HSE INTERMEDIATE & JUNIOR HIGH 2020-2021 SCHOOL IMPROVEMENT PLAN
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HSE INTERMEDIATE & JUNIOR HIGH 2020-2021 SCHOOL IMPROVEMENT PLAN
HIJH MISSION: Facilitate Learning & Foster Agency to empower ALL students. PLC Big Ideas: 1. We accept Learning as the fundamental purpose of our school, and therefore we are willing to examine all practices in light of their impact on learning. 2. We are committed to working together to achieve our collective purpose (mission). We cultivate a Collaborative Culture through development of high-performing teams. 3. We assess our effectiveness on the basis of Results rather than intentions. Individuals, teams and school seek relevant data and information and use that information to provide continuous improvement.
HIJH Instructional Model – Staff Commitment to HSE21 Principles To ensure future Growth and development, our school must have clear set of Goals and concise strategies directly related to 21 Century skill development for ALL students at HIJH.
Examine Status – Previous and Current School Trend Data-ISTEP & ILEARN 18-19 MATH ’18-’19 Combined 72% IN – 42.3% HSE – 65.7% 5th – 71% 6th – 74% 7th – 72% 8th – 71% L.A. ’18-’19 Combined 75% IN – 48.2% HSE – 64.5% 5th – 68% 6th – 79% 7th – 79% 8th – 74% Both 63.9%
ISTEP 5th 5th 6th 6th 7th 7th 8th 8th
Grade3 Grade Grade Grade Grade Grade Grade Grade
E/LA Math E/LA Math E/LA Math E/LA Math
2010- 96.2% 95.6% 94.8% 96.8%
2011
2011- 93.6% 97.4% 91.1% 97.8%
2012
2012- 93.7% 96.7% 95.8% 98.2%
2013
2013- 93.5% 97.1% 93.0% 97.0%
2014
2014- 90.2% 80.7% 86.6% 88.7%
2015ISTEP 5th Grade 5th Grade 6th Grade 6th Grade 7th 7th Grade 8th Grade 8th Grade
E/LA Math E/LA Math Grade Math E/LA Math
E/LA
2015-2016 85.5 78.1 89.1 90.6 87.1 80.3 84.8 81.6
2016-2017 87.8 84 93.2 83.9 88.5 80.2 84.7 84.7
2017-2018 82.5 83.6 94 89.3 87 81.3 84.8 85.1
*2018-2019 68 71 79 74 79 72 74 71
*ILEARN
Cohort Data by graduating class
Green is Class of 2025 Cohort Data; 5th to 6th grade same students.
Orange is Class of 2024 Cohort Data; 5th to 7th grade same students.
Purple is the class of 2023 Cohort Data; 5th to 8th grade same students (current Freshman).
Blue is the Class of 2022 Cohort Data; 6th to 8th grade same students (current Sophomores).Overall Summary ISTEP 2018 Report Card - Hamilton
Southeastern Intermediate/Junior High
Grades Points Weight Weighted Points
Performance Grades 05-08 87.8 0.5 43.3
Domain
Growth Domain Grades 05-08 114.2 0.5 54.6
Overall Points: 101
Overall Grade: APerformance
