Pattonville Heights Middle School School Improvement Plan

Pattonville School District
Pattonville Heights Middle School
School Improvement Plan
February 2015
Table of Contents
I.
Introduction and Vision Statement
Page 1
II.
Planning Process
Page 2
III.
2015-2017 School Improvement Plan
Page 3
IV. Gantt Charts
Pages 4-9
V.
Pages 10-14
Research
VI. Attendance Information
Page 15
VII. Discipline Information
Page 15
VIII. Achievement Data
Page 16-18
Pattonville School District
Pattonville Heights School Improvement Plan
Introduction
The Pattonville Heights Middle School Planning Team was established in the summer of 1997. Over the past
seventeen years, the Pattonville Heights Improvement Council (PHIC) has implemented strategies and action
steps toward goals specified in the Comprehensive School Improvement Plan (CSIP). The plan was updated in
the spring of 2011 with focused action steps toward increasing academic achievement, student responsibility,
and technology proficiency for our students and staff in addition to increasing involvement in the school for
parents/guardians, students, teachers, staff, and administrators. The newest revision to the school improvement
plan has a specific focus on instructional strategies, Response to Intervention (RtI), Social Justice, technology,
Positive Behavior Support and Intervention (PBIS), student recognition, and parent involvement.
Pattonville Heights Mission Statement
To prepare lifelong learners equipped to encounter the changing future.
We will: Grow as a community of caring, committed, connected students, staff and parents, developing lifelong learners within a climate that is trusting, positive and safe.
We will: Emphasize reading improvement and student achievement, foster high expectations for all while
allowing for differences in learning styles.
Pattonville Heights Vision Statement
All members of the Pattonville Heights Community will reach their full potential.
Pattonville Heights’ vision supports Pattonville’s mission and vision, which are noted below.
The Pattonville Mission
"That All Will Learn ...... to become responsible citizens in a nurturing environment where
diversity means strength
knowledge means freedom and
commitment means success."
The Pattonville Vision
We Envision Pattonville as a(n)
Caring community where all learners are valued, loved, respected, and regarded as our hope for today and the
future.
Safe community where respect for self and others is demonstrated; where integrity and dignity guide behavior.
Learning community where all are challenged to excel. We see students as life long learners and problem
solvers who are academically prepared for success and committed to excellence.
Interdependent community where unity among students, families, patrons and staff fosters learning,
responsibility and an appreciation of the diverse individual.
We Envision All Pattonville Students as
Contributing citizens of their school, community, country, and world. We see students living their hopes and
dreams through self-reliance, commitment, compassion, and cooperation.
Pattonville School District
Pattonville Heights School Improvement Plan
Planning Process
The Pattonville Heights School Improvement Team for 2014-2015 consists of the following members:
Staff
Adam Seibert*
Joy Yowell
Krista Cross
Travis Williams
Abby Hall
Mark Houston
Rebecca Prokopf
Shay Forsythe
Scot Mosher
Parents
Cori Brown
Dana Dold-Brown
Michelle DiSalvo
Melissa Hubbs
Dana Tucker
Keith Potter
Jennifer Bober
Renee Killian
Students
Kyle Hubbs
* Denotes facilitator for the 2014-2015 school year.
Former members of the Pattonville Heights School Improvement Team are as follows:
Staff
Adam Seibert*
Deb Wolk
Krista Cross
Travis Williams
Scot Mosher
Parents
Dinah Kirchoff
Michelle Sanders
Bridget Niemand
Patty Polster
Students
Gayathri Srinivasan
Eleanor Gershman
Pattonville Heights Middle School Continuous Improvement Plan
Guiding the Work of Students, Parents, Staff, and Community
Mission:
To prepare lifelong learners equipped to
encounter the changing future.
Pattonville School District Mission
That All Will Learn…
To be come responsible citizens in a
nurturing environment where
Diversity means strength,
Knowledge means freedom and
Commitment means success.
Goal: All students demonstrate significant improvement on the
Missouri Learning Standards.
Targets
Indicators
Action Steps
Research-Based and Data Informed Levers for
change that Promote Continuous Improvement.
All students
are proficient
in English
language arts,
mathematics,
and science
•
Pattonville
Heights
students will
be responsible
citizens with
positive
relationships
•
•
•
•
MAP Proficient/Advanced increase
annually up to 100% (trailing)
eValuate (leading)
Classroom Assessment-increasing
proficiency toward grade level
expectations (leading)
•
Identify and implement research based best
practices that lead to proficiency in English
language arts, mathematics, and science
(includes addressing time for proficient
learning, incorporating technology for
learning, social justice, RtI, and differentiated
instruction).
Annually decrease office referrals
and suspensions (trailing)
Increase overall percentage of
students involved in academic and
character support initiatives
•
Provide a safe and orderly environment
through the implementation and continual
evaluation of academic and character support
initiatives.
