Professional Documents
Culture Documents
Non-Title I Schools
2016-2017 School Year
Review Enrollment Data Although our demographics are August 2016 Review enrollment monthly to
holding steady, the names on the Monthly Review identify new to RMS students.
rosters are changing because we Implement plans to provide
have 26% mobility. Our Latino orientation for new students each
population has increased slightly. month or quarter.
Review MCA/MTAS Proficiency and Our Math scores decreased 2%. June 2016 Review in June to look at growth by
Achievement Level Data at a School 40 students lost proficiency (12 teacher. Look at co-teaching data.
Level went from Meeting to Does Not
Meet). Reading overall went up
1.5%. 8th grade Reading went
up 7%. 8 students lost
proficiency (18 from Exceeds and
Meets to Does Not Meet). The
decrease in scores from
Exceeds/Meets combined with
other building data indicates that
these drops are based on
decreased engagement.
Review MCA/MTAS Proficiency and For Math, Our black and Latino June 2016 MCA Data. Breakdown MCA
Achievement Level Data by Student students are scoring the lowest achievement by Student Group and
Group (9% and 11% proficient, Teacher
respectively). American Indian All ELA standards taught in English
students scored 16% proficient. class. Reading instruction provides
Asian students scored 31% additional time and support on
proficient. White students scored Reading specific skills/standards
38% proficient. Of the FRP with a focus on learning to read AND
students, we had 12% achieve reading to learn.
proficiency. Of the SPED student
population, we had 4% of the
students achieve proficiency. Our
lowest achievement was ELL
students, where 3% score in the
proficient range.
For Reading, our black and
American Indian students are
scoring the lowest (25% and
23% proficient, respectively).
Latino students scored 30%
proficient. Asian Students scored
37% proficient. White students
scored 56% proficient. Of the
FRP students, we had 27%
achieve proficiency. Of the SPED
student population, we had 7% of
the students achieve proficiency.
Our lowest achievement was ELL
students, where 2% score in the
proficient range.
Review MCA/MTAS Proficiency and For Reading - 6th grade went June 2016 Revisit interventionist
Achievement Level Data by Grade down 6% and was at 34% roles/outcomes. Which of these
proficiency, 7th grade remained strategies were successful to
steady at 34% proficiency, and continue with in 2016-17 school
8th grade went up 8% (after two year.
years of decline) and was at 40% Additional professional learning
proficiency. 8th grade English opportunities were provided for 6th
was on year 3 of implementation grade Math teachers on Math in
of a course redesign while 6th Focus, which included teacher
and 7th grades were in year 1. training and coaching on a
8th grade Reading and English computer-based math program to
had more implementation of provide students with hands-on
independent reading and lit learning.
circles. 8th grade reading had
more fidelity of implementation of
Signposts and students were
sent home with books.
For Math - 6th grade declined
3% at was at 21% proficiency,
7th grade held steady (20%
proficient), and 8th grade
declined 4% and was at 20%
proficiency. 6th grade used Math
in Focus for the first year, with
inconsistent implementation. 8th
grade Math was almost all new
staff and there was a teacher
change mid-year.
Review MCA/MTAS Maintenance of In Math we had a net proficiency June 2016 Look at teacher MCA data in
Proficiency and Maintenance of loss of 40 students, resulting in a conjunction with student survey
Achievement Level Data 3% decrease in proficient
students from last year. 12 of
these were Meets to Does Not
Meet so we are wondering about
engagement.
In Reading we had a net
proficiency loss of 8 students,
which kept our overall
percentage of proficient students
at similar levels (36%
proficiency). 18 of these were
Exceeds or Meets to Does Not
Meet
Review MCA/MTAS Growth Data In Math, our Asian (41%), June 2016 Identify specific skills that will
American Indian (40%), and demonstrate growth
White (30%)students had the Look at scores by teacher to help
greatest percentage of students identify effective strategies.
meeting their growth goals. 23% Look at the layers of data (STEM -
of black students and 21% of year long vs. quarter, etc).
hispanic students met their
growth goals.
