STATE OF NEW MEXICO

PUBLIC EDUCATION DEPARTMENT

 

Educational Plan for Student Success

A Continuous Improvement Strategic Plan

 

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This is a   □District   x School   

District: APS

School: James Monroe Middle School

Date: August 2007

School Year: 2007-2008

Prior Year Status:                   SI-1

Current Year Status:      SI-2
           

                                                                                               

Plan

 

Overall Goal()

The percentage of students scoring proficient or above in Reading will reach the 2008 AMO of 53% as measured by the New Mexico Standards-Based Assessment.  60% of students were proficient in reading on the NMSBA in 2007.

 

Target Goal/Measure:)

The percent of Special Education students proficient in reading will increase 10 percentage points, from the Spring 2007 score of 12.2% to 22.2% as measured by Spring 2008 A2L.

 

 

Below are graphs showing the percentage of students proficient on the NMSBA and the A2L district short cycle assessment. The EPSS focuses particularly on the ELL and Students with Disabilities subgroups.

 


 

Study

Insert (or attach) data table (4.2, results) to support above target

 

                      

                                                                                                                                                                                                      

 

 

 

 

Below are graphs that indicate which Language Arts/Reading state standards are of particular focus for James Monroe, based on the item’s analysis of the NMSBA.  The data shows areas that need improvement.

 

                                                                                                                                    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 

                                                                                                                                           

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

               

 

This table shows the breakdown by subgroup of the NMSBA and A2L assessments by grade level.  The EPSS focuses particularly on the ELL and Students with Disabilities subgroups

 

Percent of Students Proficient and Advanced

 

 

 

 

 

 

 

 

Grade

Reading

2007 AMO/Proficiency

2008 SMO/Proficiency

All Students

African American

Asian

Caucasian

Hispanic

Native American

ELL

Students w/ Disabilities

Economically Disadvantaged

6

SBA 2007

42%

53%

46%

28%

 

54%

41%

20%

19%

3%

 

A2L Spr 07

61%

61%

83%

83%

100%

86%

80%

77%

77%

31%

78%

7

SBA 2007

42%

53%

61%

33%

72%

74%

52%

42%

0%

14%

 

A2L Spr 07

61%

61%

77%

59%

63%

87%

70%

75%

48%

18%

98%

8

SBA 2007

42%

53%

71%

81%

45%

77%

65%

57%

18%

12%

 

A2L Spr 07

61%

61%

80%

83%

60%

88%

73%

60%

50%

14%

100%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACTION PLAN (complete 1 quarter at a time)


 

 

 

Reporting Period 1

Reporting Period 2

Reporting Period 3

 

Study

Data analysis:

  • The NMSBA data items analysis indicates that Reading for Literature and Purposes for Literature are the state standards that 6th students scored lowest in and weighed the most according to the assessment.  We assume that the Special Education students followed the same pattern.
  • The NMSBA data items analysis indicates that Critical Thinking and Purposes for Literature are the state standards that 7th grade students scored lowest in and weighed the most according to the assessment. We assume that the Special Education students followed the same pattern.
  • The NMSBA data items analysis indicates that Purposes for Literature is one of the state standards that 8th grade students scored lowest in and weighed the most according to the assessment. We assume that the Special Education students followed the same pattern.
  • The Language Arts departments’ short cycle assessment data indicates that 77% of 6th grade, 94% of 7th grade, and 71% of 8th grade students are not proficient at the power standards.
  • A2L data indicates that 80% of Special Education students are not proficient.

 

 

 

 

 

Plan

Identify Strategy to be used with Target group to remedy AYP

  • STAR computer test will give the student’s reading level.  This will be used to measure student’s comprehension skills, targeted specifically at the special education and ELL students.
  • Wilson Reading has been provided for Special Education students as a reading intervention program for the past 2 years. However, we have lost our two most recent Wilson Reading teachers and are having a hard time training and retaining those teachers.  We will continue to recruit.
  • Patterns for Success will be used as an intervention for Special Education students in both self-contained classes and in regular education classes with Special Education students.  This will be used with students 30 min/ day every other day.  Can be demonstrated by teacher lesson plans and observations.
  • Special Education teachers will use the ACE (Answer-Compute-Explain) strategy to help students be able to efficiently answer open-ended questions, as those seen on the NMSBA.  ACE makes students focus on citing evidence from text to support their answer and expanding on their answer as opposed to leaving the question blank or writing, “I don’t know”.
  • All teachers will use the bi-monthly PSDA improvement cycle to address gaps in the state standards identified by the NMSBA.  The goals will be aligned to the gap areas in the A2L standards as well.  The PDSA causes teachers to ask for student input on how they will learn the specified standard as well as chart their progress toward a bi-monthly learning goal both individually and as a class.

