Redland Middle School- School Improvement Plan (2015-2016)
Student and Stakeholder Focus
As a result of the root cause analysis, it was
determined that our students need daily
opportunities to acquire and apply academic
language strategies through student to student
discourse (writing & speaking) which lead to
effective and authentic communication.
Faculty and Staff Focus
Teachers will need professional learning to:
 Develop & implement high performing
PLCs focused on effective first instruction
(SDT & ELDTC support), including
Common Core (CC) collaboration,
 Develop academic language strategies
through discourse,
 Develop lessons that utilize the components
of Sheltered Instructional Observation
Protocol (SIOP),
 Utilize technology to engage all students,
while providing varied opportunities for
learning, including authentic writing &
speaking
Instructional Leaders will need professional
learning that will prepare them to model,
recognize, coach & provide productive feedback
to:
 Implement high performing PLCs focused
on effective first instruction (SDT & ELDTC
support), including CC collaboration,
learning & results,
 Use academic language strategies through
discourse,
 Explore & implement the Core Literacy
Practices,
 Utilize the components of Sheltered
Instructional Observation Protocol (SIOP),
 Utilizing technology to engage all students,
while providing varied opportunities for
learning, including authentic writing &
speaking.
Leadership
Core Values: Respect Self, Respect Others, Respect School
Shared Vision: To prepare all students to become contributing members of a
global society, Redland Middle School is focused on academic growth and
achievement, personal development, and social responsibility.
Shared Mission: Redland Middle School (RMS) is dedicated to ensuring
success for all students through excellence in teaching and learning.
Strategic Plan
Literacy Goal: By the end of the 2015-2016 school year, RMS will increase the percentage of
eligible and “On a Roll (.5 increase in GPA)” students to reflect the demographics of our student
body. This includes students in all subgroups earning a “C” or higher in all subjects with a
particular focus on grades in English (Strategic Planning Framework/Milestones Targets).
Math Goal: By the end of the 2015-2016 school year, RMS will increase the percentage of
eligible and “On a Roll (.5 increase in GPA)” students to reflect the demographics of our student
body. This includes students in all subgroups earning a “C” or higher in all subjects with a
particular focus on grades in math (Strategic Planning Framework/Milestones Targets).
Cultural Proficiency Goal: By the end of the 2015-2016 school year, RMS will eliminate
racial/ethnic performance gaps in eligibility by increasing the eligibility of our targeted
subgroups by 3% (see Performance Results).
Process Management
As a result of the root cause analysis, the following structures and processes
will be implemented and monitored to address student and staff needs:
 Collaboration aligned with school expectations and focused on lesson
planning to support and engage all students
 Analysis of student work through the PLCs and collaborative planning
sessions focused on the performance and level of mastery of all students
 Peer visits focused on the impact of the outlined instructional practices
on all students
 Quarterly town hall meetings and meetings with SGA to gather student
input and feedback on our progress
 Continued implementation of Study Circles program to engage our
students, staff, & parental community
 Continued collaboration with our parent liaisons in an effort to support
our work with our students from various communities
 Creation/review/feedback provided on Student Learning Objectives
(SLOs)
 Quarterly review of grade distribution & adherence to revised grading
policies
Last updated- October 14, 2015
Performance Results
See attached (SIP subgroup
data analysis) for data used
during root cause analysis
Measurement Analysis and
Knowledge Management
Student Data Points:
 Quarterly student
performance in the areas
of honor roll, straight A,
and eligibility
 Student performance on
the MAP-R, SRI, Reading
Rewards
 Student survey and
feedback results
 Student enrollment and
performance in advanced
level courses
 Student town hall and
SGA meeting feedback
 Gallup Survey results
 Formative/summative
assessments
Staff Data Points:
 Staff attendance records
for the following
meetings: staff, PLCs, &
professional learning
 Staff informal/formal
observation data
 Walk-through data
 Student voice data
 Student town hall
feedback data
 Parent Engagement
Survey
 PLC Assessment Tool