Number of parent/guardians
attending/volunteering in school
functions will increase 5% each
year (trailing)
District Climate Survey (trailing)
Number of parents/guardians
utilizing electronic
communication will increase by
5% per year (leading/trailing)
•
Enhance the involvement of parent/guardians
in the academic life of their student to
promote positive relationships and increase
the two-way communication between the
home and the school.
•
Create opportunities that will enhance achievement and
involvement for all students while developing
competitive academic, athletic and activity programs.
Establish high
levels of
involvement
and
communication
between home
and school
•
Increase
middle school
academic and
athletic
program
offerings and
opportunities
• Number of students who participate
in middle school activities and
athletics will increase annually.
• Favorable student, parent, and staff
satisfaction survey results will
increase annually.
•
•
Target: All students are proficient in English language arts, mathematics, and science
Action Steps: Identify and implement research based best practices that lead to proficiency in English language arts, mathematics, and
science (includes addressing time for proficient learning, technology for learning, social justice, (RtI) Response to Intervention, and
differentiated instruction).
Activity
Who's
Responsible
Data Teams will meet to
establish goals and select
instructional strategies using
eValuate data.
To review and adjust the
schedule, structure, and
course offerings to meet the
academic needs of students.
Implement the Problem
Solving Team Process where
teachers will identify and
implement Tier 1 and Tier 2
interventions and strategies.
Train staff in the proctoring of
the STARR Screener and
strategic use of the data.
Teachers
Department
Leaders
Principals
Systematic approach to
reporting progress on the
implementation of the
Problem Solving Team
process to all stakeholders.
Teachers will research and
implement strategies for
reaching our diverse
population of students as an
ongoing strand for social
justice.
Provide an overview of
differentiated instructional
(DI) strategies and provide
teachers the time to create DI
lessons.
Teachers
Principals
Teachers
Principals
Counselors
SSD
Diagnostician
Teachers
Principals
David Miller
Teachers
Principals
Parents
Teachers
Principals
Teachers
Principals
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Target: All students are proficient in English language arts, mathematics, and science
Action Steps: Identify and implement research based best practices that lead to proficiency in English language arts, mathematics, and
science (includes addressing time for proficient learning, technology for learning, social justice, (RtI) Response to Intervention, and
differentiated instruction).
Activity
Who's
Responsible
Provide training to all
students on digital citizenship.
Teachers
ITS
Integration of technology
based instructional strategies
aimed at assisting students in
reaching proficiency in grade
level expectations. (Moodle,
flipped classroom, online
textbooks, etc.)
ITS
Teachers
Principal
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Target: All students are proficient in English language arts, mathematics, and science
Action Steps: Identify and implement research based best practices that lead to proficiency in English language arts, mathematics, and
science (includes addressing time for proficient learning, technology for learning, social justice, (RtI) Response to Intervention, and
differentiated instruction).
Activity
Continue school improvement
sub-committees based on the
identified needs of the school.
Draft a revised mission and
vision statement.
Collect input from the school
community regarding revised
vision and mission
statements.
Utilize input from the school
community to finalize the
vision and mission
statements.
Who's
Responsible
Teachers
Principal
PHIC
PDC
Principal
PHIC
PDC
Principal
Parents
PHIC
PHIC
Principal
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Target: All students will be responsible citizens with positive relationships
Action Steps: Provide a safe and orderly environment through the implementation and continual evaluation of academic and character
support initiatives.
Activity
Analyze discipline data,
trends, and citizenship
criteria.
Evaluate the recognition and
reward programs for
academic and character
support initiatives, and make
modifications if needed.
Annual summative evaluation
and review of PBIS program.
Evaluate all academic and
character support initiatives,
and make adjustments based
on data, research, and best
practices.
Who's
Responsible
Student
Success
Committee
Principal
Student
Success
Committee
Principal
Student
Success
Committee
Principal
Student
Success
Committee
Principal
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Target: Establish high levels of involvement and communication between
home and school
Action Steps: Enhance the involvement of parent/guardians in the academic life of their child to promote positive relationships and
increase the two-way communication between the home and the school.
Activity
Who's
Responsible
Develop a transition program
to help 5th grade students
acclimate successfully to
Pattonville Heights.
Parent
Involvement
Subcommittee
Principal
Develop a transition program
to help students new to
Pattonville School District
acclimate successfully.
Parent
Involvement
Subcommittee
Principal
Collect data from incoming
5th grade parents concerning Elementary and
Middle School
their child's transition to 6th
Principals
grade.
Parent involvement subParent
committee will continue to
Involvement
develop and implement family
Subcommittee
oriented learning/social
Principal
activities.
Teachers will develop and
maintain team website,
and/or Moodle to enhance
Teachers
communication with parents
ITS
about upcoming assignments
and events.
