á Analyze lesson and unit design á Analyze instruction (resp. person classroom teacher) á Use data for differentiated classroom instruction á Outside observation by consultants to identify and analyze powerful classroom teaching and learning (CEL) |
Training in aligning the GLEÕs and curriculum.
Training in Understanding by Design
SIOP training (ELL)
Powerful Teaching and Learning (CEL).
Training in ÒStep-Up to WritingÓ
|
|
Literacy Team Literacy Coach Curriculum Director Reading PLCÕs CEL from UW |
Intentional planning such as Early Release, in-Service days, before and after school |
1. Every teacher can explain what students are learning, and how his/her instruction helps each student meet/exceed standards.
2. All teachers and students are engaged in a high level of content/rigor discourse. (BloomÕs Higher Level Thinking Skills) (CEL)
3. PLCÕs meet regularly to plan and discuss instructional practice. (minutes from meetings)
4. Principal is spending time in classrooms every day observing and discussing learning with teachers and students.
5. Teachers are leading Student work sessions, grade level meetings, and data discussions.
|
|
3. All staff is accountable for every student meeting/exceeding the standards and closing the teaching and learning gap. |
á PLCÕs analyze student artifacts to identify strengths and deficiencies in curriculum, instruction, skills and assessment. á Standardized and common formative assessments are used to monitor student progress through benchmark data. á Strategic interventions for students until they meet standards, including. á Data is regularly reviewed to monitor movement towards closing the learning gap and/or meeting and exceeding standards. |
Training in ÒThe Art and Science of Professional Teaching.Ó (Marilyn Simpson)
Training for PLCÕs in analyzing data. (DuFour)
Training in specific strategic interventions in 6-Trait writing process. |
|
Literacy Coach
Literacy Team
Learning Improvement Team
PLCÕs
Reading Leadership Team |
Common, aligned assessments.
WASL-like assessments.
Student artifacts.
Released WASL items
|
1. Principal is spending time in classrooms every day observing and discussing learning with teachers and students.
2. Principal is meeting weekly with content area coaches to mentor, adjust and provide interventions for student learning.
3. Teachers are discussing instructional problems/solutions in PLCÕs and informal settings.
4. Students know what they have to do to achieve their learning targets.
5. Teachers spend time with students individually.
6. Extended learning opportunities are accessible to all students. |
|
4. Develop positive relationships with students, faculty, and families that support a structured professional learning community for engaging and motivating student learning. |
á Teachers will help students to understand their progress and struggles in order to improve their learning. á Students will share information with parents at Student Led Conferences. á Staff will contact parents to share classroom information, successes and concerns. |
Training on how to use data to understand learning.
Training on ÒThe Art and Science of Professional TeachingÓ (Marilyn Simpson)
Family Friendly Schools (Dr. Constantino)
|
|
PLCÕs
Counselors
Administration
Home Liaison
Support Staff
Students
Parents |
PAWS portfolio containing benchmark and exemplary student work, as well as testing, behavior, and attendance data. |
1. Students can explain what they are learning, and why and how it connects to previous learning.
2. Teachers track of each studentÕs learning and sharing their progress of them regularly
3. Students take ownership by documenting their own learning.
4. Documentation of parent contact.
|
|
5. Teachers, support staff, coaches, and administration learn collectively through reading, demonstration and analyzing practice together by engaging in collaborative coaching and learning. |
á Regular meetings of PLCÕs with established norms, agendas, formats, and goals. á |
|
|
Counseling Team
Learning Improvement Team
Literacy Coach
Administration
Reading Leadership Team |
Ongoing and up dated information from OSPI |
1. PLCÕs are meeting regularly to discuss instructional practice.
2. Teachers intentionally observe each otherÕs classrooms frequently. |
October 13, 2006
GOAL # 3: BY JUNE 2007, TOPPENISH MIDDLE SCHOOL WILL SHOW A 38.0%) INCREASE TOWARD MEETING THE TARGETED PERFORMANCE IN MATH, AS MEASURED BY THE WASL, WHEN COMPARED TO THE 2005-2006 RESULTS (20.2). BY JUNE 2007 TOPPENISH MIDDLE SCHOOL WILL SHOW AN INCREASE IN TARGET PERFORMANCE AS DETERMINED BY OSPI.
STRATEGIES ACTIVITIES PROFESSIONAL TIMELINE PERSON(S) RESOURCES EVIDENCE OF
DEVELOPMENT RESPONSIBLE NEEDED IMPLEMENTATION
|
1. Data carousels are used to analyze data and artifacts. |
á Track each studentÕs progress toward proficiency.
á Plan instruction for each student.
á Check standards, curriculum, instruction, and assessment for alignment. |
Training on data analysis.
Training to develop formative assessments.
Training to develop, implement, utilize and analyze student progress.
|
|
Math Team
Math Coach
District Math Coordinator
Center for ECE (Greg Lobdell)
Learning Improvement Team
Counseling Team
Teachers
Students |
Data from assessments throughout the academic year.
Student artifacts
School data (attendance, behavior, etc.)
Common tracking system for individual student progress.
|
1. Teachers track each studentÕs learning and share their progress with them regularly
2. PLCÕs analyze data and student work to plan instruction and identify learning needs.
3. Use at least three formative assessments to drive and adjust instruction.
4. Students take ownership by documenting their own learning.
|
|
2. Every classroom uses an inquiry/discovery approach to teaching and learning using a curriculum in core subjects that delineates content, rigor, relevance, and skills based on state GLEÕs. |
á Continual alignment and adjustment of curriculum with state targets and GLEÕs. á Analyze lesson and unit design á Analyze instruction (resp. person classroom teacher) á Use data for differentiated classroom instruction á Outside observation by consultants to identify and analyze powerful classroom teaching and learning (CEL) |
Training in aligning the GLEÕs and curriculum.
