November 8, 2016
2016-17 Centralia School District
Improvement Plan
SCHOOL: Centralia Middle School
PRINCIPAL: Heidi Bunker
School Leadership Team Members
Name
Position
Heidi Bunker
Principal
Tod Pickett
Assistant Principal
Mark Westley
Math
Brady Churchill
Math
Melissa Fagerness
ELA
Corrine Flatz
Science
Fred Gallagher
SS/ELA
K’Lynn Winkle
SS
Jason Finley
Health
2016-2017
November 8, 2016
Ia. DATA: Summary of State Test Results
ELA (all)
Hispanic
EL
Special Education
Low Socioeconomic
MATH (all)
Hispanic
ELL
Special Education
Low Socioeconomic
Science (all)
Hispanic
ELL
Special Education
Low Socioeconomic
2016-2017
CMS Grade: 7
56.6%
45.7%
25%
10.8%
48.6%
40.1%
25.3%
6.2%
10.8%
32.9%
State Grade: 7
58.8%
40.6%
10.3%
18.7%
41.9%
49.8%
31.2%
10.7%
13.8%
32.6%
CMS Grade: 8
51.4%
37.5%
NA
11.9%
46.8%
27.1%
19.3%
10%
<5%
24%
59.1%
37.5%
15%
26.1%
56.3%
State Grade: 8
59.7%
42.4%
10.3%
18.8%
43.6%
47.8%
29.6%
11.6%
10.7%
30.4%
67.5%
49%
16.9%
31.1%
51.8%
November 8, 2016
Ib. Data Summary
1. Using all the assessment data available at your school (more than just the statewide assessment data), write a narrative which summarizes your
student achievement results. Which groups of students are doing well at your school in ELA, Math and Science (if applicable)? Which groups are
your lowest performing students? Which strands within ELA, Math or Science is the most improvement needed?
Narrative Statements
ELA Strengths
ELA Challenges
In the 15/16 school year, the 7th grade cohort increased 16%.
In the 15/16 school year, the 7th grade females met standard
with 64% and males met standard at 50%, a 14% gender
gap.
In the 15/16 school year, the CMS 7th grade English Learners
subgroup outperformed the state's English Learners subgroup by
15%.
In the 15/16 school year, the 7th grade white subgroup met
standard at 63.1% while the Hispanic/Latino subgroup met
standard at 45.7%, a 17.4% gap.
In the 15/16 school year, the CMS 7th grade Hispanic/Latino
subgroup outperformed the state’s Hispanic/Latino subgroup by
5%.
In the 15/16 school year, the 7th grade Special Education
subgroup met standard 10.8% while the state Special
Education subgroup met standard at 18.7%, a 7.9% gap.
In the 15/16 school year, the CMS 7th grade low income subgroup
outperformed the state’s low income subgroup by 6.7%.
In the 15/16 school year, the 8th grade cohort was 51.4%
while the state was 59.7%, an 8.3% gap.
In the 15/16 school year, the CMS 8th grade low income subgroup
outperformed the state’s low income subgroup by 3.2%.
In the 15/16 school year, the 8th grade Hispanic/Latino
subgroup met standard at 37.5%, while the state’s
Hispanic/Latino subgroup met standard at 43.4%, a 5.9%
gap.
In the 15/16 school year, the CMS 8th graders met standard at
In the 15/16 school year, the 8th grade white subgroup met
51.4% while the 14/15 CMS 8th graders met standard at 42.9%, an standard at 58.2% while the Hispanic/Latino subgroup met
8.5 growth.
standard at 37.5%, a 20.7% gap.
2016-2017
November 8, 2016
Math Strengths
For the 2015-16 school year, 7 grade “all” cohort increased 7.5%
in math.
For the 2015-16 school year, 7th grade Low Income scored above
state in math.
For the 2015-2016 school year, 8th grade math student’s
performance was above the proficiency standard in solving real
world and math problems involving volume of cylinders, cones,
and spheres.
For the 2015-2016 school year, number of level 4 students in 7th
grade increased by 5% in math (cohort data).