Domain Summary
Weighted
Grades 3-8 Points Weight Points
Pass Rate Participation Points E/LA (3-8) 88.8 0.5 44.4
English/Lang. 88.80% 99.30% 88.8 Math (3-8) 86.7 0.5 43.35
Arts (1039 / 1170) (1195 / 1204) Performance Points (Grades 3-8) 87.8
Mathematics 86.70% 99.50% 86.7
(1017 / 1173) (1198 / 1204)
Growth Domain
Top Bottom 25% Points
Weighted
75% Growth Growth
Points Weight Points
English/Lang. 104.9 117.7 111.3 E/LA (4-8) 111.3 0.5 55.65
Arts
Math (4-8) 117.1 0.5 58.55
Mathematics 106.4 127.7 117.1 Growth Points (Grades 4-8) 114.2NWEA Current Year Data 5th & 6th – Fall to Spring RIT Scores
5TH READING 6TH READING
Performance FALL WINTER SPRING Performance FALL WINTER SPRING
Mean RIT 213.4 217.9 219.5 Mean RIT 219.6 223.5 226.3
Lo 5% 3% 5% Lo 5% 5% 4%
LoAvg 9% 10% 8% LoAvg 9% 7% 7%
Avg 18% 14% 16% Avg 15% 18% 16%
HiAvg 34% 38% 35% HiAvg 32% 29% 28%
Hi 33% 34% 36% Hi 38% 41% 46%
5TH GRADE MATH 6TH GRADE MATH
Performance FALL WINTER SPRING Performance FALL WINTER SPRING
Mean RIT 221.2 228.2 234.7 Mean RIT 227.4 232.5 238.2
Lo 6% 7% 6% Lo 5% 3% 5%
LoAvg 7% 9% 9% LoAvg 8% 10% 7%
Avg 17% 17% 13% Avg 20% 22% 14%
HiAvg 31% 25% 22% HiAvg 25% 25% 28%
Hi 38% 42% 50% Hi 41% 40% 47%NWEA Current Year Data 7th & 8th – Fall to Spring RIT Scores
7TH READING 8TH READING
Performance FALL WINTER SPRING Performance FALL WINTER SPRING
Mean RIT 226 228 229.9 Mean RIT 229 230.7 231.7
Lo 2% 3% 2% Lo 3% 2% 1%
LoAvg 5% 3% 5% LoAvg 5% 7% 9%
Avg 14% 18% 18% Avg 15% 17% 14%
HiAvg 35% 35% 31% HiAvg 31% 26% 27%
Hi 44% 42% 45% Hi 47% 49% 50%
7TH GRADE MATH 8TH GRADE MATH
Performance FALL WINTER SPRING Performance FALL WINTER SPRING
Mean RIT 236.8 237.6 245 Mean RIT 244 238.5 252
Lo 2% 2% 2% Lo 1% 2% 1%
LoAvg 6% 8% 5% LoAvg 6% 10% 4%
Avg 16% 18% 14% Avg 10% 22% 8%
HiAvg 26% 28% 27% HiAvg 23% 28% 22%
Hi 49% 44% 53% Hi 60% 37% 65%NWEA – Student Growth Summary - MATH
NWEA Student Growth Summary – READING
ACHIEVE 3000 – School Lexile Improvement Chart
HIJH - School Improvement Sample Goal and Strategies
2019-2020 School Year
Goal #1: Closing Achievement Gap
A. Problem Statement with Baseline Data:
The Language Arts academic achievement gap for the highest performing student aggregate group and lowest performing student aggregate group will be narrowed as measured by the
ILEARN test. Currently, the achievement gap is 27% for these students.
Expected SMART Outcome 1:
The Language Arts achievement gap for students will decrease by 9% over three years without compromising the achievement gains of highest performing group as measured by the
