School Improvement Plan - Gladstone Area Middle School Gladstone Area Schools
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
School Improvement Plan
Gladstone Area Middle School
Gladstone Area Schools
Mr. David Ballard
300 SOUTH 10TH ST
GLADSTONE, MI 49837-1532
Document Generated On August 21, 2014TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7 Improvement Plan Stakeholder Involvement Introduction 9 Improvement Planning Process 10 School Data Analysis Introduction 12 Student Enrollment Data 13 Student Achievement Data for All Students 15 Subgroup Student Achievement 18 Perception Data - Students 22 Perception Data – Parents/Guardians 23 Perception Data – Teachers/Staff 24
Other 25 School Additional Requirements Diagnostic Introduction 27 School Additional Requirements Diagnostic 28 Health and Safety (HSAT) Diagnostic Introduction 31 Health and Safety (HSAT) 32 2014-15 Gladstone Middle School SI Goals Overview 38 Goals Summary 39 Goal 1: In Math, 85% of our students will be proficient by 2022. 40 Goal 2: In Science, 85% our our students will be proficient by 2022. 43 Goal 3: In Social Studies, 85% of all students will be proficient by 2022. 45 Goal 4: In Reading and Writing, 85% of our students will be proficient by 2022. 48 Activity Summary by Funding Source 53
School Improvement Plan
Gladstone Area Middle School
Introduction
The SIP is a planning tool designed to address student achievement and system needs identified through the school's
comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school
improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary
Education Act (ESEA) as applicable.
SY 2014-2015 Page 1
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Executive Summary
SY 2014-2015 Page 2
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the
strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of
how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to
reflect on how it provides teaching and learning on a day to day basis.
SY 2014-2015 Page 3
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?
The Gladstone Junior High, grades 6-8, consists of approximately 360 students, 20 teachers, one administrator, and one director of student
services. The city of Gladstone is geographically located in a rural area of the Upper Peninusla of Michigan. The regional population in
which the school district draws students from is 9,505 including a large population of low socio-economic families. The Gladstone Junior
High addresses a number of challenges in the community, among them includes a high unemployment rate, a high number of low income
and single parent families, and a low number of post-secondary educated parents.
SY 2014-2015 Page 4
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.
Vision Statement
The Gladstone Junior High School is determined to develop a safe, friendly environment conducive to student learning while implementing
curriculum that meets the needs of all students of various abilities in order to prepare them for a successful transition to the high school and
beyond.
Mission Statement
The Gladstone Area Junior High School will educate all students within a positive learning environment.
Beliefs Statement
The Gladstone Junior High School students will be well educated, responsible, and competent in their abilities to meet the difficult curricular
demands and ever changing social situations a the high school level.
SY 2014-2015 Page 5
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.
The Gladstone Junior High staff has aligned its curriculum across grade levels and content areas. Although there is work to be done in this
area, we have experienced success as measured by our MEAP data results. We have addressed the changes and have shown
improvement. We have not surpassed our state targets in each area, but that will be our goal as we set our sights on improvement.
Continued, specialized attention will be paid to improving student scores in math, science, reading, and writing. Data Analysis Team meets
periodically to identify strategies for the building wide school improvements goals and that teachers implement these strategies across the
curriculum.
SY 2014-2015 Page 6
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
The Gladstone Junior High has an exceptional teaching and support staff. Increasing student achievement is and will always be our priority.
We feel that we have the best junior high in the U.P., if not the entire state of Michigan.
SY 2014-2015 Page 7
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Improvement Plan Stakeholder Involvement
SY 2014-2015 Page 8
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Introduction
The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
SY 2014-2015 Page 9
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.
Volunteers are solicited to become part of the process. Team members include teachers (who were selected by their certification to represent
the four core areas and special education), building administrator, school nurse, parent, Curriculum/Testing Coordinator and County
Emergency Management Coordinator. Information was gathered by district and building administrators and meetings were set at mutually
agreed upon times.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process.
Data Analysis: Parents, teachers representing each core area, special education teacher, administrator, and curriculum/testing coordinator
Goals: Parent, teachers representing each core area, special education teacher, administrator, curriculum/testing coordinator, and school
nurse
HSAT: School nurse, teachers, administrator, and curriculum/testing coordinator
Parents, students, and staff completed a school climate survey.
Delta County Emergency Management Coordinator/Public Safety continue to make recommendations to improve school safety. Cameras are
installed and can be reviewed when questions arise.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.
The school improvement plan is communicated to parents and community via the school's website and parent/student orientation programs.
The school staff is given a hard copy. The plan and its progress are reviewed at public school board meetings. In addition, a hard copy is
available at the public library and each building's office.
SY 2014-2015 Page 10
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
School Data Analysis
SY 2014-2015 Page 11
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Introduction
The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members
about school data. The SDA can serve as a guide to determine a school’s strengths, challenges, and directions for improvement based on an
analysis of data and responses to a series of data related questions. This data collection and analysis process includes the identification of
content area achievement gaps and reflections on causation. Please note that questions related to gaps and causes for a gap are marked
with an asterisk (*). This diagnostic represents the various types of student data that should be continuously collected, reviewed, and
analyzed in conjunction with other local school data. Completion of the SDA is required.