For the 2015-2016 school year, number of level 4 students in 8th
grade increased by 2.3% in math (cohort data).
For the 2015-2016 school year, number of level 1 students in 7th
grade decreased by 9.5% in math (cohort data).
In 2015-2016, both 7th and 8th grade had 75% or more students
that were at/near or above standard in communicating reasoning in
math.
In 2015-2016, 8th grade had 97% of students at/near or above
standard in problem solving and modeling data analysis in math.
th
Math Challenges
For the 2015-16 school year, 8th grade “all” decreased 6% in
math (cohort data).
For the 2015-16 school year, 7th grade “all” scored 9.7%
below the state in math.
For the 2015-16 school year, 8th grade “all” scored 20.7%
below the state in math.
For the 2015-16 school year, 8th grade “Hispanic” scored
10.3% below the state in math.
For the 2015-16 school year, number of level 1 students in
8th grade increased by 5% in math.
For the 2015-16 school year, number of level 3 students in
8th grade decreased by 8.5% in math.
For the 2015-2016 school year, 8th grade math student’s
performance was well below the proficiency standard in
defining, evaluating, and comparing functions.
In 2015-2016, 8th grade had 41% of students below standard
in concepts and procedures in math.
In 2015-2016, 7th grade had 34% of students below standard
in concepts and procedures in math.
Science Strengths
Science Challenges
In 2015-16, 8 grade students scored 59.1% on the Science MSP,
In 2015-16, the Domains of Science was the
the highest score for CMS. This was a 20% increase over the
weakest strand for CMS 8th grade students on the
previous year.
Science MSP.
th
In 2015-16, CMS 8 grade students closed the state gap by 11.4%, In 2015-16, the state score for Hispanic students on
compared to the previous year of 19.8%.
Science MSP was 11.5% higher than CMS
Hispanic science students.
th
In 2015-16, CMS 8th grade low income students performed 4.5%
better than the state low income average, on the Science MSP.
2016-2017
In 2015-16, state scores for female students was
7.8% higher than CMS female students on the
Science MSP.
November 8, 2016
In 2015-16, 15% of CMS ELL population passed the Science
MSP; an improvement over the previous 3 years. This increase
closed the gap to within 1.9% from state ELL scores.
In 2015-16, 21% CMS 8th grade SPED students passed the Science
MSP; an increase of 21%, the highest ever for CMS. This increase
closed the state gap by 14%.
In 2015-16, 10% of CMS 8th grade Hispanic students passed the
Science MSP; an increase of 10% over the previous school year.
In 2015-16, CMS female students had an increase of 18.5% from
the previous year on the Science MSP.
2016-2017
In 2015-16, state scores for male students was
17.5% higher than CMS male students on the
Science MSP.
November 8, 2016
II. Academic Action Plan: Each school will write goals for academic achievement areas. Middle
school will write goals on 8th grade science, ELA, and math.
A.
Content Area: ELA
Grade level: 8th
Student Achievement Goal (SMART GOAL): In the Spring of 2016, Centralia middle School 8th graders had a proficiency rate of 51.4% on
the Smarter Balanced Assessment which was an increase of 8.5% from 2015. The current 8th grade students had a 56.6% proficiency rate on
the Smarter Balance Assessment as 7th graders in the spring of 2016. This year our goal is to get 59% of the current 8th graders to
demonstrate proficiency in Literacy as measured by the Smarter Balanced Assessment (SBA) in the spring of 2017. This is an increase of
5% for the cohort and 10.2% for the 8th grade band.
ACTION PLAN
RESOURCES
SIP Actions
Assess Progress: Formative and
Person (s)
Resources
Implementation
Summative Measures
Responsible:
Needed:
Timeline
Examples:
Specific instructional strategies.
Professional Development: How will you increase staff
capacity to implement this strategy?
System or process changes / improvements: PLC, data
collection, use of time, monitoring plan, etc.
To continue differentiated learning, teachers will
check for understanding and either reteach the
whole group and/or reteach in small groups.