2022 ILEARN.
Year 1 Expected Outcome: 3%
Year 2 Expected Outcome: 3%
Year 3 Expected Outcome: 3%
Strategy Resources Progress Monitoring Timeline Person Responsible
Needed Incl. Data
1) Teachers will incorporate Question --Use of QFT (Question/Formulation --increased quality of open-ended -Quarterly -Principal for PD and teachers
and Inquiry in daily instruction and Technique) vs. closed ended questions from implementation for implementation
assessments to support students’ --Focus on ‘The Why’ in all courses students as noted by Admin and -CLT’s and PLN’s
learning Teachers
-monitored min. of student-
centered learning and voice/choice
2) 5/6 Teachers will incorporate - Classroom Circle book for every - Monitor interpersonal Daily - Principals for PD
Community Circles into each day to teacher. relationships- students with - Teachers for
support students social and emotional - Task cards integrated with discussion student, students with implementation
well-being. topics teacher. - Counselors for
- Monitoring participation in connection/ follow up
community circle discussions. Parent survey at nine-weeks4). Teachers will work to find resources/ - Pearson Realize - Monitoring student depth of Daily - Principal for providing
solutions for students to access - Achieve completion with work necessary resources/ PD
information. (i.e., printed version, offline - Moby Max - increased, consistent - Teachers for
access, read aloud ability, etc.) - Patterns of Power- Jeff Anderson Communication with student/ implementation
In addition, teacher librarian will - Thrively care-givers - Media Specialist for
research and order more inclusive novels - Book inventory overhaul additional resources
to our library to support and increase
interest in reading and relevance in
materials
5). Differentiated RTI. Instead of just by - Assessment scores (ILEARN, NWEA, -weekly RTI data conferences -weekly -teachers, counselors,
team, design per concept or skill. These Achieve 3000) - use of EASY CBM tracking -monthly administration
kids can also be identified for extra help - End of year recs from former monthly
beyond the RTI programming teachers. -communication with parents
- Time reallocated as part of school day
with less HW
6). Teachers will use Close-Reading --Use of pre-vetted “signposts” --increased understanding and --3x’s per quarter --Principal
strategies via “signposts” in both Co- --Beers and Probst fiction and non- independence of text should be --Teachers
teaching model and collaborative groups fiction signposts suggestions evident in their assessment gradesB. Problem Statement with Baseline Data:
The Math achievement gap for for the highest performing student aggregate group and lowest performing student aggregate group will be narrowed as measured by the ILEARN test.
Currently, the achievement gap is 34.6% for these students.
Expected SMART Outcome 2:
The Math achievement gap for students will decrease by 10% without compromising the achievement gains of highest performing group as measured by the 2022 ILEARN.
Year 1 Expected Outcome: 3%
Year 2 Expected Outcome: 3%
Year 3 Expected Outcome: 4%
Strategy Resources Progress Monitoring Timeline Person Responsible
Needed Incl. Data
1). Peer Tutor for academic and social choices -7 or 8th Grade Peer Tutor/Adult Weekly Check-in Sheet to record Each Quarter- Is there Homeroom Teacher
Mentor (Staff and YMI) missing assignments progress?
-Time reallocation before, during,
after classes
2). Successful RTI Program or Math Lab within -Location (Lab 247 & classrooms) -Collect Data from classroom, -19-20 School Year -Homeroom Teacher works with
the School Day -Teacher Volunteers AIMSWEB, Easy CBM RTI Teacher
-Retired Teachers
3). Reduce homework load/expectations -Canvas (provide resources) -Skyward (midterm grades & Daily, weekly, quarterly Teachers, admin
(20 min max per content); HW not a daily quarterly)
expectation to allow for F/R students to tend -NWEA
to family obligations at home. -SEL check-ins
-More frequent in class Feedback to
students4). Math teachers will utilize classroom Norms/ -Necessary Conditions Norms/Growth Mindset survey will 3 x a year 7/8 Math Teachers Growth mindsets, and diversity training to further -Classroom Norms posted/followed be administered Fall, Winter and create positive/nurturing environment where -Diversity Training PD Spring. We will respond to gathered students of F/R lunches can prosper. -SEL Pilots and Mind Up resource data via Canvas Assessments. 5). Teachers will make certain that targeted - SEL Curriculum -Data base/ excel calendar to keep Daily implementation All teachers students are participating in the SEL lessons of - PBIS curriculum track of events/ small check -ins. piloting teacher, or PBIS class w/ Mr. Hibner, or - Diversity Training PD Summaries per 9 weeks check-in time with a selected mentor teacher - Teachers’ time separate from their regular teachers 6). Teachers will create spiral review/ 5 -Big Ideas -Consistent weekly quick checks -Quarterly Classroom teacher question quick checks over previously taught -EDM - NWEA growth (fall/winter then Three times a year for topics and concepts -NWEA data winter/spring) NWEA
HIJH - School Improvement Sample Goal and Strategies
2019-2020 School Year
Goal #2: Social-Emotional
A. Problem Statement with Baseline Data:
Students at HIJH in grades 5-8 are lacking in the fundamentals of GRIT as indicated with a 54% favorability rating and a national ranking in the 20-39 percentile on the Student Panorama
Survey. GRIT is defined in the Staff Handbook as, ‘the ability to keep working toward a goal, overcoming challenges, and sticking with it even though it is hard’.