SY 2014-2015 Page 12
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Student Enrollment Data
How do student enrollment trends affect staffing?
In the past three years, due to slight decreases in student enrollment and large decreases in state funding, teaching staff has been reduced.
The minimum # of sections maintained in accordance to contract mandated class sizes.
How do student enrollment trends affect staff recruitment?
Hiring is based on the programs we are able to offer. Teachers are hired based on their ability to teach multiple core areas, being certified
and high qualified. If reduction by attrition is possible, we absorb the position(s).
How do student enrollment trends affect budget?
Declining student enrollment has been ongoing. It is not isolated to our district alone but across the Upper Peninsula. As student enrollment
goes down so does state funding, and our ability to keep our programs with small class sizes diminishes.
How do student enrollment trends affect resource allocations?
As enrollment declines there is less monies available for resources. Resources that are available are spread thinly throughout the student
population. The need to offset the declining enrollment funding issue has resulted in staff spending a lot of time looking for other resources
and begging for money to keep the programs we have.
How do student enrollment trends affect facility planning and maintenance?
With the loss of money from the state, we are unable to keep the support staff to maintain these facilities. We are doing more with less and
unfortunately, our facilities suffer.
How do student enrollment trends affect parent/guardian involvement?
A lower number of students tends to result in a lower number of parents involved, which increases the burden of the few parents left who
take ownership in our school. Their burden increases along with the school staff.
How do student enrollment trends affect professional learning and/or public relations?
A decrease in student enrollment equals a decrease in state funding, which translates in to less money available for professional learning,
SY 2014-2015 Page 13
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan Gladstone Area Middle School deminished staff to put on community events, and very little, if any, school advertising. What are the challenges you noticed based on the student enrollment data? For the challenges noticed based on student enrollment data, please see the list below. funding cuts teacher layoffs doing more with less large class sizes lack of funds for PD very little school supplies limited field trips, if any limited support staff lack of consistent presence of school social worker no counseling administration and teachers are overwhelmed with extra duties focus begins to shift from excellence to maintenance teachers have had to take on second jobs What action(s) will be taken to address these challenges? Recruitment to bring in students, encore, blended instruction, flipped classroom, grant applications and additional student activities will be offered to address our challenges. What are the challenges you noticed based on student attendance? Getting students to make up their work, missing too much school that full concepts are missed leaving students behind, excessive absences enhances poor classroom behavior, and students quit because they are feeling they are too far behind. What action(s) will be taken to address these challenges? Our student attendance is high, about 95-96%. Students who fall into the 4-5% are being addressed through our credit recovery team, the court system, child studies, in-school suspensions versus out-of-school, suspensions and incentive program. SY 2014-2015 Page 14 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan
Gladstone Area Middle School
Student Achievement Data for All Students
This area includes data questions.
Which content area(s) indicate the highest levels of student achievement?
Reading and writing.
Which content area(s) show a positive trend in performance?
Last 5 years Science, Reading and Writing is showing an increase and Math the last 3 years.
In which content area(s) is student achievement above the state targets of performance?
7th grade math, reading and writing
8th grade reading
What trends do you notice among the top 30% percent of students in each content area?
2011/12 vs. 2012/13 top 30% of students
Math
7th grade up 3%
8th grade down 3%
Science
8 grade maintains
Reading
7th grade down 6%
8th grade up 5%
Writing
7th grade down 1%
What factors or causes contributed to improved student achievement?
Drop everything and write, writing across the curriculum, one minute math, increased AR expectations, bell ringers, state assessment
analysis, differentiated instruction, improved technology, and new textbooks (English).
How do you know the factors made a positive impact on student achievement?
Initiating program has showed a direct correlation to increased scores according to data analysis.
SY 2014-2015 Page 15
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan Gladstone Area Middle School Which content area(s) indicate the lowest levels of student achievement? Science Which content area(s) show a negative trend in achievement? Math and Social Studies (each fluctuated from year to year over 5 year trend) In which content area(s) is student achievement below the state targets of performance? 6th grade Reading, Math and Social Studies 8th grade Math and Science What trends do you notice among the bottom 30% of students in each content area? 2011/12 vs 2012/13 7th grade Math down 3% and Reading up 4% 8th grade Math up 3% and Reading down 5% and Science no change What factors or causes contributed to the decline in student achievement? Any decline was minimal and may be due to different abilities of students in classes. Inconsistencies in state expectations has created an atmosphere of confusion. How do you know the factors made a negative impact on student achievement? Based on data analysis of state assessments, EXPLORE, and classroom assessments. What action(s) could be taken to address achievement challenges? Professional development and differentiated instruction will be used to address these challenges. Time for communication among core department areas to align curriculum. SY 2014-2015 Page 16 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan Gladstone Area Middle School SY 2014-2015 Page 17 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan
Gladstone Area Middle School
Subgroup Student Achievement
Statement or Question:Which subgroup(s) show a trend toward increasing overall performance?