In Reading, almost half of each
student group met their growth
goals. White and Asian students
were among the highest (53%
and 50%, respectively) at
meeting growth goals. 41% of
Black and Hispanic students met
growth goals, and 40% of
American Indian students met
the growth goal.
Review perception data collected For MYP, teacher feedback Enter Date Focus solely on MYP and
from staff, students, parents, or other indicated issues with instructional strategies will be
stakeholders implementation; some reported a embedded into learning experiences.
lack of understanding or need for On going Professional Learning
more clarity in the program and through instructional rounds.
grading. We also had a high Principal, Assistant Principals,
teacher turnover rate, which may Instructional coach, IB program
have contributed to achievement director, IB department heads and
and overall building climate. Team/PLC lead will assist in the
Best Practice strategies include professional learning.
strategies of cornell notes,
Socratic seminars, critical
reading, we received positive
feedback that the teachers
enjoyed the training and
strategies, however, there were
issues with consistent
implementation. Teachers also
indicated that they wanted
student planners to be
implemented again, which we
have plans to do for the 2016-17
school year.
Review additional data sources (e.g. Transmath Growth showed good June 2016
implementation data, behavior data comparison growth in 7th and 8th
grade. In 7th grade one
Transmath teacher had a
difference of a +1.57 growth
when comparing her growth to
that of the average growth of all
7th grade students. A second
Transmath teacher had an
difference of +0.48. In 8th grade,
a Transmath teacher had an
difference of +0.85 growth when
compared to the average growth
of all 8th grade students.
2. COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
The Comprehensive Needs Assessment (CNA) results are used to determine the following:
Subjects and skills for which teaching and learning need to be improved.
Specific academic and other classroom needs of students and groups of students who are not yet achieving the state's academic standards.
Needs of the school relative to each of the components required the Robbinsdale School Improvement Plan
After reviewing the data above, please list the teams identified successes, prioritized concerns, and hypothesized root causes for identified
concerns below:
Successes
After reviewing the data in step 1, what successes have been identified by the team?
Reading 7th to 8th grade students improved 7 percent in MCA Reading, African-American students(All Grades). Nearly
50%of all RMS students met their Reading growth goal.
Mathematics Implementation of new Math in Focus curriculum. Transmath Growth showed good comparison growth in 7th and
8th grade. In 7th grade one Transmath teacher had a difference of a +1.57 growth when comparing her growth to
that of the average growth of all 7th grade students. A second Transmath teacher had an difference of +0.48. In
8th grade, a Transmath teacher had an difference of +0.85 growth when compared to the average growth of all 8th
grade students.
Climate/Behavior This year there was approximately a 14% reduction in behavior referrals and 15% reduction in tardiness. New this
year, a Re-set system was implemented, where students were removed from the classroom to process behavior
and then returned to the classroom to repair relationships, as well as procedures to reduce the amount of passes
out of the classroom. Additionally, 12 teachers earned ENVoY certification and 4 teachers achieved ENVoY
Demonstration Teacher status. Reduction in students moving into the Red. The percent of students who moved
from yellow into red went from 21% to 9.8% .
Other
Prioritized Concerns:
After reviewing the data in step 1, what concerns were noted?
Reading 6th to 7th grade students showed a 6 percentage point decrease (40% -34%) in MCA Reading. 6th grade showed
a 6% decrease when compared to 2014-2015 6th grade Reading results. While 50% met their growth goal, we
need 100% of students to meet their high growth goal. Our data shows that many students have mastered skills,
but struggle to consistently demonstrate mastery and/or apply and transfer learning to new situations.
Mathematics Only 28% of students met their Math growth goal. We need a significant number of students to meet their high
growth goal. A significant number of standards were not taught to mastery. A significant number of students in
advanced math courses did not meet proficiency on the MCA.
Climate/Behavior Inconsistent implementation of systems and structures. Lack of systemic checkpoints to monitor the
implementation of systems.