Teachers will increase the number of minutes
students will be reading through highly
structured and monitored choice reading. This
will increase student involvement with literacy,
2016-2017
1. Implementation: what approaches will be
used by instructional leaders to assure the
strategy is implemented (e.g., classroom
learning walks, monitoring strategies, grade
level discussions, lesson plan review).
Be specific (.i.e,
PLC leads,
principal,
instructional
facilitator, etc.)
How will you align
your resources
(people, time, dollars,
materials, and
partnerships) to
accomplish your
goals?
Many initiatives will
take more than one
year. Break
initiative into
multiple “phases” if
necessary.
Certificated
staff, Ann G,
Tod & Heidi
PD time on CEA
days and staff
meetings,
Ann Grande
coaching
June 2017
Fred
Melissa
Heidi
Tod
Teachers will
receive resources
from Ann
June 2017 with 3
check ins
through-out the
year
2. Desired Student Outcomes: specific
assessments, assignments and other indicators
of student success
1. Implementation:
-Feedback from Heidi, Tod
-Self-reporting through PLC meetings
-PLC notes
2. Desired student outcomes:
-Students will have a deeper
understanding of the lessons after
differentiation occurs in whole groups
or small groups
1.Implementation:
-Self-reporting during PLC meetings
-PLC Notes
-Administrator observations
November 8, 2016
vocabulary, and comprehension.
Teacher will spend time conferring with students
during choice reading using various question
stems. Teachers will track these conferences
with students in a variety of ways.
Intervention and Special Education ELA
teachers will use iReady data to identify and
support students to close their gaps by at least 1
grade level.
Teachers will use best practices through the
integration of technology.
2016-2017
2.Desired student outcomes:-Increase
in student scores on iReady
informational and literary
comprehension as well as vocabulary
1.Implementation:
-Self reporting during PLC meetings
-PLC Notes
-Administrator observations
2.Desired student outcomes:
Students will become more engaged in
the reading process and will be able to
answer targeted questions to increase
knowledge of what they are reading.
1. Implementation:
-Analyze iReady benchmark
assessment and progress monitoring
data monthly.
-Track individual growth of
intervention students to monitor their
growth over the year.
-Students will receive a minimum of 45
min per week on iReady instruction.
2. Desired student outcomes:
-Students will grow at least one grade
level this year according to the iReady
data.
1. Implementation:
-PD Sessions with Mike Stratton, Tod
and Heidi
-Self-reporting through PLC Meetings
-Staff will be trained in Google
Classroom, Docs, Spreadsheet, Etc.
2. Desired student outcomes:
-Students will be using Google
applications for lessons
Fred
Melissa
Teachers will
receive resources
from Ann and
from
Fred/Michelle
from ELA
Committee
June 2017 with 3
check ins
through-out the
year
Intervention
and Sped ELA
teachers
(Michelle,
K’Lynn,
Brooklyn,
Angela, &
Rochelle)
iReady Training
and time for
implementation
and
understanding of
data
May 2017
Tech Team
SILT Team
Teachers will
June 2017
need training.
Mike Stratton
coaching
Early release PD
time, Staff Mtngs,
After school
sessions
November 8, 2016
B.
Content Area: Mathematics
Grade level: 8
Student Achievement Goal (SMART GOAL): The current 8th grade students had a 39.2% proficiency rate on the Math Smarter Balance
Assessment as 7th graders in the spring of 2016. This year our goal is to get at least 40% of the current 8th graders to demonstrate
proficiency in Math as measured by the Smarter Balanced Assessment (SBA) in the spring of 2017.
ACTION PLAN
RESOURCES
SIP Actions.
Assess Progress: Formative and
Person (s)
Resources
Implementation
Summative Measures
Responsible:
Needed:
Timeline:
All teachers will implement school wide
strategies Close Reading, Cornell Notes, and
CER (Claim Evidence Reasoning) to align with
CCSS.
Math teachers will use Ready Math
supplemental resources to align to CCSS for
2016-2017 until new math instructional material
adoption.
2016-2017
1. Implementation:
-Staff will attend training on strategies
on September 1st
-Observations by Heidi, Tod for
accountability and to determine
strength of the implementation in each
classroom
-Staff will share strategies at staff
meetings
-Teachers will revisit the strategies in
PLC and/or staff meetings to check for
calibration amongst staff.