Response:
•None
Statement or Question:For which subgroup(s) is the achievement gap closing?*
Response:
•Economically Disadvantaged
In what content areas is the achievement gap closing for these subgroups?*
Reading and Math
How do you know the achievement gap is closing?*
State and classroom assessments.
What other data support the findings?
A/R and Star Reading testing and classroom assessments.
What factors or causes contributed to the gap closing? (Internal and External)*
Writing across the curriculum, higher requirements in reading non-fiction, Drop Everything and Write, and English department meeting
periodically.
How do you know the factors made a positive impact on student achievement?
Classroom and state assessments
What actions could be taken to continue this positive trend?
Differentiated instruction, data analysis and curriculum alignment meetings.
SY 2014-2015 Page 18
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Statement or Question:Which subgroup(s) show a trend toward decreasing overall performance?
Response:
•African American or Black
•Female
Statement or Question:For which subgroup(s) is the achievement gap becoming greater?*
Response:
•None
In what content areas is the achievement gap greater for these subgroups?*
N/A
How do you know the achievement gap is becoming greater?*
N/A
What other data support the findings?*
N/A
What factors or causes contributed to the gap increasing? (Internal and External)*
Lack of aligned to curriculum at grade level, lack of differentiated instruction, increased number of special need students.
How do you know the factors lead to the gap increasing?*
data analysis of state and classroom assessments and collaboration of teachers
What actions could be taken to close the achievement gap for these students?*
Update materials and technology aligning to the curriculum, smaller class size, department meetings and differentiated instruction.
SY 2014-2015 Page 19
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
How is each of the English Language Learners (ELLs) demographics achieving in comparison to the school aggregate?
Do not have any ELL students
How do you ensure that students with disabilities have access to the full array of intervention programs (Title 1, Title III, Section
31a, credit recovery programs, after-school programs, etc.)?
Through child studies, 504 plans, IEPs, behavior plans, and curriculum accommodations.
How are students designated ‘at risk of failing' identified for support services?
Through classroom monitoring, classroom assessments, and state assessments. Students are identified by parent or teacher to
administration for evaluation and program implementation.
What Extended Learning Opportunities are available for students (all grade configurations respond)?
After-school tutoring, on-line learning, big brothers / big sisters mentoring, athletics and club activities.
Label Question Value
What percentages of students participate in Extended Learning 65.0
Opportunities, either for additional support or increased challenge?
What is the school doing to inform students and parents of Extended Learning Opportunities?
School web sites, school announcements, monthly newsletter, student orientation, open-house, parent/teacher conferences, facebook page,
PowerSchool and daily bulletins and press releases in the newspaper are ways the school inform students and parents.
Label Question Value
What is the total FTE count of teachers in your school? 16.4
Label Question Value
How many teachers have been teaching 0-3 years? 2.0
Label Question Value
How many teachers have been teaching 4-8 years? 9.0
SY 2014-2015 Page 20
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Label Question Value
How many teachers have been teaching 9-15 years? 0.0
Label Question Value
How many teachers have been teaching >15 years? 8.0
What impact might this data have on student achievement?
Little to no impact.Our teachers work together to make each others weaknesses better. The more seasoned teachers work with younger
teachers with tried and true ways of doing things and the younger teachers teach the more seasoned teachers about new ideas and how to
use the latest technology. Colloboration among all help keep a fresh staff ready to teach.
Label Question Value
Indicate the total number of days for teacher absences due to 19.5
professional learning or professional meetings.
Label Question Value
Indicate the total number of days for teacher absences due to illness. 138.5
What impact might this data have on student achievement?
Student achievement may decrease each time a teacher is out of the classroom.
SY 2014-2015 Page 21
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Perception Data - Students
Which area(s) indicate the highest overall level of satisfaction among students?
The trend toward student satisfaction is that the principal and teachers have high expectations of student and prepares them for success in
the next school year.
Which area(s) show a positive trend toward increasing student satisfaction?
All teachers are using a variety of measures, such as, tests, projects,and formative and summative assessments to check my understanding
of what was taught.
What area(s) indicate the lowest overall level of satisfaction among students?
Lowest satisfactiion among students was the question, "In my school, students help each other even if they are not friends."
Which area(s) show a trend toward decreasing student satisfaction?
The decreasing student satisfaction trend among students is students feel that others do not treat each other with respect and student
respect of property of others.
What are possible causes for the patterns you have identified in student perception data?
Possible causes for these pattern could be students not participating or getting involved in programs, clubs or sports that are offered to them
or not taking advantage of tutoring and available online programs.
What actions will be taken to improve student satisfaction in the lowest areas?