Reading Teachers adjusting to a new block schedule, implementation of a new course framework/design, need for
screening tool to monitor progress of growth for all students toward mastery of MCA proficiency followed by self-
assessment and goal setting, need to better use data from screening tool and MCA test specs to adjust
instruction, need to further develop CFAs and summatives and align rigor to the standards, need for the use of
more flexible grouping, need for more required independent reading (not choice reading, but class novels and/or
literature circles).
Mathematics Teachers struggled with transition to block scheduling and improvement needed in alignment and teaching
standards to mastery
Graduation (if secondary)
Climate/Behavior Need to improve consistency with addressing behavior expectations, incorporate more movement into block
classes, need to increase incentives for positive behaviors and meeting school expectations,
Other
PART III School Action Plan
Identify the usable intervention(s) selected for monitoring by the leadership implementation team. If usable interventions are a part of
a framework, identify the applicable framework.
3a. Usable Intervention Selected for Monitoring: Identify the intervention from Step 2 selected to monitor with the Action Plan
(Step 4).
3b. Instructional Change Manager: Identify the individual selected to oversee implementation of the usable intervention.
4. Action Plan:
Plan-Do-Study-Act Cycles: Plan well, but get started with doing the intervention selected. Collect data on effort and fidelity and
study it. Act on lessons learned by celebrating successes and making decisions about improvements. Begin the cycle again. Plan the
changes. Do the changes. Study the progress. Act on new insights. Plan
Stage: The stage determines the work done through each implementation driver which leads to determining the appropriate
expectation.
Action Steps: One action step entered per row. Use the implementation drivers to guide what will be done and record those
actions.
Expectation: The stage and the appropriate implementation driver inform the expected result and the type of evidence to gather, the
process by which data is analyzed, and the guiding questions leadership implementation teams ask about data to inform next steps:
During Exploration and Installation stages the team measures adult effort.
Effort data can inform planning and development of Competency Drivers and monitor readiness to engage with enough resources,
supports and data systems.
During Initial Implementation the team adds measurements of adult fidelity.
Fidelity data can inform changes to the Competency Drivers and determine how to use the Organizational Drivers to remove barriers
and add resources.
During Full Implementation the team adds measurements of student outcomes.
Use fidelity data to make connections between adult efforts and student outcomes to sustain success.
Review Date: Enter the date when the leadership implementation team expects to review the status of the action step.
Evidence Summary to Inform Next Steps: State the outcome(s) of the review and the specific next step(s) to be entered on the
next row within the action plan for progress monitoring.
READING ACTION PLAN
Reading SMART Goal The percentage of all students enrolled October 1st in grades 6-8 at Robbinsdale
Middle School who are proficient on the Reading MCA III will increase from in 37.0% to
68.8 in 2017.
List of usable interventions selected to address hypothesized root cause. Identify the intervention Fully Implemented?
for monitoring below.
2. Literature Circles
3. Flexible Grouping
4. Meta-Cognition/Questioning
6. Reading Plus
3b. Instructional Change Manager: Dr. George Nolan and Cathryn Peterson
4. Action Plan:
Critical Reading Critical Reading and Critical All RMS Teachers will teach the Quarterly
Process: Initial Reading II offered summer standards. Review in
Implementation and fall of 2016. November
All RMS teachers receive initial 2016,
Natalie Larson is the PD on the process/framework. January 2017
facilitator of the and March
Professional Learning (PL). Teachers will implement the 2017 via
Dates for the PL are as Critical Reading Process in the Departments
follows: classroom. and PLCs.
This review
June 20-21 PLCs will be used as the vehicle will be the
August 22-23 to support implementation of the first week of
Workshop Week Aug 30 framework and supporting 2nd quarter,
with two additional dates in research based best practice third quarter,
September 22 and October strategies. and fourth
TBD. quarter
The team will study adult effort during regular
and fidelity of implementation grade-level
through: PLC planning, learning PLC
walks, formal/informal meetings.
classroom observations. Formal data
will be
reviewed at
the end of
each quarter.