2. Desired student outcomes:
-Students will be able to use the
strategies appropriately in class and
demonstrate proficiency on the
Literacy SBA.
1. Implementation:
- Formative and summative
assessments will be used to measure
student progress.
2. Desired student outcomes:
-Students’ knowledge and
understanding will increase due to
aligned resources and current standards
being taught.
Certificated
Staff
ELA/SS Staff
May 2017
Presentations on
CEA days,
Early release
days and staff
meetings
All Math Team Time to work
members
on alignment
documents
May 2017
November 8, 2016
In order to build a foundation for differentiated
learning, staff members will take the necessary
steps to create a caring and highly engaged
learning environment.
Math teachers will differentiate instruction in
their core math classes for students using iReady
data.
Intervention and Special Education Math
teachers will use iReady data to identify and
support students to close their gaps by at least 1
grade level.
2016-2017
1. Implementation:
-Feedback from Heidi, Tod
-Self-reporting through PLC Meetings
-PLC created baseline, iReady results
-PD Sessions and coaching with
Mike S & Ann G
2. Desired student outcomes:
-Students will have a deeper
understanding of the lessons after
differentiation occurs.
1. Implementation:
-Feedback from Heidi, Tod, or Mike S
-PLC data discussions
-Analyze iReady math benchmark
assessments 3 times per year.
2. Desired student outcomes:
-Student will increase their knowledge
and understanding of math concepts
and be able to demonstrate it on the
SBA.
1. Implementation:
-Analyze iReady benchmark
assessment and progress monitoring
data monthly.
-Track individual growth of
intervention students to monitor their
growth over the year.
-Students will receive a minimum of 45
min per week on iReady instruction.
2. Desired student outcomes:
-Students will grow at least one grade
level this year according to the iReady
data.
All Math Team
members
May 2017
All Math Team iReady Training May 2017
members
and time for
implementation
and
understanding
of data
Intervention
and Sped math
teachers
(Brady, Mark,
Lynnae,
Chelsea,
Rochelle)
iReady Training May 2017
and time for
implementation
and
understanding
of data
November 8, 2016
Teachers will implement strategies from Number
Talks training. Number Talks is a high-leverage
teaching strategy/routine to transform the culture
of a classroom.
Teachers will use best practices through the
integration of technology.
2016-2017
1. Implementation:
-PD Sessions and coaching with
Mike S and Carrie Black (ESD 113)
2. Desired student outcomes:
-Students will increase their depth of
knowledge of math concepts.
-Students will be able to mentally
reason with numbers
-Students will be able to share their
solutions and strategies to honor their
thinking
-Students will be able to consider
different perspectives on how a
problem can be solved
-Students will be able to reflect on and
compare their solutions with other
students’ solutions.
1. Implementation:
-PD Sessions with Mike Stratton, Tod
and Heidi
-Self-reporting through PLC Meetings
-Staff will be trained in Google
Classroom, Docs, Spreadsheet, Etc.
2. Desired student outcomes:
-Students will be using Google
applications for lessons.
All Math Team Carrie Black
members
ESD Trainer
Mike and Heidi
May 2017
All Math Team PD Training
members
June 2017
November 8, 2016
C.
Content Area: Science
Grade level: 8th
Student Achievement Goal (SMART GOAL): 63% of 8th grade students will demonstrate proficiency in Science as measured by the
Measurement of Student Progress (MSP) in the Spring of 2017.
ACTION PLAN
SIP Actions
Students will demonstrate proficiency in writing
a 5 point scientific conclusion.
Students will demonstrate proficiency using the
scientific method in lab reports.
8th grade teachers will continue to align their
scope and sequence with NGSS which are also
aligned to the Washington State Mathematics
and English Language Arts Learning Standards
(Common Core State Standards).
2016-2017
Assess Progress: Formative and
Summative Measures
1. Implementation:
-Conclusion practice with students
-Formative assessments
-Conclusion practice on each lab report
-MSP released items will be used as
assessments
-PLC work to either commonly score
or calibrate scoring
2. Desired student outcomes:
-7th Grade teachers will be measuring
growth of conclusion writing as their
Student Growth Goal for 3.2 and 6.2.