Our athletic policy is all inclusive for student participation which means all students make the team New programs/clubs have been added to
our activities to enhance student involvement. Our BRAVES plan/student handbook encourages and rewards student behavior and has
consequences for poor behavior. Anti-Bullying programs/ assemblies and curriculum address student behaviors. Student council provides a
vocal avenue of communication of the student body to the school, principal and teachers.New technologies and texts increased student
perceptions of class and building. Attention to cosmetic changes around building could enhance student appreciation of their learning
environment.
SY 2014-2015 Page 22
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Perception Data – Parents/Guardians
Which area(s) indicate the overall highest level of satisfaction among parents/guardians?
The area of highest satisfaction among parents were as follows: 1) Safe learning environment, access to multiple resources provided,
student participation, teacher provide equitable curriculum, work that challenges child and given multiple assessments to measure
understanding.
Which area(s) show a trend toward increasing parents/guardian satisfaction?
The areas that show a trend toward increasing parent satisfaction is that our teachers provide good communication of expectations, goals
and objectives for student learning and provide feedback and positive reinforcement to both students and parents.
Which area(s) indicate the overall lowest level of satisfaction among parents/guardians?
The area the indicates the overall lowest level of satisfaction among parents is the opportunities for stakeholders to be involved in school.
Which area(s) show a trend toward decreasing parents/guardian satisfaction?
The area that shows a trend toward decreasing parent satisfaction is in the area of opportunities to be involved.
What are possible causes for the patterns you have identified in parent/guardian perception data?
The pattern that we have identified in our parents perception data is that they believe we as a school have high expectations of our students
in and out of the classroom. Parents believe we are communicating the importance of the curriculum that we are teaching and strive to have
success with their children.
What actions will be taken to increase parent/guardian satisfaction in the lowest areas?
Actions that can be taken to increase parent satisfaction in the lowest areas reported would be to increase ways to communicate "school"
goals and activities with our students/parents and have better access for the students to receive various support services.Commicating by
various methods could be: monthly newsletter mailed home, parent email list, announcements on PowerSchool, more timely info---not last
minute. Better support services could be flyers on wall stating what services are available with posted times and a student monthly
newsletter of activities, services, and opportunies available to them.
SY 2014-2015 Page 23
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Perception Data – Teachers/Staff
Which area(s) indicate the overall highest level of satisfaction among teachers/staff?
The areas that indicates the overall highest level of satisfaction among teachers are that our school provides qualified staff members to
support student learning and teachers personalize instructional strategies and interventions to address students learning needs.
Which area(s) show a trend toward increasing teacher/staff satisfaction?
A trend that shows an increase in teacher satisfaction is the use of a variey of technologies as instruction resources and new communication
too (PowerSchool) which helps with timely feedback to students/parent about the students learning.
Which area(s) indicate the lowest overall level of satisfaction among teachers/staff?
The area that indicates the lowest overall level of satisfaction among teacher/staff is our school not providing enough high quality student
support services such as counseling, referrals, educational and career planning.Although teachers have been trained to implement a formal
process that promotes discussion about student learning
Which area(s) show a trend toward decreasing teacher/staff satisfaction?
A trend is in the area of communication between teachers, staff and administration.
What are possible causes for the patterns you have identified in staff perception data?
Communication issues with too many emails coming through that are relevant from the DSISD and not enough time given ahead to plan.
Also the need for time for common planning by departments/building.
SY 2014-2015 Page 24
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Other
How does your school use the MiPHY online survey health risk behavior results to improve student learning? (Enter N/A if you
have not completed the MiPHY survey.)
Our school uses the MiPHY survey to identify student health risks so goals and action plans can be put in place to combat risky behaviors.
Describe how decisions about curriculum, instruction and assessment are made at this school and which stakeholders are
involved in the process.
Data analysis is conducted with staff from each core area, principal and curriculum coordinator. They identifiy weakness/gaps in student
achievement. Team meetings and department meetings are held to build strategies to address these deficiencies.
What evidence do you have to indicate the extent to which the standards are being implemented?
Teacher lesson plans, 3-minute walk throughs, department meetings, teacher evaluations, student assessments and one-to-one
teacher/administrator discussions.
SY 2014-2015 Page 25
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
School Additional Requirements Diagnostic
SY 2014-2015 Page 26
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Introduction
This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.
SY 2014-2015 Page 27
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
School Additional Requirements Diagnostic
Label Assurance Response Comment Attachment
Literacy and math are tested annually in grades No No our building consists of 6-8
1-5.
Label Assurance Response Comment Attachment
Our school published a fully compliant annual Yes http://www.gladstoneschools.com
report. (The Annual Education Report (AER) /District%20Administrative%20Se
satisfies this). If yes, please provide a link to the rvices/Administrative%20Services
report in the box below. .htm
Label Assurance Response Comment Attachment
Our school has the 8th grade parent approved Yes Completed annually with all 7th
Educational Development Plans (EDPs) on file. and 8th grade students.
Label Assurance Response Comment Attachment
Our school reviews and annually updates the Yes Completed annually.
EDPs to ensure academic course work
alignment.
