Jackson P. Burley Middle School Strategic …...Burley Middle School SIP 2016-2017 Page 1 of 14...

Burley Middle School SIP 2016-2017

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Jackson P. Burley Middle School Strategic Improvement Plan, 2016-2017

Period Covered Mo/Yr – Mo/Yr

Original Submission

Updated

TIMELINE—PLANS/UPDATES SHOULD BE SENT TO [email protected] BY THE

SUBMISSION DATE LISTED BELOW

INITIAL PLAN SEPTEMBER 12

Q1 UPDATE NOVEMBER 14

Q2 UPDATE JANUARY 30

Q3 UPDATE APRIL 17

FINAL UPDATE PRIOR TO JUNE RETREAT

Strategic Improvement Team Principal Jim Asher

Assistant Principal Representative Tireese Lewis

Instructional Representative Lead Teachers & Team Leaders at BMS

Instructional Support Representative Amy Hottinger

Teacher Assistant Representative TBA

Parent Representative TBA

Community Representative TBA

Student Representative TBA

*Add to list as needed. Each group may have more than one representative.

Jackson P. Burley Middle School, with families and the community, seeks to instill high

educational and personal standards so that students gain a sense of purpose in order to

lead a meaningful life.

BURLEY MIDDLE SCHOOL:

A SCHOOL WITH A HISTORY

WHERE THE FUTURE BEGINS!

mailto:[email protected]


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GOAL 1: ACADEMIC FOCUS

ACPS BOARD GOAL: All Albemarle County Public Schools students will graduate having actively

mastered the lifelong-learning skills they need to succeed as 21st century learners, workers and citizens.

1.1 PLAN – Identify Focus Areas

SMART Goal: We will expand our school-wide work with strategies for “writing to learn” across the curriculum to study, plan and employ similar strategies to maximize gains in reading and literacy, particularly in Gap Area 1 with students with disabilities

GAP Evidence:

English Math Science Social Studies

N % N % N % N %

Division 8964 82.1 8356 80.2 4570 83.2 4223 84.5

Burley 711 76.9 552 82.6 162 75.9 161 80.7

English & Math SOL gap data is depicted below. Additional information will be provided soon – we are still in the process of collecting and reviewing data.

1.2 DO –Strategies—What actions will you take to help you meet your stated goal? Why do you think these strategies will be effective in helping to meet your goal (i.e. best practice research, etc.)?

1. Review range of data with faculty/staff at Faculty, Lead Teacher & PLC meetings to identify/ recognize gaps.

2. Develop PD plan for year to develop plan re: literacy – with use of the BMS Writing Rubric for

Focus on Lifelong Learner Competency #7: Acquire and use precise language to

communicate clearly ideas, knowledge, and processes.


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“writing to learn” across the curriculum & with the book Visible Learning for Literacy as the guide for “reading to learn.”

3. Develop PLC schedule/plan & protocol to review gap information (specifically question-by-question analyses) to examine alignment of curriculum to common assessments as related to data – and to review relation, too, to level of Blooms as noted on learning walk data.

4. Include in our PD plan a focus on strategies to increase teachers’ repertoire of instructional strategies to increase student engagement and scaffold learning in effort to enhance the students’ learning experiences and reduce identified gaps in data.

5. Work w/lead coaches for examination of end-of-unit/quarter assessments in relation to data analyses.

1.3 STUDY – Data Collection—What measures will you use to show progress toward your goal? When/how often will you use them?

1. MAP Data

2. SOL question-by-question analysis

3. Data from common assessments and EOC scores/gap analysis

4. Scores collected throughout the year using our school-wide writing rubric.

6th GRADE SWD

Student RSOL 4th

RSOL 5h

RMAP 4th

winter

RMAP 4th

Spring

RMAP 5th Fall

RMAP 5th

Winter

RMAP 5th

Spring

RMAP 6 Fall

5th to 6th

RMAP

SRI Aug. 2016

SRI Oct. 2016

1 336 F 425 P 187 195 184 202 197 n/a

2 269 F 302 F 179 183 181 184 171 187 +16 290 222

3 208 n/a 721

4 279 F 301 F 182 177 184 189 n/a 532 531

5 193 n/a 759

6 321 F 302 F 178 159 185 190 186 189 +3

302 (?)