1. Implementation:
-Formative and summative reports
-MSP released items will be used as an
assessment of students’ skills to write a
new procedure.
2. Desired student outcomes:
-7th Grade teachers will be measuring
growth of the scientific method process
as their Student Growth Goal for 3.2
and 6.2.
1. Implementation:
-Teachers are communicating with high
school science teachers about
alignment and transition work
-Teachers will have 3 release days to
work on the transition plan.
RESOURCES
Person (s)
Responsible:
7th grade
Science
teachers
Resources
Implementation
Needed:
Timeline:
PLC time
April 2017
Release time for
common
scoring PD with
Mike S &
Ann G
8th grade
Science
teachers
PLC time
April 2017
Release time for
common
scoring PD with
Mike S &
Ann G
Science
Teachers
-PLC time
-District release
time for PD and
vertical
alignment work
-Coaching with
May 2017
November 8, 2016
All teachers will implement school wide
strategies Close Reading, Cornell Notes, and
CER (Claim Evidence Reasoning) to align with
CCSS.
To continue differentiated learning, teachers will
check for understanding and either reteach the
whole group and/or reteach in small groups.
Teachers will use best practices through the
integration of technology.
2016-2017
2. Desired student outcomes:
-There will be a transition plan and
initial alignment work done
1. Implementation:
-Staff will attend training on strategies
on September 1st
-Observations by Heidi, Tod for
accountability and to determine
strength of the implementation in each
classroom
-Staff will share strategies at staff
meetings
-Teachers will revisit the strategies in
PLC and/or staff meetings to check for
calibration amongst staff.
2. Desired student outcomes:
-Students will be able to use the
strategies appropriately in class and
demonstrate proficiency on state
assessments.
1. Implementation:
-Feedback from Heidi, Tod
-Self-reporting through PLC Meetings
-PD Sessions and coaching with Ann G
both in class and in outside sessions
-PLC notes
2. Desired student outcomes:
-Students will have a deeper
understanding of the lessons after
differentiation occurs in whole groups
or small groups.
1. Implementation:
-PD Sessions with Mike Stratton, Tod
Certificated
staff
Mike Stratton,
Kristy Vetter,
Ann Grande
ELA/SS Staff
February 2017
Presentations on
CEA days,
Early release
days and staff
meetings
Certificated
staff
PD with Mike S
& Ann G
June 2017
Tech Team
SILT Team
Teachers will
need training.
June 2017
November 8, 2016
and Heidi
-Self-reporting through PLC Meetings
-Staff will be trained in Google
Classroom, Docs, Spreadsheet, Etc.
2. Desired student outcomes:
-Students will be using Google
applications for lessons
Mike Stratton
coaching
Early release
PD time
D.
Grade level: 7th an 8th
Participation Goal (SMART GOAL): At least 95% students will participate in taking the 7th/8th grade Literacy and Math Smarter
Balance Assessments and the 8th grade Science MSP.
ACTION PLAN
RESOURCES
SIP Actions
Assess Progress: Formative and
Person (s)
Resources
Implementation
Summative Measures
Responsible:
Needed:
Timeline:
All students will participate in take the
Counselors,
2016
May 2017
1. Implementation:
appropriate state assessments for their grade
-A schedule will be created and all
Special
Assessment
level.
students will be given access to take
Education
Participation
each state assessment
Teachers,
Date from Sped
-Attendance will be taken. Students
Administrators Director, Kate
who were absent will be scheduled for
Pothier, and
retakes.
Director of
-Students who are suspended or
Special
receiving services at home will be
Programs &
scheduled to take each assessment.
Assessment, Dr.
Shelley
2. Desired Student Outcomes:
-All students will take the opportunity
Habenicht
to take each assessment they are
assigned for the year.
2016-2017
November 8, 2016
III. Professional Development Plan: Use the space below or attach a separate document. The plan should align with your SIP, other school or
district initiatives requiring PD, and reflect the components of effective PD. Please summarize all CEA and early release Fridays (if available) within
the plan as well.