Continue to utilize multiple
forms of communication, e.g.
Teachers
the school/district website,
ITS
Twitter, Facebook, and ePrincipal
mail.
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Target: Increase middle school academic and athletic program offerings and
opportunities.
Action Steps: Create opportunities that will enhance achievement and involvement for all students while developing competitive
academic, athletic and activity programs.
Activity
Who's
Responsible
Provide opportunities for
middle school students to
attend and/or participate in
high school activities.
Teachers
Principal
Provide high school sponsors
the opportunity to meet with
middle school students about
activities and athletics.
Teachers
Principal
Conduct student interest
survey regarding after-school
activities.
Increase after-school activity
opportunities for all students.
Increase student participation
in after-school activities.
Teachers
Principal
Teachers
Principal
Teachers
Principal
Aug
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Research Supporting Development of 2015-2017 Action Steps
Target A:
All students are proficient in English language arts, mathematics, and science
The implementation of continual evaluation of data-teams is essential for tracking student achievement
and developing strategies to address areas of concern. The curriculum and instruction office has provided and
continues to provide staff with the training needed to examine current expectations, develop curriculum maps,
create common assessments, analyze the results and select instructional strategies that will address the needs of
all students. Utilizing lessons learned during Social Justice professional development, administration and
teachers are continually developing and implementing strategies designed to ensure that all students feel as if
they are important and relevant members of the Pattonville Heights Educational Community.
Continuing identifying and implementing researched-based best practices in English language arts arts,
mathematics, and science is a guiding force at Pattonville Heights Middle School. The Professional
Development Committee has coordinated with administration to devise a plan to identify and implement
research based best practices in the everyday classroom instruction. By utilizing building professional
development opportunities, Pattonville Heights staff is able to develop, modify, and hone their classroom
practices to best meet the needs of all students.
Target B:
Pattonville Heights students will be responsible citizens with positive relationships
The No Child Left Behind Act and revision of IDEA encourage schools to turn towards proactive
approaches to discipline; the Positive Behavior Support (PBIS) is a holistic, collaborative, and preventative
approach toward school discipline practices. It recognizes that there is a broad set of variables that can affect a
student’s behavior. PBIS interventions are designed to be proactive in order to prevent problem behavior by
altering a situation before problems escalate and to concurrently teach appropriate alternatives. School based
collaborative teams that include teachers, administrators, and/or special services personnel are an essential piece
of PBIS. Teams collaborate and facilitate collecting relevant data to plan, implement and evaluate strategies that
are central to PBIS.
Target C:
Establish High Levels of Involvement and Communication between Home and School
Communication between home and school is essential for the effective education of all students. All
children are constantly developing and their development is a result of both genetic and environmental factors.
Countless studies have emphasized the importance of family in the academic development of children.
Pattonville Heights Middle School has developed and has begun the implementation of a variety of strategies
designed to increase and enhance the involvement and communication between home and school. We are
revising our comprehensive transitional program to aid 5th grade students and parents in their acclimation to
middle school life. Additionally, we are developing a program to helps students and parents new to Pattonville
School District adjust successfully. Furthermore, Pattonville staff and parents continue to increase multiple
forms of communication, e.g. the school/district website, Twitter, Facebook, and e-mail, to reinforce to
parent/guardians that their support is crucial to the development of their student.
Target D:
Increase middle school academic and athletic program offerings and opportunities
Research supports extra curricular before and after school programing in the Pattonville School District.
With our district focus on improving student achievement, it is important that district sponsored interscholastic
programing support this emphasis. Research conducted by Stephens & Schaben (2002) found that eighth grade
student participation in interscholastic sports was connected with better math grades, increased math
standardized test scores, and better overall grade point averages. Interscholastic sports also keep students
connected and engaged with their school. Research conducted by Yin & Moore (2004) found that participants in
interscholastic sports were less likely to drop out of high school compared with nonparticipants. Moreover,
extracurricular participation encourages peer interactions and exposes students to peers that have positive
attitudes toward school (McNeal, 1995). Helping students build relationships and have a more positive outlook
on their school experience is necessary. Mahoney (2000) states that the students that participate in
extracurricular activities build positive relationships with adults who supervise the activities.
Research by Mahoney and Cairns (1997) found that a varied choice of activities resulted in a greater
impact because students’ individual wants and interests were more likely to be met. Pattonville is a diverse
community with students coming form many backgrounds. While many students have the opportunity to
participate on sports teams and attend enrichment activities that are not connected with the school district, some
students do not have this opportunity. School based after school programing provides lower income students
experiences similar to those of middle-class students (Posner & Vandell, 1999). Meeting the needs of all
Pattonville students is a focus of our before and after school programing.