Expected SMART Outcome 1:
The student GRIT percentage at HIJH will increase by 10% over three years based upon embedded strategies throughout the school day and beyond as measured by the 2022 Panorama
Student Survey
Year 1 Expected Outcome: 3%
Year 2 Expected Outcome: 3%
Year 3 Expected Outcome: 4%
Strategy Resources Progress Monitoring Timeline Person Responsible
Needed Incl. Data
1) Panorama ‘Playbook’ of strategies for Panorama access (all teachers currently -Part of program to monitor growth -Quarterly in class Teachers, Counselors, and
improving GRIT have access) in class quarterly -Annually with Survey Administrators
-2020 Panorama Student Survey
2) Facilitate ‘Risk-Taking’ with -SLC Goal Setting and Portfolios per -Weekly by teachers during SLT as -Over the course of the Teachers, Students, and Parents.
voice/choice as part of student learning; course and a Future Ready skill (ie GRIT) students share Goal strategies and school year
Facilitate Agency & student ownership progress3) Focus on Mastery Learning with -Staff PD on restructuring grading and -Weekly check-ins during SLT on -Weekly -Teachers
opportunities for Reassessment. Failure its real purpose. how the feel about their Growth -Quarterly -Administrators
is featured as a part of learning and -Common language among staff shared -Structured assessment
growth; grades reiterated as NOT the daily with students. opportunities based upon Learning
focus of learning. data, not teaching plans
4) PAWS Wednesday Lessons that will -PAWS Committee notes and resources -Peer discussions sharing how they -Monthly -Teachers
feature GRIT and other Future Ready provided to teachers monthly used GRIT -Weekly
Skills. Common Language/terms -Quick check Talley’s by teachers
established and used by students & staff (thumbs up, side, down on
and shared with families to maintain a progress)
consistent, common focus.
5). The addition of Common Language Common Language document (as part Weekly formative checks by Quarterly Teachers/Staff
learned and applied by both students of Teacher Handbook) that is shared teachers for usage and
and staff will increase a common sense with all stakeholders including students. understanding Students
of belonging as we all work together..
SEL Pilot Lessons and Panorama Student Advocacy Groups to meet Administrators
Playbook lessons with administrators to assess
‘pulse’ of schoolB. Problem Statement with Baseline Data:
The staff’s perception of their colleague's attitudes will increase to a level consistent with other schools locally which in turn will increase the overall climate of the school consistent with
school districts of similar demographics nationally.
Expected SMART Outcome 2:
The perception of staff attitudes and thus overall climate of school will increase by 6 % over two years as measured by the 2021 Panorama Staff Survey.
Year 1 Expected Outcome: 3%
Year 2 Expected Outcome: 3%
Strategy Resources Progress Monitoring Timeline Person Responsible
Needed Incl. Data
Check-ins with staff to assess attitudes of Time Monthly Team Meetings to gauge Daily Administrators
peer interactions and positive attitudes Dedicated reallocation of time pulse and have ‘Courageous Weekly
experienced. Collaborative culture where Conversations’ Monthly (more
teachers feel free to express how formally)
they truly feel. Consistent check-ins during passing
Dare to Lead for Administrators periods
Herding Tigers
Classroom visitations
Peer Observations where teachers can see Shared class schedules Chart # of teachers willing to Monthly Staff
the positive interactions and relationships participate
being built in classrooms Introduce ‘Pineapple charts’ Daily observations Administration
personal PD model Observe more frequent positive
interactions among staff
Encourage extra-curricular participation at Existing Social Committee Administrators present at every 19-20 School Year Admin. and staff
student events and teacher social events school event to get a pulse on staff
Regular communication of student participation and attendance
eventsHIJH - School Improvement Sample Goal and Strategies
2019-2020 School Year
Goal #3: Overall Achievement & Growth
Problem Statement with Baseline Data:
The Language Arts and Math achievement and growth of students will increase as measured by the ILEARN test. Currently, the achievement percentages from the 18-19 ILEARN assessment
are as follows: ELA – 75% & Math – 72%
Expected SMART Outcome 1:
The Language Arts & Math achievement/growth for All-students will increase by 4% over two years as measured by the 2021 ILEARN.
