Roseville Area Middle School:

Risk Takers on the MoveMiddle School Success Emporium

June 22, 2010

Juanita Hoskins Julie Gabos

Lisa Lindquist Kerry Gamble

Tana Bogenholm Todd Olson

Mission of Roseville Area Schools “Quality Teaching and Learning for All…Equity in All We Do”

Guided by our Core Values

Equity Commitment Curiosity Responsibility

Integrity Compassion Respect Sense of

Belonging

Equity Vision

RAMS Road Map

Change in grading practices RAMS Academy Focus on Equity Focus on Literacy PBIS Pre-AP ELL – Sheltered Content Target Services – SLAM, SEGE, AVID

Grading Practices

RAMS Academy

An in-school homework/assignment help program whose main purpose is to set aside time during the school day for students to complete missing assignments that might other wise prevent the student from being successful in a class.

Focus on Literacy

2009-11 Academic SMART Goal

Using the fall to spring MAP growth indicators in reading, RAMS students will move from baseline (55-64% of students meet expected growth in RIT target) to Progress (65-69% of students meet expected growth in RIT target) by Spring 2011.

Using the fall to spring MAP growth indicators in math, RAMS students will move from baseline (55-64% of students meet expected growth in RIT target) to Progress (65-69% of students meet expected growth in RIT target) by Spring 2011.

Historical Perspective: Are we getting better, worse or staying the same?Academic Year Reading Mathematics

2007-2008 49.8% 47.9%

2008-2009 54.0% 52.1%

2009-2010 55.7% 58.7%

Percent of RAMS students meeting/exceeding their individual target growth, fall to spring.

**DOES include outside growth range students as reported by NWEA, not Viewpoint

Current Perspective: 2009-2010A closer analysis: by growth rateAmount of Growth Reading Mathematics

Double Growth 42.2% (typical 25%)

30.4%

Triple Growth 26.7%(typical 10-15%)

10.8%

Four x or more 18.1%(typical 5-7%)

4.2%

Reading OnlyGrowth by Year Double Triple Four or more

2007-2008 36.8% 23.5% 15.3%

2008-2009 40.1% 26.9% 16.8%

2009-2010 42.2% 26.7% 18.1%

**DOES NOT include outside growth range students, data collected through Viewpoint

Current Perspective: 2009-2010A closer analysis: by NCLB/other groups

NCLB/ Other Groups

Met /Exceed Growth Math

Nat.Am/Alaskan Native 50% 100%

Asian/Pac.Isl. 54.9% 71.7%

Hispanic 49.1% 48.3%

Black 58.2% 41.8%

White 56.3% 60.3%

Free/Reduced Lunch 53.4% 54.9%

ELL 53.8% 67%

Gifted/Talented 66% 72.7%

Special Education 53% 46.9%

Vision Card Coding

=Vision (>/= 70%)

=Progressing (65-69%)

**DOES include outside growth range students as reported by NWEA, not Viewpoint

2009-11 Equity SMART Goal

During the 2009-11 school years, RAMS will reduce the discipline referral to less than 10% over-representation of students of color.

Positive Behavioral Interventions & Supports

What is PBIS?•Positive Behavioral Interventions & Supports

•Framework for improving our school’s social behavior climate and supporting or enhancing the impact of

academic instruction on achievement.

•The emphasis is on preventing problems and providing a comprehensive and consistent continuum of positive behavior support. Staff can use data to evaluate their

efforts. Shifting the focus to prevention minimizes behavioral problems and increases academic time for

students.

When this type of system is fully in place:

•Staff are more consistent in their expectations and actions.

•Students and staff are positively recognized for demonstrating expectations.

•Families and the community know these expectations.

•A more positive relationship exists between and among staff and students.

•Focus is on an educational approach to teaching, modeling and acknowledging expectations.

Providing predictability, stability, clear limits, consistency, and routine helps create safe learning environments. Structure helps children

develop internal control and self-discipline by organizing their world and providing age-appropriate opportunities for them to make their

own positive decisions.

Raider Pride Expectations

Be ResponsibleShow RespectBuild Community

PBIS 2009-2010 So Far…

New Discipline Referral Form

PBIS 2009-2010 So Far…

Raider Pride Kick-off

PBIS 2009-2010 So Far…

And a Few Others:

Good News postcards

Lifesaver Awards

Poster Contest “How are we Raider Pride?”

Celebrations for reaching milestones (passing time music,

hat day, Yo-Yo guy, Picnic/TC.)

Staff T-Shirts, New Banners

End of School Celebration Raider Pride Picnic

Reward Presentation with TC!