(Sample table – use it, customize it, or delete it and create your own formatting to include the elements described above)
Date
Time
Type of day
(CEA, early
release, etc.)
CEA District
Directed Time
Description
Implementation Notes
(Implementation strategies, monitored, etc.)
All teachers and educational classroom
assistants will be trained in school wide
strategies Close Reading, Cornell Notes, and
CER (Claim Evidence Reasoning) to align
with CCSS.
ELA teachers designed 3 workshops for staff. Each staff
member rotated between the workshops to learn how to
implement the strategies in their content area.
Administrators will follow up and monitor with teachers.
Staff will share at staff meetings how the strategies have
been implemented and the impact they are having.
Teachers who did not receive iReady training last Spring
and those who wanted a refresher attended. The training
was to help staff understand how to use iReady program
and how to implement the progress monitoring and lessons
in class to get students started.
Discussion on Professional Reading: Penny Kittle
“Book Love” discussion and how to guide PD with 8th
grade. Kittle PD opportunity in Portland on Friday,
December 9th as a great follow up to answer questions
ELA teachers still have.
Choice Reading Check-In with each grade level.
Conferring Tools: Materials for making questioning
notecards teachers could use while conferring with kids.
They range from very informal to CCSS stem questions.
Reps left with enough to give to their teammates and said
these would be shared at upcoming PLC times.
Literature Circle Tools: Questions at various Blooms
taxonomy levels so that when people began literature
circles, all teams could be talking about their books,
regardless of reading level. The team will look at various
documents and ways to track conferring conversations.
9/1/2016
2 hrs
9/2/2016
8:0011:00
CEA District
Directed Time
iReady training- Understanding how to use
the system
9/24/2016
3:305:30
After School
Secondary Early ELA Committee with Ann
Grande
More dates
schedule
for the
remainder
of the year.
2016-2017
November 8, 2016
10/31/2016 7:3011:30
Sub release for
math teachers
10/31/2016 15
In class
11/2/2016 min
modeling from
time
Ann Grande
frames
Math teachers will receive Number Talks
training from Carrie Black through ESD
113. Number Talks is a high-leverage
teaching strategy/routine to transform the
culture of the classroom.
8th grade ELA teachers will observe Ann
modeling a lesson on introducing
vocabulary to classes. Teachers will then
teach the same lesson to their other classes.
This ties directly to increasing student
vocabulary which is a goal for 8th grade to
increase literacy scores.
iReady Training- Understanding Data
11/2/2016
3:155:15
CEA District
Directed Time
11/2/2016
8:003:00
Sub release for
science teachers
PD and assessment creation with Mike
Stratton and Ann Grande
12/9/2016
8:003:00
Sub release for
science teachers
PD and alignment work with Mike Stratton
and Ann Grande
3/1/2016
8:003:00
Sub release for
science teachers
PD with Mike Stratton and Ann Grande
2016-2017
Modeling Conferring: A video of a middle level teacher
conferring and discussion on how conferring works well.
District Data Discussion: (iReady only at this point.)
Math teachers, including sped, will learn the importance of
number talks and practice implementing it in classes. Heidi
and Mike attended training to help support teachers and
better understand the professional development teachers
were receiving. Heidi will monitor PLC discussions and
observe implementation in classrooms.
Ann will demonstrate how to introduce tier 3 vocabulary
that is tied to current content being taught. Tier 2 academic
words can be introduced anytime. For example:
Each Monday teachers will choose to introduce two Tier 3
words and two Tier 2 words. The warm up games will
incorporate each week’s words and some from previous
weeks.
ELA, Math and Sped teachers and paras will look through
student data. They will learn how to interpret and use data
to better support students using iReady in Math or
Reading.
Development of assessments to better assess student
understanding of concepts. Begin discussion on needs of
classroom climate and culture for differentiation with small
groups.
Calibration for common scoring, professional development
for differentiation with small groups, evaluation of
assessments and curriculum alignment for new standards.
TBD after 12/9/2016