Capstone Presentation

1. Capstone Presentation Vicky Chiles Sabin Middle School EDLS 643

2. Goals

3. Rationale • To close the achievement gap in writing for all students using new student engagement strategies and best practices with an emphasis on male students. • Using team concepts to promote student achievement growth, full implementation and integration of best practices across all content levels and grades throughout Sabin Middle School. • Provide teaching staff with additional tools for success through professional development in gender learning differences, PBIS benefits and “team concept” best practices.

4. Rationale (continued) • To promote student achievement continued work with parental involvement will be necessary to give parents a renewed ownership in their students education. • Positive student/teacher engagement will increase the reduction of Level 1 and Level 2 student referrals using PBIS best practices and team interventions will keep students in the classroom learning. • Teachers will collaborate/use with fidelity the new concepts/tools that they are given to increase student learners ability to achieve their educational goals.

5. SMART GoalStudent Achievement • 60% of 8th grade male students at Sabin Middle School will score proficient or advanced in writing measured by the 2013 TCAP. • By the end of 2012-2013 school year Sabin Middles School will see a 15% increase in community/parental support/volunteering in school activities including academics and extra curricular activities to promote student achievement in all areas, especially writing.

7. 2011 TCAP Writing Statistics Resource: Colorado Department of Education

8. CSAP/TCAP Writing Data 2013 Sabin 8th Grade/Male Students Resource: Colorado Department of Education

9. Major Improvement Goal #1: _ Top Quality Tier 1 instruction for every student, every day, in every classroom through differentiated instruction and a personalized learning plan as evidenced by: Strategy: All PLC group strategies will focus on one of the following areas: literacy across the curriculum, student engagement, or content vocabulary. All writing teachers will use reciprocal teaching in order to increase student critical thinking on a weekly basis as evidenced by student work samples. All writing teachers will use student writing conferencing in order to increase the engagement of boys/FRL students in their classrooms on a weekly basis. Root Cause(s) Addressed: Reading root cause: instructional framework has not consistently provided for growth of student critical thinking skills related to processing text. Writing root cause: instructional framework has not consistently provided for the academic engagement of boys and FRL students. Math root cause: instructional framework has not consistently provided for student mastery of math vocabulary at a level which allows students to make sense of math instruction. Alignment with SMART GOAL: To close the gap on 8th grade male scores, which is documented by the 2010 and 2011 TCAP data, writing teachers need to use proven instructional strategies targeting 8th grade male students, paired PBIS rewards. By raising the proficient/advance male students 20% on the 2013 TCAP test this group will achieve 60% in the proficient and advanced category. SABIN UIP DOCUMENTATION

10. Parent Involvement Artifacts/Highlights Supporting Project • Part of the UIP-2010, 2011 • Area of concern from the climate survey-2010, 2011 • Create partnership/ownership • Increase student achievement • Positive Behavior Intervention System • Area of concern from climate survey-2011 • Classroom management support/positive interactions • Reduce discipline issues/keeping students in the classroom learning • Increase student achievement • Create positive school climate • Mandate from district-2009-present • Part of the UIP-2010, 2011

11. From Sabin MS UIP- Data Analysis Worksheet-Performance indicators-performance growth gaps Writing: --In two areas, the gap was reversed: minority students have a higher growth percentile than non minority students, and ELL students have a higher growth percentile than non ELL students --The smallest gap was between girls and boys; girls have a 10 point higher growth percentile than boys --The largest gap was between IEP students and non IEP students, at 14 points Needs: --Close the gap for FRL, IEP, and boys. The writing PLC is currently using a Two Questions strategy to determine root cause. Teachers are examining a lack of engagement of male students in writing classes and activities as a possible root cause. They are also examining data for minority male students to determine engagement levels.

12. SABIN UIP DOCUMENTATION • Major Improvement Goal #3: __ A positive climate and culture exists as evidenced by Positive Behavior Support system, implemented with fidelity, parent and community involvement and a sense of community as evidenced by (strategy): • Strategy: Increase informal parent involvement opportunities. Evidence of effectiveness will be measured through parent surveys. • Root Cause(s) Addressed: Lack of parental involvement, as evidenced by Sabin’s 2011 Climate Survey. The reason for lack of parental involvement was not identified on the Climate Survey, so further surveying is needed (see action steps) in order to determine root cause. Root cause is a lack of understanding on our part as to the reasons for low parental involvement.

13. Sabin Middle School Areas of Strengths and Weaknesses Student Achievement Strengths Weaknesses 1. Reading/Writing gains 1. Not closing achievement gap at steady rate 2. Autism Lab/SAIL program 2. Not all teams function across grade levels 3. 6th Grade level team structure 4. Dedicated Reading Teacher per team 3. Lack of parent involvement 5. Additional math tutorial classes for 4. Lack of parental U or PP students awareness/communication Parent Involvement StrengthsWeaknesses 1. 6th and SAIL parent participation 1. 7th-8th parents lack of parent involvement/volunteerism 2. High extra curricular activity attendance 2. Changing parent contact info not updated 3. High performing arts attendance 3. Declining parent-teacher conference attendance throughout the year

14. Strength and Weakness continued…. Budget StrengthsWeaknesses • District Grants Office 1. Continuing budget cuts ---LRT • Fundraising efforts positions • Re-allocation of funds to 2. Continued increase in class thriving programs sizes Discipline StrengthsWeaknesses 1. Follow through/consistency 1. More severe infractions-drugs /guns School Culture StrengthsWeaknesses 1. Diversity 1. Demographic shifts—climate\ • 2. Music/Sports program growth 2. Lack of funds for promotion

15. D-11 Middle School Comparison Level II Referrals 2010-2011 Level II Referrals Schools # of Incidents Percentage A 40 2.7 B 212 14.1 C 98 6.5 D 35 2.3 E 403 26.9 F 262 17.5 G 219 14.6 H 70 4.7 I 161 10.7 Total 1500 100% ] C is representative of Sabin MS 2011-2012 Level II Referrals Schools # of Incidents Percentage A 70 3.7 B 250 15.1 C 86 5.4 D 42 2.9 E 434 27.0 F 243 14.9 G 241 14.7 H 63 4.0 I 225 12.3 Total 1604 100%

16. PAWS Participation

17. SABIN ACTION PLAN

18. SABIN ACTION PLAN

19. SABIN ACTION PLAN

20. Communication Plan • Our Quest: Inform all stakeholders with fidelity any and all aspects of our mission to increase the academic achievement of Sabin Middle School students outlined in the action plan in a timely manner. Sabin Middle School Stakeholders • Internal • District Administration • Campus Administration • Instructional Staff • Students • External as needed • Community Members • Parents • DAC • SAC

21. Communication Plan • Communication is direct, to the point, clear and easy to understand by all stakeholders • Communication is delivered in a timely manner to the appropriate group • Provide training in all elements of the required communication needed to all staff involved • Collection of data and feedback is provided to appropriate group in outlined form for further reflection/discussion • Communication that will be used: • E-mail • Face to face • Printed materials