Weekly data
(anecdotal,
lesson plans,
student work
as evidence)
will be shared
bi-weekly in
Friday Data
meetings., to
include
information
from English,
Math,
Reading,
Science, and
Social
Studies
Literature Circles: Literature Circles will be Students will read independently Quarterly Quarterly Review in November 2016,
Initial used each quarter in grade and collaborate to authentically Review in January 2017 and March 2017 via
Implementation 6-8 Reading Courses and discuss what was read. November Departments and PLCs
during 2 quarters in grade 8 Discussions will be student 2016,
English, with a possibility of lead/driven. January 2017 Formative Assessment data will be
further and March reviewed weekly in PLC meetings in
expansion/implementation Teachers will monitor student 2017 via order to inform instruction.
in the 2017-2018 school- progress and discussion by Departments
year. listening and recording and PLCs See link for assessment details.
comments, and through the use
of online discussion and Formal data
formative assessments such as will be
exit slips, gallery walks, graffiti reviewed at
boards, etc. the end of
each quarter.
PLCs will meet weekly to Weekly data
discuss/share progress and to (anecdotal,
adjust instruction as needed. lesson plans,
Teachers will bring student work student work
samples to PLC as evidence of as evidence)
learning. will be shared
bi-weekly in
Literature Circles will be guided Friday Data
by the CCSS and Critical meetings.
Reading Process and supported
by mini-lessons, flexible
grouping, questioning/meta-
cognition strategies. See link for
guiding documents.
Meta-Cognition & The Critical Reading All Reading and English Implementati Quarterly Review in November 2016,
Questioning: Initial Process is the framework to teachers will receive a copy of on will be January 2017 and March 2017 via
Implementation guide our instruction. Notice & Note and Reading discussed/rev Departments and PLCs
Nonfiction Notice & Note. iewed weekly
In Reading and English in PLC
courses, the Signposts Teachers will receive support in meetings as
(fiction and nonfiction) will department and/or PLC guided by the
guide how we interact with meetings on implementing the 4 DuFour
the text by providing research from the questions.
students with concrete aforementioned text.
clues and meta-cognitive Formative
frames to enhance thinking. The team will study adult effort Assessment
and fidelity of implementation data will be
through: PLC planning, learning reviewed
walks, formal/informal weekly in
classroom observations. PLC
meetings in
order to
inform
instruction.
Formal data
will be
reviewed at
the end of
each quarter.
Weekly data
(anecdotal,
lesson plans,
student work
as evidence)
will be shared
bi-weekly in
Friday Data
meetings.
Goal Setting and Grade 6-8 Reading Grade 6-8 Reading Teachers will Goals will be Quarterly Review in November,
Self-Assessment Teachers will use CFAs to use screening tools to determine reviewed bi- January and March via Departments
based on CFA help students goals set and baseline data. weekly with and PLCs
and other self-assess progress students, but
assessment data: toward mastery of the Data and goals will be shared reinforced
Initial standards. with the English Teachers. daily through
Implementation instruction
Grade 6-8 English Teachers Teachers will work with students and self-
will implement student self- to set goals related to mastery assessment.
assessment practices. of the standards.
Formal
Teachers will implement student screening
self-assessment through assessment
conferencing, flexible grouping, will be given
and formative assessments at minimum
such as exit slips and reflection once per
sheets. quarter. See
link for
Teachers and students will assessment
monitor progress of student details. This
learning toward goals as data will be
evidenced by formative and shared at a
summative assessments and a minimum
quarterly screening once per
assessments. quarter in
Friday data
The QRI will be used more meetings,
frequently for Progress with reporting
Monitoring of students needing frequency
additional time and support. See being greater
link for assessment details. for students
re
Goal/self
assessment
data will be
used in PLC
as formative
data to guide
instruction.
This will be
discussed
weekly.
Reading Plus: All Reading Teachers were We will discuss use of Reading Weekly in
trained in August and Plus and review data at least bi- PLC
September in order to weekly in Reading PLC. meetings.
implement Reading Plus.
Reading Plus will be used with
Cathryn Peterson, Reading fidelity in the Reading courses.
teachers, and AVID
teachers will monitor Reading teachers will monitor
student use and student use of the program and
performance data. will monitor student performance
on the program.