268

7 336 F 278 F 194 196 188 195 198 +3 274 296

8 311 F 162 160 153 168 163 165 +2 337 0

9 297 F 322 F 187 189 188 199 198 194 -4 595 436

10 289 F 335 F 191 187 171 179 198 150 -48 BR-0 160

11 269 F 319 F 179 177 179 175 172 183 +11 125 93

12 336 F 256 F 176 192 186 177 175 -2 594 472

13 314 F 335 F 178 179 192 189 181 202 +21 772 671

Average: 184 186


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7th GRADE SWD

Student 5 RSOL 14-15

6 RSOL 15-16

5 RMAP

Fall 14-15

5 RMAP Spring 14-15

6 RMAP

Fall 15-16

6 RMAP

winter 15-16

7 RMAP Fall 16-

17

15/16 to 16/17 MAP

SRI LEXILE

1 246 F 150 161 150 -11

2 326 F 351 F 185 196 184 196 185 -11 352

3 372 F 374 F 194 190 198 208 200 -8 837

4 318 F 284 F 163 181 180 185 193 +8

5 418 P 429 P 187 203 n/a 784

6 282 F 314 F 168 153 -15

7 n/a

8 249 F 300 F 161 167 170 +3

9 395 F 452 P 216 168 220 n/a

10 326 F 345 F 202 198 194 206 206 0 830

11 334 F 292 F 190 195 196 +1 389/600

12 235 F 276 F 172 156 171 +15

13 310 F 272 F 170 193 169 181 172 -9

14 310 F 311 F 165 161 161 176 183 +7

15 418 P 410 P 212 214 n/a

16 301 F 357 F 193 191 187 203 196 -7 671

17 272 F 263 F 173 161 170 187 167 -20

18 292 F 292 F 160 156 157 189 171 -18

19 282 F 336 F 193 192 203 197 209 +12 400

Average 191 182


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8th GRADE SWD

Student RSOL 6th

14-15

RSOL 7th

15-16

6 RMAP

Fall 14-15

6 RMAP winter 14-15

6 RMAP Spring 14-15

7 RMAP

fall 15-16

7 RMAP winter 15-16

7 RMAP Spring 15-16

8 RMAP

Fall 16-17

7 to 8 RMAP

SRI Lexile

1 334 F 195 193 213 +20

2 409 P 449 P 220 220 233 n/a

3 337 F 370 F 210 213 211 199 212 206 -6

4 485 P 522 P 218 235 232 235 239 n/a

5 331 F 327 F 198 201 209 212 229 +17 648

6 n/a

7 298 F 163 169 182 193 +11

8 301 F 175 182 182 194 +12

9 430 P 433 P 219 220 229 223 228 n/a

10 331 F 320 F 198 199 210 197 200 200 0

11 312 F 313 F 197 195 205 195 208 197 -11 384

12 283 F 407 P 205 208 206 202 212 n/a

13 415 P 400 P 212 213 210 209 224 n/a

14 291 F 282 F 173 175 188 173 201 180 -21 613

15 378 F 358 F 192 210 204 198 214 +16 798

16 390 F 413 P 203 205 209 214 n/a

17 394 F 202 n/a 739

18 337 F 276 F 190 205 199 184 195 216 +21

19 318 F 327 F 195 195 194 225 203 -22 846

20 361 F 340 F 205 209 215 213 213 209 -4 947

Average 211 205

1.4 STUDY—Results and Analysis—At the end of each quarter, what results have you seen from your data collection and what have you learned from your data? How has your staff been involved in the analysis process?

Q1. We gave the Reading MAP test to all students in the 1st quarter, and information related to students with disabilities is included in the data above. All of this information plus data for all other students is included on the grade level “Watch Lists” so that we have information on all students. Bi-weekly PD has included information on strategies for scaffolding work, high-yield strategies via the text “Visible Learning for Literacy,” AVID reading strategies, a review of our school-wide writing rubric, etc.

Q2.

Q3.

Q4.


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1.5 ACT – Make Adjustments—Based on your quarterly data analysis, what adjustments will you make to your strategies and/or data collection plans?

Q1 We adjusted our approach to RTI and SBIT meetings this fall, with a bi-weekly focus on reading score with Language Arts teachers.