Year 1 Expected Outcome: 2%
Year 2 Expected Outcome: 2%
Strategy Resources Progress Monitoring Timeline Person Responsible
Needed Incl. Data
1) Incorporation of Personal Learning 7 Topics: Experiential Learning, Monthly meetings to discuss -Monthly -Teachers
Networks (PLNs) with collaborative inquiry Inquiry/Questioning/Feedback, SEL, progress of classroom applications - Administrators
PD by teacher choice. Strategies Restorative Justice, Agency, Tech to to enhance student learning
researched and applied throughout year. enhance learning (SAMR)
2) Student-centered approach beginning -Staff PD sessions -Tracking teacher-centered minutes -Daily charting; shared -Teachers
with the WHY as 4th quadrant of HSE21 -QFT re-certifications (< 15 per day) monthly with CLT’s -Administrators
instructional model; chunking lessons -Big Ideas and UBD planning (Collaborative Learning -Counselors
accordingly Teams)
3) P.A.S.S. (Promoting Academic Student -Tutoring by classroom teachers and -Classroom formative assessments, -2-3X per week -Teachers
Success) opportunities for all students alternate teacher for reinforcement of common content assessments - Tutors
through AM/PM, and SLT time. growth areas as determined by ILEARN shared at CLT’s, checked in school 5
question assessments 2X per week
with after school tutoring.Strategy Resources Progress Monitoring Timeline Person Responsible
Needed Incl. Data
4) Robin Conti IDOE Math PD for teachers PLC Work to debrief the notes and NWEA and Common Weekly 7/8 Teachers
focusing on 8 NCTM Teaching Practices and strategies discussed at PD formative/summative departmental
their application in the classroom with focus Workshop assessments
on our top three: Choose rich/authentic
tasks, Promote discourse, and Encourage Peer collaboration rubrics and self-
Productive Struggle (which also complements evaluations
our SEL GRIT Goal)
5) Conferring with Writing; 1:1 with teacher Rubrics and organizational calendar Teacher observations and rubric Weekly 5-8 Teachers
chart Administrators
Leading Well as principal and TDS TDS (5/6)
resourcePanther Priority Focus Goal
CSS – Comprehensive Student Success
Students must be able to…
Demonstrate the ability to balance school, home and
community activities.
• Why: Reduce the anxiety and stress of students
• What: Time Management, organization, proactive plan
• How: Utilize CSS Master Plan of Activities as ‘Teachable
Moments’ throughout the school year.HIJH ‘Working Smarter’ Matrix
Initiative, Committee Purpose Outcome Target Group Staff Involved SIP
School Improvement/ Oversees all Overall Success of All students, CLT Committee ALL
CLT Leaders (PLC) aspects of SIP students, families, & families, and (Mankin)
staff staff
PAWS Character Ed. Teach behavioral All Students and PAWS Committee Process Goal #3
Behavioral Intervention expectations; track Staff
behaviors
Equity Team/SEL Inclusion through Staff/student awareness All Students and Committee Part of SIP
embedded diversity Build capacity for Staff (Cooper &
beliefs empathy for ALL Boudreau/Willey &
Valasek)
RtI Academic Improve academic Tier I, II, III Committee Product Goals #1-2
Interventions growth & achievement students (Worzala & 5/6
Teams)
Social Staff climate Postive/Supportivestaff Staff Committee (5-8 N/A
staff)
Tech/Canvas Coaches 21st Cent. Skills PD for tech. All Students and TeGrotenhuis, Product Goals #1-2
and tech. implementation 1:1 Staff Boudreau, Collins,
Roberts, Harreld
Safety Ensure Safety Safe environment All Students and Committee (Iagulli) Key part of SIP
proactively For all StaffYou can also read