Label Assurance Response Comment Attachment
The institution complies with all federal laws Yes
and regulations prohibiting discrimination and
with all requirements and regulations of the
U.S. Department of Education. It is the policy of
this institution that no person on the basis of
race, color, religion, national origin or ancestry,
age, gender, height, weight, marital status or
disability shall be subjected to discrimination in
any program, service or activity for which the
institution is responsible, or for which it receives
financial assistance from the U.S. Department
of Education.
References: Title VI of the Civil Rights Act of
1964, Section 504 of the Rehabilitation Act of
1973, The Age Discrimination Act of 1975, The
Americans with Disabilities Act of 1990, Elliott-
Larsen prohibits discrimination against religion.
Label Assurance Response Comment Attachment
The institution has designated an employee to Yes Brady Downey
coordinate efforts to comply with and carry out High School Principal
non-discrimination responsibilities. If yes, list Gladstone Area School District
the name, position, address and telephone 906-789-8314
number of the employee in the comment field.
SY 2014-2015 Page 28
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Label Assurance Response Comment Attachment
The institution has a School-Parent Involvement Yes School Parent
Plan (that addresses Section 1118 activities) Involvement Plan
that is aligned to the District's Board Policy. If
yes, please attach the School-Parent
Involvement Plan below.
Label Assurance Response Comment Attachment
The institution has a School-Parent Compact. If No We are not a Title One building.
yes, please attach the School-Parent Compact
below.
Label Assurance Response Comment Attachment
The School has additional information Yes
necessary to support your improvement plan
(optional).
SY 2014-2015 Page 29
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Health and Safety (HSAT) Diagnostic
SY 2014-2015 Page 30
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Introduction
The content for this tool comes directly from the Healthy School Action Tool (HSAT) Assessment (http://www.mihealthtools.org/hsat), an
online tool for school buildings to assess its school health environments. These assurances are designed to help school improvement teams
think about conditions for learning in their school, specifically related to student health and safety, and develop strategies in their school
improvement plan to address any identified needs.
This diagnostic is optional and should be completed only if you took the HSAT.
SY 2014-2015 Page 31
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Health and Safety (HSAT)
The following assurances come directly from the Healthy School Action Tool
(HSAT) Assessment, an online tool for school buildings to assess their school health environments. If your school completed the HSAT
in the past year, you may refer back to your report to answer the following assurances. Responses to these assurances are necessary -
whether you've completed the HSAT or not. These assurances are designed to help school improvement teams think about conditions for
learning in their school, specifically related to student health and safety, and develop strategies in their school improvement plan to address
any identified needs.
Statement or Question Response Rating
Question 1 Our School has a written policy on school Written policy, fully implemented N/A
safety that supports proactive, preventative
approaches to ensure a safe school
environment.
Statement or Question Response Rating
Question 2 All teachers in our school have received Yes N/A
professional development in management
techniques to create calm, orderly classrooms.
Statement or Question Response Rating
Question 3 Our school communicates all of our health and Yes N/A
safety policies to students, staff, substitute
teachers, parents and visitors through the
parent handbook or newsletter at least once a
year.
Statement or Question Response Rating
Question 4 Our school has used data from a student Yes N/A
health/safety assessment at least once in the
past two years to assist in planning actions that
will improve our school's environment and/or to
determine the impact of changes that we have
made on student attitudes and behaviors.
Statement or Question Response Rating
Question 5 Our school has taken action on the Michigan Reviewed policy, but not yet adopted N/A
State Board of Education Policy on
Comprehensive School Health Education.
Statement or Question Response Rating
Question 6 All teachers who provide health education Yes N/A
instruction received annual professional
development/continuing education specifically
related to health education.
SY 2014-2015 Page 32
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Statement or Question Response Rating
Question 7 The health education curriculum used in our Yes N/A
school is the Michigan Model for Health®
Curriculum.
Statement or Question Response Rating
Question 8 The health education curriculum used in our Yes N/A
school involves student interaction with their
families and their community.
Statement or Question Response Rating
Question 9 Our school has taken action on the Michigan Adopted policy, fully implemented N/A
State Board of Education Policy on Quality
Physical Education.
Statement or Question Response Rating
Question 10 At our school, physical education teachers Yes N/A
annually participate in professional
development specific to physical education.
Statement or Question Response Rating
Question 11 Our school uses the Exemplary Physical Exemplary Physical Education Curriculum N/A
Education Curriculum (EPEC) (EPEC)
Statement or Question Response Rating
Question 12 At least three times during the past 12 months, No N/A
our school offered programs, activities or
events for families about physical activity.
Statement or Question Response Rating
Question 13 Our school offers the following amount of total 60-90 minutes at elementary level, 106-135 N/A
weekly minutes of physical education minutes at middle/high level
throughout the year.
Statement or Question Response Rating
Question 14 Our school has taken action on the Michigan Adopted policy, fully implemented N/A
State Board of Education Policy on Nutrition
Standards.
Statement or Question Response Rating
Question 15 The food service director/manager participated Yes N/A
in professional development related to food or
nutrition during the past 12 months.