Q2

Q3

Q4


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GOAL 2: CLIMATE FOCUS




SMART Goal: We will expand our school vision of promoting, enhancing and sustaining a positive school climate by focusing on students’ individual learning styles to increase positive responses in the School Engagement & Satisfaction Survey in the area of “Flexible Teaching Styles” (and thereby increase positive responses in the area of “Engaged Learning”) by 5 to 10%.

GAP Evidence: For two years in a row, Burley’s lowest area in the School Engagement & Satisfaction Survey has been with “Flexible Teaching Styles,” and our lowest rated question has been “My teachers align their lessons to match my personal learning style.” In 2015-2016, this question received an unfavorable response of 27%. See below for additional data from the 105-2016 School Engagement & Satisfaction Survey.

Focus on the acps mission: The core purpose of Albemarle County Public Schools is to

establish a community of learners and learning, through relationships, relevance, and

rigor, one student at a time.


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1. Review results of the School Engagement & Satisfaction Survey with faculty/staff at Faculty and Team meetings.


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2. Develop a PD plan for the year regarding learning styles, instruction related to various styles, and types of assessments and/or PBL appropriate to various learning styles.

3. Examine various philosophies on learning styles, and then examine implications re: instruction and instructional belief systems. Some examples:

Sternberg’s Triarchaic Theory of Intelligences Bernice McCarthy’s 4-Mat Howard Gardner’s Theory of Multiple Intelligences True Colors Myers-Briggs


1. Student surveys on learning styles.

2. Learning walk data re: engagement.

3. School Engagement & Satisfaction Survey

Student survey:

http://www.ascd.org/publications/educational-leadership/mar97/vol54/num06/What-Does-It-Mean-to-Be-Smart%C2%A2.aspx

http://www.aboutlearning.com/what-is-4mat

http://www.edutopia.org/multiple-intelligences-howard-gardner-video

https://truecolorsintl.com/about-us/what-is-true-colors/

http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/


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Period Walk-in Patrons Classes Circulation

1st Semester 2015-2016 3777 655 3389

1st Quarter 2016-2017 2588 239* 1526

*Hmm…we think either this number is not correct, or perhaps the 655 above it is not correct, as we seem to be having more classes in the library vs. fewer – we will check into this.


Q1. To begin discussions on individual learning styles, we surveyed students. The question and choices are shown above as are the results. We have also increased our collaborations with teachers and our Media Specialist for more project work and maker work. Statistics are above. In addition, we are embarking on a year-long effort to introduce ePortfolios for all students. 7th & 8th graders already have them, and 6th graders will have them by the end of the 2nd quarter. The portfolios will allow students a way to showcase their best work; however, we also hope to use them to build a student’s self-awareness and to allow for student-reflection on the learning process.

Q2.

Q3.

Q4.


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Q1 We will check the media center numbers; also, a team of teacher will attend a portfolio workshop, and plans are underway for the 6th graders to create their portfolios by winter break.

Q2

Q3

Q4


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GOAL 3: PROFESSIONAL DEVELOPMENT FOCUS




SMART Goal: Revitalize our PLC process for greater focus on continuous improvement in staff performance as well as student learning so that accreditation benchmarks are met for the next school year.

GAP Evidence: In an effort to maintain and exceed state benchmarks for accreditation, we will “reboot” our PLC model, particularly related to common assessments and data analysis.

English Math Science Social Studies

N % N % N % N %

Division 8964 82.1 8356 80.2 4570 83.2 4223 84.5

Burley 711 76.9 552 82.6 162 75.9 161 80.7


1. Develop calendar of PLC meeting expectations.

* Vertical Teams -- Monthly * Grade Level Content Teams – Weekly

2. Review/post pacing guides outlining standards covered by quarter.

teachers will work collaboratively in recurring cycles of collective inquiry and action research

to achieve better results with our students.


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3. Gather evidence of current levels of student learning via common assessments at least twice per quarter (mid-term and end-of-term).

4. Complete data analyses to develop strategies to build on strengths and address weaknesses in student learning.

New Burley PLC site – and example of how being piloted by Language Arts.


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1. We will establish a PLC site with a minimum expectation that vertical teams post agendas, minutes, other work related to data analysis, etc.

2. Info from each area (SPBQ, transition information, pacing info, etc.) will be included.

3.


Q1. The PLC site was created, and our LA department is piloting it by posting PLC work to the site.

Q2.

Q3.

Q4.


Q1

Q2

Q3

Q4

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