Initial student assessment
completed the week of Cathryn Peterson will monitor
9/26. over fidelity of implementation
by reviewing weekly reports and
Implemented 60 minutes student data. Information will be
per week in all reading discussed in weekly PLCs.
classes beginning the week
of 10/3 (some variation
given MAP Reading
Schedule during the week
of 10/3).
Mathematics SMART Goal The percentage of all students enrolled October 1st in grades 6-8 at Robbinsdale Middle School who are
proficient on the MCA III Math will increase from 20.04% in 2016 to 63.1% in 2017.
List of usable interventions selected to address hypothesized root cause. Identify the intervention Fully Implemented?
for monitoring below.
1. Teachers will follow a standards alignment and pacing guide that will ensure successful
implementation of all grade level standards prior to the MCA testing.
2. Teachers will increase the usage of Concrete, Pictorial and Abstract strategies
3. Teachers will begin training and use with Gradual Release of Responsibility.
4. Selected students will receive additional small group interventions targeting their area of
need.
5. Teachers will create IB Unit Frames that align with the standards alignment and pacing guide,
as well as assessments and rubrics that follow the IB framework.
3b. Instructional Change Manager: Dr. George Nolan and Jona Deavel
4. Action Plan:
Increased use of 1. At a minimum, teachers The expected result is that Enter summary and next steps here
manipulatives: will follow the alignment manipulatives will be used for
Initial guide to determine where instruction on a regular basis.
Implementation and what manipulatives
will be used. They will The team will study adult
then move toward using effort and fidelity through PLC
Concrete, Pictorial, planning, informal walk-
Abstract methodology. throughs, and formal
2. Teachers will determine classroom observations.
where and what
manipulatives they can
add and this will be
added to our alignment
guide. This will be
developed throughout
the year in PLCs.
3. Teachers will work in
PLCs to plan lessons
that include the use of
manipulatives and follow
CPA instruction. At a
minimum teachers must
add to one lesson per
unit where manipulatives
can be added to their
instruction.
Additional Selected students who The expected results for the Enter summary and next steps here
Targeted are in the partially students receiving either
Interventions: proficient range will interventions by Rachel is
Second Year receive targeted that 75% of these students
Implementation interventions either will be proficient on the MCAs
through Math Corps or during the spring of 2017.
through intervention
support with Rachel The team will study adult
Griffith. effort and fidelity of
implementation through
informal and formal
observations and by
analyzing assessment data.
Plan Contact Person Enter Name of person leading the action plan implementation
List of usable interventions selected to address hypothesized root cause. Identify the intervention Fully Implemented?
for monitoring below.
3a. First Usable Intervention Selected for Monitoring: Enter first usable intervention listed above here
3b. Instructional Change Manager: Enter the name of the person who will oversee this intervention implementation. (It may be the
same as the Plan Contact Person)
4. Action Plan:
STAGE ACTION STEPS EXPECTATION REVIEW EVIDENCE SUMMARY TO
DATE INFORM NEXT STEPS
In what stage of How do the drivers inform What is the expected result of What date Analyze results and record what was
implementation is what the team will do? this activity? will the team learned.
the current study the
Identify action steps and How will the team study adult Celebrate successes. Identify barriers.
intervention and expectation
persons responsible for effort and fidelity of
how does it inform results? Begin the cycle again with planning
completing the action step. implementation?
actions? and identified action steps.
Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
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Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
CLIMATE/BEHAVIOR ACTION PLAN
Climate/Behavior SMART Goal Implement the MTSS RTI Pyramid of interventions to reduce the percentage of students considered to be in
the red from 9.8 percent to 5 percent.
List of usable interventions selected to address hypothesized root cause. Identify the intervention Fully Implemented?
for monitoring below.
1. Monitor student behavior through the MTSS process to identify students in need
2. Proactive work with student groups that focus on building positive relationships and
appropriate behavior skills mentored by school counselors and staff.