SY 2014-2015 Page 33
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Statement or Question Response Rating
Question 16 The food service director/manager Yes N/A
supports/reinforces in the cafeteria what is
taught in health education.
Statement or Question Response Rating
Question 17 During the past 12 months, our school collected Yes N/A
information from parents to help
evaluate/improve school meals or foods offered
a la carte, in concessions, school stores,
vending machines, or as a part of classroom
celebrations/parties or at school events.
Statement or Question Response Rating
Question 18 Our school makes a good faith effort to ensure Yes N/A
that federally reimbursable school nutrition
programs are the main source of nutrition at
school rather than vending or a la carte.
Statement or Question Response Rating
Question 19 Our school has a health services provider or Yes, but we do not have a health services N/A
school nurse accessible to students. provider or school nurse for every 650 students
Statement or Question Response Rating
Question 20 Our school has a written policy on school safety Written policy, fully implemented N/A
that involves parents, and broader community,
in collaborative efforts to help ensure a safe
school environment.
Statement or Question Response Rating
Question 21 Our school has a system in place for collecting Yes N/A
relevant student medical information.
Statement or Question Response Rating
Question 22 Our school has taken action on the Michigan Adopted policy, fully implemented N/A
State Board of Education Positive Behavior
Support Policy.
Statement or Question Response Rating
Question 23 During the past 12 months, the school No N/A
counseling staff has provided professional
development to school health staff about
identification and referral of students related to
violence and suicide prevention.
SY 2014-2015 Page 34
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Statement or Question Response Rating
Question 24 During the past 12 months, the school Yes N/A
counselor/psychologist/social worker offered
information to students (presentations,
materials, individual or group counseling
activities, events) about bullying, harassment
and other peer to peer aggression.
Statement or Question Response Rating
Question 25 During the past 12 months, the school Yes N/A
counselor/psychologist/social worker has
collaborated with appropriate school staff or
community agencies to implement programs or
activities related to bullying, harassment and
other peer to peer aggression.
Statement or Question Response Rating
Question 26 During the past 12 months, the school Yes N/A
counseling staff identified students who are at
risk of being victims or perpetrators of violence.
Statement or Question Response Rating
Question 27 Our school's mission statement includes the No N/A
support of employee health and safety.
Statement or Question Response Rating
Question 28 During the past year, our school supported staff No N/A
participation in health promotion programs by
having a budget for staff health promotion.
Statement or Question Response Rating
Question 29 During the past year, our school supported staff Yes N/A
in healthy eating by providing healthy food
choices at staff meetings.
Statement or Question Response Rating
Question 30 Our school has a written family involvement No Written Policy N/A
policy that advocates for strong connections
between the home, school and the community
as a means of reducing barriers to student
achievement.
Statement or Question Response Rating
Question 31 Our school has a parent education program. No N/A
SY 2014-2015 Page 35
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Statement or Question Response Rating
Question 32 During the past 12 months, our school collected Yes N/A
information from parents to help
evaluate/improve school health education in our
school.
Statement or Question Response Rating
Question 33 During non school hours the community has Access to all indoor facilities N/A
access to indoor facilities for physical activity
(such as gym, weight room, hallway for walking,
pool, basketball court).
SY 2014-2015 Page 36
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
2014-15 Gladstone Middle School SI Goals
SY 2014-2015 Page 37
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan Gladstone Area Middle School Overview Plan Name 2014-15 Gladstone Middle School SI Goals Plan Description SY 2014-2015 Page 38 © 2014 AdvancED www.advanc-ed.org
School Improvement Plan
Gladstone Area Middle School
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding
1 In Math, 85% of our students will be proficient by Objectives:1 Academic $8450
2022. Strategies:4
Activities:12
2 In Science, 85% our our students will be proficient Objectives:1 Academic $8450
by 2022. Strategies:3
Activities:11
3 In Social Studies, 85% of all students will be Objectives:1 Academic $8450
proficient by 2022. Strategies:3
Activities:9
4 In Reading and Writing, 85% of our students will be Objectives:2 Academic $10651
proficient by 2022. Strategies:4
Activities:17
SY 2014-2015 Page 39
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Goal 1: In Math, 85% of our students will be proficient by 2022.
Measurable Objective 1:
39% of All Students will demonstrate a proficiency score in Mathematics by 06/05/2015 as measured by the state assessments and classroom assessments.
Strategy 1:
Lessons & Supplemental Resources - Students who are struggling with math concepts will have available to them supplemental help, such as, tutoring, differentiated
instructions, and online programming. Students who are needing more challenging work will also have access to Online Learning.
Research Cited: http://www.weber.edu?SupplementalInstruction/SI/siresearch.html
NWEA MAPS Assessments and NMU ED596 Diff. Instruction & Feedback strategies
Tier:
Activity - Odysseyware or Online Programming Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Struggling at-risk students will have unlimited access to the Academic Implement 09/02/2014 06/05/2015 $1250 Section 31a Classroom
Odysseyware or Online programs when internet is available for Support Math
supplemental activities beyond classroom time. Program Teacher
and
Principal
Activity - Tutoring Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Students struggling in math will be offered tutoring. Each Academic Implement 09/02/2014 06/05/2015 $500 General Principal
homeroom will be provided a strong academic upperclassmen Support Fund and
to provide supplemental tutoring. All students are offered after Program Teachers
school tutoring by a building teacher.