Training in Understanding by Design
SIOP training (ELL)
Training in Connected Math Project (CMP2)
Training for some staff in HEC Grant (Heritage University)
|
|
Math Team
Math Coach
District Math Coordinator
Curriculum Director
Math PLCÕs
ESD 105/MERO |
Intentional planning such as Early Release, in-Service days, before and after school |
1. Every teacher can explain what students are learning, and how his/her instruction helps each student meet/exceed standards.
2. All teachers and students are engaged in a high level of content/rigor discourse. (BloomÕs Higher Level Thinking Skills) (CEL)
3. PLCÕs meet regularly to plan and discuss instructional practice. (minutes from meetings)
4. Principal is spending time in classrooms every day observing and discussing learning with teachers and students.
5. Teachers are leading student work sessions, grade level meetings, and data discussions.
|
|
3. All staff is accountable for every student meeting/exceeding the standards and closing the teaching and learning gap. |
á PLCÕs analyze student artifacts to identify strengths and deficiencies in curriculum, instruction, skills and assessment. á Standardized and common formative assessments are used to monitor student progress through benchmark data. á Strategic interventions for students until they meet standards, including. á Data is regularly reviewed to monitor movement towards closing the learning gap and/or meeting and exceeding standards. |
Training in ÒThe Art and Science of Professional Teaching.Ó (Marilyn Simpson)
Training for PLCÕs in analyzing data. (DuFour)
Training in specific strategic interventions in Math Talk (vocabulary), framing the learning, and in content and process strands. |
|
Math Coach
Math Team
District Math Coordinator
Learning Improvement Team
PLCÕs
|
Common, aligned text books
HEC Grant Coordinator (Jim Beichler)
Released WASL items
Common assessments
Math Communities
Student artifacts
|
1. Principal is spending time in classrooms every day observing and discussing learning with teachers and students.
2. Principal is meeting weekly with content area coaches to mentor, adjust and provide interventions for student learning.
3. Teachers are discussing instructional problems/solutions in PLCÕs and informal settings.
4. Students know what they have to do to achieve their learning targets.
5. Teachers spend time with students individually.
6. Extended learning opportunities are accessible to all students.
|
|
4. Develop positive relationships with students, faculty, and families that support a structured professional learning community for engaging and motivating student learning. |
á Teachers will help students to understand their progress and struggles in order to improve their learning. á Students will share information with parents at Student Led Conferences. á Staff will contact parents to share classroom information, successes and concerns. |
Training on how to use data to understand learning.
Training on ÒThe Art and Science of Professional TeachingÓ (Marilyn Simpson)
Family Friendly Schools (Dr. Constantino)
|
|
PLCÕs
Counselors
Administration
Home Liaison
Support Staff
Students
Parents
PAWS |
PAWS portfolio containing benchmark and exemplary student work, as well as testing, behavior, and attendance data. |
1. Students can explain what they are learning, and why and how it connects to previous learning.
2. Teachers track of each studentÕs learning and sharing their progress of them regularly
3. Students take ownership by documenting their own learning.
4. Documentation of parent contact.
|
|
5. Teachers, support staff, coaches, and administration learn collectively through reading, demonstration and analyzing practice together by engaging in collaborative coaching and learning. |
á Regular meetings of PLCÕs with established norms, agendas, formats, and goals. á |
|
|
Counseling Team
Learning Improvement Team
Math Coach
Administration
|
Ongoing and up dated information from OSPI |
1. PLCÕs are meeting regularly to discuss instructional practice.
2. Teachers intentionally observe each otherÕs classrooms frequently. |
GOAL # 4: TOPPENISH MIDDLE SCHOOL WILL CONTINUE TO WORK ON EFFORTS TOWARD MAKING OUR SCHOOL AND FRENDLY FAMILIES SCHOOL.
STRATEGIES ACTIVITIES PROFESSIONAL TIMELINE PERSON(S) RESOURCES EVIDENCE OF
DEVELOPMENT RESPONSIBLE NEEDED IMPLEMENTATION
|
1. Develop positive relationships with students, faculty, and families that support a structured professional learning community for engaging and motivating student learning. |
á Transition activities between elementary and middle school, and between middle school and high school (Bridge Program)
á Student Led Conferences
á Parent information sessions
á Parent-teacher contacts
á School newsletter and newspaper
á TMS web page
á Home visits
|
Training in Family Friendly Schools (Dr. Constantino)
Training in Student Led Conferences
Parent training.
|
|
Administrators
Counselors
Teachers
Home Liaisons
Support Staff
Students
Parents
|
Translators
Readiness to Learn
21st Century
Northwest Community Action Center
Parent Teacher Organization
|
1. Protocol for meeting and greeting parents and visitors
2. Written school compact is signed by parents, student, and teacher each year.
3. Documentation of parent contact throughout year.
4. Survey results after various events.
|
|
2. Develop a plan to engage families in their childÕs learning. |
á Family nights * 6th grade Math/Science Fair *8th grade Career Fair
|
|
|
Administration
PLCÕs
|
Parent Information Resource Center
|
|