7. CARE Fest assemblies to recognize positive individual and grade level student behavior
3a. First Usable Intervention Selected for Monitoring: Enter first usable intervention listed above here
3b. Instructional Change Manager: Dr. George Nolan and Dr. Emily Monn
4. Action Plan:
MTSS Process for Weekly MTSS meeting to Academic Interventionist, Review Review Quarterly November,
Academic and monitor student behavior Promise fellow tutor, social Quarterly January and March and in 3,6 and
Behavior through teacher workers, counselors and 9 week intervals to evaluate
Interventions. feedback and behavior Deans students individually on 3 week
Initial referrals, Monthly cycle
Implementation meeting with Principal.
Proactive work Weekly MTSS meeting to Review and monitor student Review
with student identify students who progress. Work with Quarterly Review Quarterly November,
groups that focus would benefit program. coordinator to discuss November, January and March and in 3, 6 and
on building interventions and summary of January and 9 week intervals
positive activities. Coordinator is part March
relationships and of Principals weekly meeting
appropriate
with Administrative team that
behavior skills
analyses Academic and
mentored by
school Behavior data
counselors and
staff
Check In Check Weekly MTSS meeting to Review and monitor student Review Review Quarterly November,
Out identify students who progress. Work with teachers Quarterly January and March and in 3, 6 and
would benefit program. and school staff who are November, 9 week intervals.
implementing CICO to January and
discuss students and get March
feedback. Coordinator will
attend weekly MTSS meeting
to provide feedback..
Promise Fellows Weekly MTSS meeting to Review and monitor student . Review Review Quarterly November,
identify students who progress (behavior and Quarterly January and March and in 3, 6 and
would benefit from academic). Work with November, 9 week intervals.
working with a promise promise fellows to provide January and
fellow student support and get March
feedback.
Medal of Honor Monthly review of the Monitor through student and Review Review Quarterly November,
and Character curriculum with Advisory teacher survey. Quarterly January and March and in 3, 6 and
Education Committee. Curriculum November, 9 week intervals.
curriculum will be put into lesson January and
plans, reviewed with March
teachers, and then made
available for teachers to
use in their Advisory
sections.
Restorative Restorative Justice Administrative team will meet Bi weekly Review Quarterly November,
Justice Practices Coordinator will train and weekly with Coordinator to Meetings January and March
and Mediation. work with students and review and analyses results with
Initial teachers. of mediations and Administrati
Implementation interventions ve Team
CARE Fest Quarterly assembly to PBIS team will set goals and Monthly Reviewed quarterly
recognize and reward monitor progress of goals. meetings
students for meeting Data will be tracked using through the
behavior goals attendance records and PBIS team
(individually and as behavior referrals
grade levels).
ENVoY Coaching Utilize internal coaches New teachers have Monthly If referral data suggests patterns
for RMS Staff and peer observation to mandatory coaching; review of coaching may be initiated for those
refine strategies veterans may request or be referral data not already receiving it
assigned coaching
OTHER ACTION PLAN
Plan Contact Person Enter Name of person leading the action plan implementation
2. Usable Intervention(s):
Identify the usable strategies or practices the team has selected for monitoring. Strategies/practices must connect to the Unified
District Vision goals and Strategic Priorities.
List of usable interventions selected to address hypothesized root cause. Identify the intervention Fully Implemented?
for monitoring below.
3a. First Usable Intervention Selected for Monitoring: Enter first usable intervention listed above here
3b. Instructional Change Manager: Enter the name of the person who will oversee this intervention implementation. (It may be the
same as the Plan Contact Person)
4. Action Plan:
STAGE ACTION STEPS EXPECTATION REVIEW EVIDENCE SUMMARY TO
DATE INFORM NEXT STEPS
In what stage of How do the drivers inform What is the expected result of What date Analyze results and record what was
implementation is what the team will do? this activity? will the team learned.
the current study the
Identify action steps and How will the team study adult Celebrate successes. Identify barriers.
intervention and expectation
persons responsible for effort and fidelity of
how does it inform results? Begin the cycle again with planning
completing the action step. implementation?
actions? and identified action steps.
Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
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Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here