SIP Quarterly Review The Big Picture October 11, 2013 Anthony Middle School 8:15-9:15

1. SIP Quarterly Review The Big Picture October 11, 2013 Anthony Middle School 8:15-9:15

2. Instructional Leadership Team Principal: Jackie Hanson Language A Dept. Chair: Casey Strecker Asst. Principal: Tonya Matthews Math Dept. Chair: Jeff Wynne Admin TOSA: Jim Glaser Science Dept. Chair: Laura Meier Aspiring Principal: Kelly Wright Humanities Dept. Chair: Ryan Olson 6th Team Lead: Heather Frye City-Wide Dept. Chair: Grif Brown 7th Team Lead: Ann Ellingham Resource Sp. Ed. Dept. Chair: David Winkler-Morey 8th Team Leads: John Haugen Language B Dept. Chair: Jocelyn Lovick Sarah Whitehouse Specialists Dept. Chair: Jim Sanders Dean: Maura Nelson

3. ILT’s PurposeTo ensure that all students make at least one years’ growth in all content areas, that MYP is implemented consistently to ensure that all students are engaged in rigorous and challenging real world learning, and to align what and how we teach to maximize student achievement. Roles/Responsibilities Challenges/Needs Monitor PLCs Examine building wide data Communicate regularly with team members Serve as a positive role model among the staff Actively participate in ILT meetings Assist in decision-making More dedicated time to look at data The resources an IL and /or a would provide

4. Who we are… Mission Vision Anthony Middle School develops interactive, compassionate, and principled learners who strive for excellence, embrace differences and act responsibly within our communities and the world Ready for high school. Ready for college

5. We are an Authorized Middle Years Programme • Holistic Education • Focuses on the potential of every learner • Promotes relationships • Emphasis on life experience and learning beyond the classroom • Encourages connections between subject areas • Empowers students to critically examine the world • The Learner Profile guides us in the classroom and beyond • Intercultural Awareness (international mindedness) • Deeper understanding to become active, compassionate and life-long learners. • Understanding that other people, with their differences, can also be right. • Communication – 21st Century Engagement • Students learn to communicate in many different ways • Proficient in 2 or more languages • Understand and appreciate arts and information technologies • Writing and speaking is part of the students’ daily lives

6. Staff Characteristics Ethnicity % N African Am. 1612 Asian Am. 1 1 Hispanic Am. 0 0 White Am. 8361

7. Student Enrollment

8. Student Characteristics

9. How the state identifies who we are… • School Designation: Celebration Eligible (MMR 67.73%) • 50.72 points out of a total possible 75 points • Data Summary, MDE-Defined • Proficiency: 10.61 points out of 25 possible • Growth (MCA to MCA): 21.28 points out of 25 possible • Achievement Gap: 18.83 points out of 25 possible

10. MCA III Math Proficiency 2012-2013 All Students at Anthony made progress in Math: White: 78.9%-77.8% Black: 26.3%-33.2% FRL: 25.3%-32.2% EL’s: 15.4%-17.6% SPED: 28.6%-46.7%

11. MCA III Reading Proficiency 2012-2013 2012 MCA II: 73.3% 2013 MCA III: 56.9% White: 77.8% Black: 31.7% FRL: 28.1% EL’s: 17.6% SPED: 27.8%

12. MCA ScienceData Science scores on the MCA-III increased from 54% in 2012 to 59% in 2013

13. Academic Data Summary Reading • Our new benchmark for the Reading MCAIII is 62%. We still have a large achievement gap between our white students and all other demographic groups. • Our white students scored 93.1 in 2012 and 77.8 in 2013. Although you can’t compare, they made a drop as well. • The gap between our black and white students is 46.1% Mathematics The trend data shows that math proficiency is increasing. All of our demographic groups, except white, made gains. As a school we have increased 2.8% from 2012 to 2013. Our gap decreased by 8% from 2012-2013. Even though we are improving ,our white students are not making gains and we still face a 44.6% gap between our white and black students.

14. SMART Goals Math – • Increase proficiency from 62.9% to 67.9% on the MCA-III. • Decrease the achievement gap between our black and white students from 44.6 to 36.6% on the MCA-III. Reading- • Meet our benchmark of 62% proficient on the MCA-III. • Decrease the achievement gap between our black and white students from 46.1% to 38.1% on the MCA-III.

15. Math Strengths/ Strategies • Structured support math classes with smaller class sizes for more 1:1 time with the teacher in math class • Teachers will continue to spend time planning MYP units and aligning with FI according to MN and Content Standards • PLCs will focus their work on administering and reporting common assessments using the Continuous Learning Cycle • Math teachers will administer the OLPA in January and use that data to provide intervention before the MCAs. • Identify students who score in the yellow and red zone and recruit them to attend our After School Support classes. Challenges/Needs • Meeting the needs of the influx of new-to Anthony students • 7th grade-27 Students • 8th grade-38 Students • Time to work together to solidify the vertical alignment of curriculum. • Time to write MYP units • Teacher collaborative time built into the school day • Strategies to help students “do school.” • Come to class on time • Homework completion • Time on task in class

16. Reading Strengths/Strategies • PLCs will focus their work on informational text using AVID strategies • Teachers continue to plan MYP units and integrate FI according to MN and Content Standards. • Teachers will become familiar with the Common Core ELA standards. • Identify students who score in the red and yellow zone and provide Reader’s Workshop as an intervention. • Identified students will be recruited to participate in our After School reading classes. • ELA teachers will create a guide to explain the various types of informational texts. • AVID Challenges/Needs • Time to understand how MYP and FI work together • Recruiting students to stay for afterschool • Collaborative time built into the school day • Readers’ Workshop • Lab & Materials • Need an IB/PYP Elementary feeder school • Focus on writing scientific explanations which include claim, evidence, and reasoning.