Activity - Differentiated Instruction Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Friday Minute Math are one minute timed tests that are tracked Direct Implement 09/02/2014 06/05/2015 $0 No Funding Math
throughout the school year. Math teacher can provide Instruction Required teacher
differentiated instruction for those students not reaching
benchmark or goal.
Activity - Mathematical Conversions Reinforcement Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All students in all classes will figure out their percent grade on Direct Tier 1 Implement 09/02/2014 06/05/2015 $0 No Funding All
all tests on their own. Instruction Required teachers.
SY 2014-2015 Page 40
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Activity - Word Wall Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All teachers will create & display a word wall for their core area Direct Implement 09/02/2014 06/05/2015 $0 No Funding Teachers &
and asses students knowledge of vocab cumulatively per Instruction Required Principal
quarter.
Activity - Fishbowl Activity Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All students in all core areas will participate and be assessed in Direct Implement 09/02/2014 06/05/2015 $150 General Teachers
a collaborative "Fishbowl" activity using scholastic magazines. Instruction Fund and
Principal
Activity - Science Fair Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All students will research, synthesize, and create a scientific Direct Implement 09/02/2014 06/05/2015 $500 General Teachers
project to include analyzing data, recording observations, Instruction Fund and
conducting experiments and drawing conclusions in Princpal
collaboration in all 4 core area classes. Conclusions with
collaborative end products to be on display at the GJHS and
open to the public .
Strategy 2:
Benchmarking Students - Advanced 8th grade students will be taking a High School credit class--Algebra I. Also giving opportunites in 6th and 7th grade advanced
students an opportunity to take an accelerated math class.
Research Cited: http://www.nea.org/tools/16899.htm
Tier:
Activity - Scheduling Math Classes Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Placing students in leveled math class with certified teachers. Academic Getting 07/01/2014 06/30/2015 $0 No Funding Principal
Low level students will also be placed a homeroom with a Support Ready Required and
certified math teacher. Advanced students will be taking HS Program Teachers
credit class, Algebra I.
Strategy 3:
Technology Implementation - Using Technology such as document cameras, iPads, ChromeBooks, interactive infocus,computers and web sites to enhance instruction
in the classroom.
Research Cited: Benefits and Risks of Media and Technology in the Classroom can be found at http://www.math.harvard.edu/~knill/pedagogy/benfits/paper.pdf
Tier:
SY 2014-2015 Page 41
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Activity - Technology Devices Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers implementing the use of technology devices with the Technology 09/02/2014 06/05/2015 $1750 Other Principal,
students in the classroom. certified
teachers
and
technology
department
.
Activity - Interactive Website-Fractions Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Create an interactive website on fractions for students to use Academic Tier 1 Implement 09/02/2014 06/05/2015 $0 No Funding Math
as a week-long unit. Support Required Teachers
Program
Strategy 4:
Curriculum Alignment - Provide professional development for math teachers using Data Director and Data-4-Success to do strand analysis of state assessment scores
in order to identify inconsistencies of content delivery across grade levels 6-8. Use departmentalized and team meetings to communicate inconsistencies in order to re-
align curriculum and remove repetition while ensuring state curriculum is covered. At the beginning of the year, teachers will use Data Director to identify low scoring
students to provide differentiated instruction. Lessons can be researched on Curriculum Crafter. They will also have PD on how to use technology devices to enhance
instruction in the classroom to improve learning. They will have PD on NWEA MAPS Assessments and data collection.
Research Cited: http://www.gse.harvard.edu/~pfpie/index.php/sdp/
Tier:
Activity - Curriculum Professional Development Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers will attend professional development workshops on Professiona 07/01/2014 06/30/2015 $2800 Title II Part Junior High
various topics, such as, curriculum alignment, instructional l Learning A, General Staff &
techniques, differentiated instructional techniques, data Fund Principal
analysis and technology applications using Data Director,
Curriculum Crafter, Data 4 Success, MI School Data and
NWEA MAPS Program. Teachers & Principal will participate in
a NMU class ED-596 Differentiated Instruction & Providing
Feedback where they will be trained in the use of MAPs
Assessments and data collection to measure student growth.
Activity - Data Analysis Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
SY 2014-2015 Page 42
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Math teachers will examine past state assessments, ASPIRE, Professiona Evaluate 07/01/2014 06/30/2015 $1500 General Teachers
MAPS and classroom assessments to identify strengths and l Learning Fund, Title and
weaknesses in curriculum. II Part A Principal
Goal 2: In Science, 85% our our students will be proficient by 2022.
Measurable Objective 1:
31% of All Students will demonstrate a proficiency score in Science by 06/05/2015 as measured by state assessments and classroom assessments..