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Attendance and Discipline Information
Pattonville Heights Average Daily Attendance Information
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
89.5%
90.20%
90.00%
92.40%
93.60%
2014-2015
Incomplete Data
96%
Pattonville Heights Office Referral Information
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
454
466
993
1223
1683
2014-2015
Incomplete Data
743
Pattonville Heights Suspension Information
Suspensions
10 or more
consecutive
days
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
113
101
117
202
191
2014-2015
Incomplete
Data
68
11
11
9
8
4
4
Pattonville Heights Missouri Assessment Program (MAP) ELA Results:
Content Area
Eng. Language Arts
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Grade
06
06
Year
2008
2009
06
2010
06
2011
06
2012
06
2013
06
2014
Content Area
Eng. Language Arts
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Grade
07
07
Year
2008
2009
07
2010
07
2011
07
2012
07
2013
07
2014
Content Area
Eng. Language Arts
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Eng. Language Arts
Difference
Grade
08
08
Year
2008
2009
08
2010
08
2011
08
2012
08
2013
08
2014
Basic
42.4
34.6
-7.8
37.3
2.7
38.6
1.3
41.2
2.6
41.0
-0.2
50.3
9.3
Proficient
33.1
39.0
5.9
40.1
1.1
35.7
-4.4
35.9
0.2
33.1
-2.8
31.8
-1.3
Advanced
21.5
19.8
-1.7
19.8
0
20.7
0.9
18.2
-2.5
21.7
3.5
11.0
-10.7
Basic
45.9
41.9
-4
40.1
-0.8
32.6
-7.5
34.3
1.7
28.9
-5.4
30.3
1.4
Proficient
38.4
37.6
-0.8
32.4
-5.2
41.0
8.6
35.7
-5.3
37.3
1.6
40.0
2.7
Advanced
12.2
17.2
5
22.0
4.8
22.5
0.5
25.2
2.7
27.7
2.5
26.9
-0.8
Basic
33.1
46.2
13.1
42.2
-4
38.7
-3.5
36.8
-1.9
32.7
-4.1
40.3
7.6
Proficient
38.2
37.9
-0.3
35.8
-2.1
34.3
-1.5
39.0
4.7
39.1
0.1
36.9
-2.2
Advanced
26.8
13.7
-13.1
20.2
6.5
23.2
3
23.1
-0.1
25.6
2.5
18.2
-7.4
Pattonville Heights Missouri Assessment Program (MAP) MATH Results:
Content Area
Mathematics
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Grade
06
06
Year
2008
2009
06
2010
06
2011
06
2012
06
2013
06
2014
Content Area
Mathematics
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Grade
07
07
Year
2008
2009
07
2010
07
2011
07
2012
07
2013
07
2014
Content Area
Mathematics
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Mathematics
Difference
Grade
08
08
Year
2008
2009
08
2010
08
2011
08
2012
08
2013
08
2014
Basic
39.4
36.4
-3
35.0
-1.4
35.5
0.5
37.6
2.1
40.4
2.8
42.3
1.9
Proficient
41.1
42.4
1.3
41.8
-0.6
41.8
0
42.4
0.6
41.0
-1.4
34.9
-6.1
Advanced
14.9
14.7
-0.2
17.5
2.8
14.2
11.4
14.1
-0.1
13.9
-0.2
12.6
-1.3
Basic
41.6
40.1
-1.5
27.3
-12.8
30.0
2.7
27.3
-2.7
35.5
8.2
34.3
-1.2
Proficient
39.3
38.0
-1.3
49.2
11.2
36.7
-12.5
42.0
5.3
38.8
-3.2
41.1
2.3
Advanced
11.6
17.1
5.5
14.8
-2.3
26.1
11.3
23.8
-2.3
17.8
-6
18.3
0.5
Basic
33.1
38.5
5.4
40.8
2.3
35.4
-5.4
29.7
-5.7
44.9
15.2
38.0
-6.9
Proficient
29.3
33.5
4.2
21.8
-11.7
29.8
8
35.2
5.4
38.3
3.1
37.2
-1.1
Advanced
28.0
16.5
-11.5
29.9
13.4
23.2
-6.7
24.7
1.5
2.8
-21.9
9.5
6.7
Pattonville Heights Missouri Assessment Program (MAP) Science Results:
Content Area
Science
Science
Difference
Science
Difference
Science
Difference
Science
Difference
Science
Difference
Science
Difference
Grade
08
08
Year
2008
2009
08
2010
08
2011
08
2012
08
2013
08
2014
Basic
38.6
37.4
-1.2
39.1
1.7
33.1
-6
38.0
4.9
36.9
-1.1
35.8
-1.1
Proficient
44.3
35.7
-8.6
39.1
3.4
44.8
5.7
42.5
-2.3
38.9
-3.6
42.6
3.7
Advanced
7.6
7.1
-0.5
8.6
1.5
6.6
-2
8.9
2.3
10.2
1.3
8.0
-2.2