17. Climate Data Suspensions African American 71.4% White 22.2% Asian 3.2% Hispanic 3.2%

18. Suspension Trend Data Suspension Trends Suspension Trends

19. Infraction by time of day

20. Climate Data Summary

21. SMART Goals Climate SMART Goal Reduce number of suspensions and removals by 10% from 117 in 2013 t0 105 in 2013 as measured by data from CFS.

22. Climate • Strengths/Strategies Challenges/Needs • Reduce suspensions and referrals among students of color • Reduce suspensions and referrals among students on free and reduced lunch

23. MCA Reading Strategies • Teachers continue to plan MYP units and integrate FI according to MN and Content Standards. • PLCs will focus their work on informational text using AVID strategies and other reading strategies to increase comprehension for our students with an emphasis on our African American students and our ELL students. • Teachers will become familiar with the Common Core ELA standards. • Identify students who score in the red and yellow zone and provide Reader’s Workshop as an intervention. • Identified students will be recruited to participate in our After School reading classes. • ELA teachers will create a guide to explain the various types of informational texts.

24. Suspension Data Strategies • Continue to focus on Advisory curriculum (social/emotional learning) • 6th grade transition week • Each team used beginning of the year extended advisory to explicitly teach how to “do school” and make individual connections • Deans are spending more time in the classrooms as a proactive approach rather than waiting for students to be referred out • 1:1 transition interviews (Dean and Admin) with each of our new students to Anthony. • Peer mediation program

25. Identified Challenges • 43% gap between our black and white students in reading. • 43% gap between our black and white students in math. • 43% gap between our black and white students in science. • Disproportionate number of suspensions of black students • Black students make up 27% of our student body and 75% of our suspensions. Whereas, white students make up 55% of our population and 23% of our suspension. • Our white free and reduced lunch students out performed our black students • Math by 18% • Reading by 15% • Science by 10% • An influx of new students • 38 in 8th grade • 26 in 7th grade

26. Professional Practices Strengths/ Strategies • We learn from each other • Implementation of PLCs that follow the Continuous Learning Cycle • Embedding MYP Units • Teaching and tracking AVID strategies • Equity and Cultural Awareness professional development to impact student achievement and climate goals. • MYP is an equity strategy. It allows for access to higher level programs (IB/DP) Challenges • Time to meet together without interruptions

27. Family/Community Engagement • Goal for the year: Increase attendance of our families of color at school events to better match our school demographics. • Strengths: • Somali interpreter on staff • Several staff members speak Spanish • Challenges: • Middle school students want their independence and want to keep parents away from school. • Building trust between school and home. • Actions necessary to positively impact family/community engagement toward improved student outcomes • Increase parent contact through Panther Post, phones calls home, Panther Post Cards • Develop a 3 year plan to increase attendance at school events from our families of color • Plan developed by January

28. Additional Structures in Place to Support Our Struggling Learners • Current Supports in Place • Academic Supports • AVID program • Reader’s Workshop • Support math at all grades • Smaller class sizes in math • Climate Supports • Proactive SST who identifies student needs and provides regular interventions to increase time in the classroom. • Advisory program helps develop a deeper sense of community • Each team used beginning of the year extended Advisory to explicitly teach how to “do school” and make individual connections • Deans are spending more time in the classrooms as a proactive approach rather than waiting for students to be referred out. • 1:1 transition interviews (Dean and Admin) with each of our new students to Anthony. Currently this is 38 at 8th grade and 26 at 7th grade mostly due to two Charter Schools closing. • Needs • An IL and/or SIS to work with the ILT and provide necessary data • Reading teacher • Time to implement changes in MYP • AE to support science • .2 6th grade ELA • .2 for MYP coordinator to manage PD and implementation of the changes in MYP

29. Monitoring • Qualitative • Climate Survey (3 times yearly) • Focus group data • Learning walks • PLC Notes • ILT Notes and Agendas • Team Meeting Notes and Agendas • Quantitative • Formative and Summative assessments: MAP OLPA Student work Grades MCA Explore MTAS ACCESS SOEI • Suspension and Referral Data

30. Needs to Support Learning at Anthony • Collaborative time to support students and families built into the school day. • An IL and/or SIS to work with the ILT and provide necessary data • Time to implement changes in MYP • .2 6th grade ELA • .2 for MYP coordinator to manage PD and implementation of the changes in MYP and time to train new teachers • A funded Parent Liaison is needed. • Need an IB/PYP feeder school (Kenny) • Reader’s Workshop Lab and materials

31. Questions and Comments • Record key points:

32. Next Steps Record Key Points:

33. MCA Math Strategies • Structured support math classes with smaller class sizes for more 1:1 time with the teacher in math class • Teachers will continue to spend time planning MYP units and aligning with FI according to MN and Content Standards • PLCs will focus their work on administering and reporting common assessments using the Continuous Learning Cycle to address the needs of all students and especially the needs of African American and ELL students. • Math teachers will administer the OLPA in January and use that data to provide intervention before the MCAs. • Identify students who score in the yellow and red zone and recruit them to attend our After School Support classes.

34. Staff Characteristics Gender % N___ • Female 64% 47 • Male 36% 27