Data Tracking

Offenses Locations Date Time of Day Race Team/Grade Level Gender

Office Discipline Referrals

Average Referrals per Day per Month

1.79

2.84

0.88

3.24

2.00

3.00 3.06

3.25 3.11

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

Sep Oct Nov Dec Jan Feb Mar Apr May

Trends

Behavior Referral comparison - May

139

120

59

0

20

40

60

80

100

120

140

160

May 2008 May 2009 May 2010

Number of Referrals

0

200

400

600

800

1000

Referrals with Spec Ed9/8/09 - 5/26/10

5+ referrals

2-4 referrals

0-1 referrals

5+ referrals 25

2-4 referrals 53

0-1 referrals 738

#

Referrals by Race

Referrals by Race (9/8/09-5/26/10)

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

AmericanIndian

Asian Hispanic African-American

Caucasian

% of referrals

% of pop

PRE-ADVANCED PLACEMENT(Pre-AP)

Pre-AP is… An inclusive program for encouraging more

students to access higher learning A way of thinking and approaching the classroom A tool for working together in the same direction A system for strengthening the skills every student

needs to succeed – in AP, on SAT, in college, and in careers

It is neither a prescribed set of courses nor a prescribed curriculum.

Pre-AP – not a course, but a concept that: Builds rigorous curricula Promotes AP access to more students Prepares students for success when they take AP

and other challenging courses

Effects of Pre-AP and AP

Better prepared academically More likely to choose challenging majors Likely to complete more college-level work Likely to perform significantly better than students

who did not take AP courses More likely to exercise leadership More likely to graduate with a double major Twice as likely to go into advanced study

Willingham and Morris,1986, UT Study 1988

What does it look like at RAMS?

Science Inquiry Labs instead of Cookbook Labs K-12 Vertical Alignment

English Common Vocabulary K-12 Aligned Rigorous Curriculum

Social Studies Focused on four main concepts K-12 Vertical Alignment

Math K-12 Vertical Alignment

English Language Learner Program

Sheltered Content

Teaching language through content Math English Science Social Studies

Qualified staff ELL Students are an asset to our school

community

Short Video

www.youtube.com/watch?v=AVQOLpdShAc

2009-2010 Success

Math 67% met or exceeded growth goals 22.4% of ELL students are at or above grade level,

compared with 18.7% in the fallReading 23.4% of ELL students are at or above grade level,

compared with 6.2% in the fall (17.2% increase!)

SEGESocial Emotional Gifted Education

TOPSTargeted

Opportunities forSuccess

S.L.A.M.Students Learn& Achieve More AVID

Advancement Via Individual Determination

TOPS-Targeted Opportunities for Success Targeted Services (nicknamed “TOPS” - Targeted Opportunities for Success), is a year-

round extended academic math and reading program for K-8 students who have lower test scores, academic concerns, or are identified by teachers as at risk for academic success. Qualifying students are invited to attend before and after school classes taught by licensed teachers, often their own classroom teacher.Continual Learning Plans are developed for each student by the teachers.

There is also a 5-week summer school program offered free which also provides transportation and a snack. The small class sizes, 12 students or less, allow teachers to meet the individual student needs and provide intensive reinforcement of necessary math and reading lessons necessary for success during the school day. Continual Learning Plans are developed for each student in partnership with teachers and parents.

S.L.A.M.Students Learn and Achieve More SLAM Saturday is an extension of TOPS. It meets on Saturday toward that end of each

Trimester. Students are invited to attend if they are missing

work and/or have low grades. 4-5 staff have the students go through an academic

boot camp: organization, computer (school center checking grades), cleaning out their binders and lockers, role playing, self advocacy, goal setting and work time to complete work. Students receive full credit for their work.

GT-Gifted and Talented

4-5 identfied gifted and talented students are intentionally clustered into classrooms in order to benefit their learning needs.

Students have opportunity to be a part of SEGE-Social Emotional Gifted Education group. It is is offered daily and students choose 1-2 days a week during their advisory.Topics vary each week and groups range from 3-20. It is lead by the GT Resource Teacher.

Advancement Via Individual Determination Students need to meet the AVID national

criteria , interview and are selected to be in the year long class.

Criteria: Free/reduced lunch, 1st generation college, special circumstance,ethnic group underserved in 4 year colleges.

Students must maintain a C average, have good behavior and attendance.

Began in Roseville 2008-8th and 10th 7th-12th for 2010-2011

AVID Advancement Via Individual Determination

College prep class that teaches college readiness skills and strategies as well as team building, identity and self advocacy activities, support academically and socially.

AVID takes students in the middle who show potential to advance with more rigorous course work in order to be college ready.

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are needed to see this picture.

AVID Advancement Via Individual Determination

Questions?

Roseville Area Middle

School

PBIS

Equity Literacy

Pre-AP

ELL AVID

TOPS SLAM SEGE