DRAFT: Ridgeview Middle School 2014-2015
STUDENT/STAKEHOLDER FOCUS
As a result of the root cause analysis, it was revealed that
African American and Latino students at Ridgeview
Middle School need their teachers to communicate high
expectations^ to them by:


challenging them to think critically every day in
every class as demonstrated through their speaking
and writing; and
establishing and maintaining positive relationships
with them that are intended to maximize learning.
FACULTY AND STAFF FOCUS
As a result of the identified student
need, teachers need to know and be
able to:

plan learning experiences that
require critical thinking and give
opportunities for students to
demonstrate thinking through
speaking and writing;

examine personal belief systems
and their effects on teaching and
learning, specifically with African
American and Latino students;
and

how to build and maintain
relationships that are intended to
maximize learning with African
American and Latino students.
Leaders need to know and be able
to:

effectively facilitate, coach, and
model collaborative planning for
teachers to plan for learning
experiences that require critical
thinking and opportunities to
demonstrate thinking through
speaking and writing; and

engage teachers in reflective
conversations to examine
personal belief systems based on
race and the importance of
building positive relationships
with African American and
Latino students.
LEADERSHIP
Mission: To provide a rigorous instructional program through consistent messages of respect and high expectations for all students.
Vision:
A model middle school that actively engages and empowers students to become life-long learners and critical thinkers.
Core Values: At Ridgeview Middle School we build relationships, create opportunities, achieve, and are respectful, responsible and ready
to learn.
RMS vision and mission will be revised this school year.
STRATEGIC PLANNING
Goal:
To eliminate the consistent achievement gap that has continued to adversely impact our Latino
and African American students academically at Ridgeview Middle School.
PERFORMANCE RESULTS
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African American and Latino student voice data:
o Need for positive relationships with staff
o Need to feel challenged in classes
o Need to be able to discuss learning with other students
Ineligibility data:
o Majority of students ineligible all school year were African American and Latino
 Not representative of school demographics
Students with Ds and Es:
o Science and Math—subjects with the most Ds & Es—African American and Latino represent majority of Ds/Es
o African American and Latino students represent the majority of Ds and Es in all core subject areas
 Not representative of school demographics
Referral data:
o African American and Latino students represented 65% of the office referrals in the 13-14 school year
 Not representative of school demographics
PROCESS MANAGEMENT
As a result of root cause analysis, the following structures and processes will be
implemented and monitored to address student needs:
 Effective Collaborative planning (Department PLC)
o
Quarterly long-range and assessment planning to be supported by RT,
SDT, and/or administration
o
Weekly & daily cohort-alike supported by RT, SDT, and/or
administration
 Regular opportunities to study the instructional focus (critical thinking
opportunities and courageous conversations about race)
o
Monthly rolling staff meetings
o
Weekly team meetings
o
Job-embedded PD through department and team
 Focused informal observations with feedback and reflective conversations
around the instructional focus by RTs and/or administrators.
 Ongoing processes for both staff and student voice data collection
 Weekly ILT meetings to study instructional focus and analyze SIP monitoring data
MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT
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Department PLC agendas, notes, planning templates,
and surveys
Informal observation data
Team meeting agendas and notes
Kid Talk notes
ILT agendas and notes
RT and Team Leader PLC agendas and notes
Staff meeting results
Student surveys and focus group data
Department assessment data
^RMS defines high expectations as; an educator's belief demonstrated
through relationships, actions, and words (RAW) that communicate to
every student that he or she can achieve high standards given equal access
to curriculum .