Strategy 1:
Lessons and Supplemental Resources - All students will be exposed to targeted lessons. Struggling students will have additional resources available to them.
Research Cited: http://www.weber.edu/SupplementalInstruction/SI/siresearch.html
Tier:
Activity - Tutoring Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Students struggling in science will be offered tutoring. Each Academic Implement 09/02/2014 06/05/2015 $500 General Principal
homeroom will be provided a strong academic upperclassmen Support Fund and
to provide supplemental tutoring. All students are offered after Program Teacher
school tutoring by a building teacher.
Support
Activity - Odysseyware or Online Programming Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Struggling at-risk students will have unlimited access to the Academic 09/02/2014 06/05/2015 $1250 Section 31a Teachers
Odysseyware or Online programs when internet is available for Support and
supplemental activities beyond classroom time. Program Principal
Activity - Higher Order Thinking Skills Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Science teachers will create lessons and experiments to Direct 09/02/2014 06/05/2015 $0 No Funding Teachers
challenge students to tap into their higher order thinking skills. Instruction Required
Activity - Pre-Testing Knowledge Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
SY 2014-2015 Page 43
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Using the states curriculum guide, teachers will develop pre- Direct 09/02/2014 06/05/2015 $0 No Funding Teachers
tests of content area to be taught in order to evaluate students' Instruction Required
pre-existing knowledge of material in order to improve lesson
plans that make better use of instructional time in areas which
are deficient.
Activity - Mathematical Conversions Reinforcement Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All students in all classes will figure out their percent grade on Direct 09/02/2014 06/05/2015 $0 No Funding Teachers
all tests on their own. Instruction Required
Activity - Word Wall Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All teachers will create & display a word wall for their core area Direct 09/02/2014 06/05/2015 $0 No Funding Teachers
and assess students knowledge of vocab cumulatively per Instruction Required
quarter.
Activity - Fishbowl Activity Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All students in all core areas will participate and be assessed in Direct Implement 09/02/2014 06/05/2015 $150 General Teachers &
a collaborative "Fishbowl" activity using scholastic magazines. Instruction Fund Principal
Activity - Science Fair Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
All students will research, synthesize, and create a scientific Direct Implement 09/02/2014 06/05/2015 $500 General Teachers &
project to include analyzing data, recording observations, Instruction Fund Principal
conducting experiments and drawing conclusions in
collaboration in all 4 core area classes. Conclusions with
collaborative end products to be on display at the GJHS and
open to the public .
Strategy 2:
Curriculum Alignment - Provide professional development for teachers using Data Director and Data-4-Success to do strand analysis of state assessment scores in
order to identify inconsistencies of content delivery across grade levels 6-8. Use departmentalized and team meetings to communicate inconsistencies in order to
realign curriculum and remove repetition while ensuring state curriculum is covered. At the beginning of the year, teachers will use Data Director to identify low scoring
students to provide differentiated instruction. Lessons can be researched on Curriculum Crafter. They will also have PD on how to use technology devices to enhance
instruction in the classroom to improve learning. They will have PD on NWEA MAPS Assessments and data collection.
Research Cited: http://www.gse.harvard.edu/~pfpie/index.php/sdp/
Tier:
SY 2014-2015 Page 44
© 2014 AdvancED www.advanc-ed.orgSchool Improvement Plan
Gladstone Area Middle School
Activity - Curriculum Professional Development Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers will attend professional development workshops on Professiona 07/01/2014 06/30/2015 $2800 Title II Part Principal
various topics, such as, curriculum alignment, instructional l Learning A, General and
techniques, differentiated instructional techniques, data Fund Teachers
analysis and technology applications using Data Director,
Curriculum Crafter, Data 4 Success, MI School Data and
NWEA MAPS Program. Teachers & Principal will participate in
a NMU class ED-596 Differentiated Instruction & Providing
Feedback where they will be trained in the use of MAPs
Assessments and data collection to measure student growth.
Activity - Data Analysis Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Science teachers will examine past state assessments, Professiona Evaluate 07/01/2014 06/30/2015 $1500 Title II Part Principal
ASPIRE, MAPS and classroom assessments to identify l Learning A, General and
strengths and Fund Teachers
weaknesses in curriculum.
Strategy 3:
Technology Implementation - Using Technology such as document cameras, iPads, ChromeBooks, interactive infocus,computers and web sites to enhance instruction
in the classroom.
Research Cited: http://www.edweek.org/ew/issues/technology-in-education/
Tier:
Activity - Technology Devices Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers implementing the use of technology devices with the Direct 09/02/2014 06/05/2015 $1750 Other Teachers,
students in the classroom. Instruction Principal
and
Technology
Staff
Goal 3: In Social Studies, 85% of all students will be proficient by 2022.
Measurable Objective 1:
49% of All Students will demonstrate a proficiency score in Social Studies by 06/05/2015 as measured by state assessments and classroom assessments..
SY 2014-2015 Page 45
© 2014 AdvancED www.advanc-ed.orgYou can also read