 

 

 

 

Plan

Person(s) Responsible for carrying out Plan

 

  • Highly qualified and certified reading teachers
  • A2L Coordinator
  • Instructional Coach and Instructional Coordinator and A2L test representative, to provide training in A2L reports and data collection, and AIP’s.
  • Reading department chair is responsible for providing time for teachers to analyze student work and the A2L data.
  • Special Education department chair
  • School librarian

 

 

 

Plan

Resources Available

 

 

  • STAR Reading Placement test for Accelerated Reader.
  • AR and A2L programs installed on library computers, mobile labs, computer labs, and in classrooms.

 

 

 

 

 

Plan

   Resources Needed

 

 

 

 

 

Plan

Professional Development

(provide date, content and trainer scheduled for this strategy or associated

  • Christin Desterhouse will conduct the A2L data collection training in September 2007.
  • Christy Bikazi (librarian) will train staff on AR in December 2007.

 

 

 

Plan

Parent and Community Involvement

 
  • Classroom student data folders will be maintained showcasing individual data from achievement tests, student grades, tests, quizzes, and homework.  Each teacher will implement the data folders in his/her classroom using their own content data. These data folders will be shared with parents at parent-teacher conferences.
  • A2L and NMSBA results will be shown to parents at the September 12th PTSA meeting.  The EPSS goals will be explained.
  • Open house will take place September 20, 2007. 
  • Progress reports sent to parents every 4.5 weeks beginning September 2007.

 

 
  • Student Success nights (Nov. 2007) which showcases student work, teacher expectations, and instructional techniques.
  • Parent conferences take place on October 31st and February 15th 2007.

 
  • Parents of Special Education students and those regular education students who require a mandatory AIP after the second A2L cycle, will be invited to an evening meeting.  Meeting facilitators will explain the intervention described in the academic improvement plans and suggest academic support strategies that may be implemented at home.  Special education students will have academic intervention plans that are consistent with their individual education plans current IEP.

 
  • We will be looking at revamping our Special Education schedule to emulate an Elementary School model as far as time is concerned.  There will be a 1:8 teacher student ratio and we will implement the inclusion model.

Do

Identify the teaching sequence or activity to implement strategy
  1. Students who are not proficient in reading will be identified by name and be placed on an Academic Improvement Plan (AIP) or Special Education services.
  2. Implementation of school wide Language Arts assessment data will be collected and analyzed quarterly beginning in August 2007.
  3. A2L data will be collected three times during the school year, charted and used to refine current academic interventions.
  4. Use of data folders mentioned above to monitor individual student progress.
  5. Individual Education Plans will be reviewed for all Special Education students annually.
  6. Implementation of school wide short cycle assessment data will be collected and analyzed quarterly beginning in August 2007.
  7. A2L data training will take place in September 2007 to familiarize teachers with how to analyze the data to impact instruction.

 

 

 

 

 

Study

State and Compare the results with the target goal

 

Baseline short cycle assessment data will be collected August 2007. An item’s analysis approach will be used to modify and improve curriculum presentation.

 

 

 

Act/Plan

If target met, change target and chose another benchmark; if not revise lesson plans and reteach

 

What will you do differently? This becomes Reporting Period 2 strategy.

 

 

 
             

 

 

 

 

 

DEFINITIONS:

Data analysis: The process where all available data (NMSBA results, short cycle assessment results, teacher made assessments, demographic data, etc.) are reviewed to determine the target group  of students and the specific needs of those target students that demonstrate less than proficient academic skills and knowledge.

Instructional Strategy: the plan of action designed to intentionally teach students the necessary skills and knowledge they need to be academically proficient

Intensive Intervention: The program, practice or activity that is chosen as the tool to provide the actual standards based content or skill needed by the students to be successful academically. This program, practice or activity is beyond what is already provided to all students in the regular core curriculum.

Target Goal:  A target goal that identifies the specific group of students who must demonstrate academic gain.

 

STRATEGIC PLANNING CRITERIA:

  1. The school’s EPSS planning process focuses on continually improving school performance to enhance learning for all students.
  2. The district/school has specific student learning goals that are consistent with the mission, beliefs, and core values; are appropriate in terms of rigor and equity; meet student needs; and are aligned with state and federal mandates and standards where applicable.
  3. The district/school EPSS planning process:

·         Involves representative stakeholders from the district/school;

·         Includes an analysis of student and stakeholder needs, demographics, and current performance levels;

·         Identifies a challenging set of goals and measures that focus on enhanced learning for all students;

·         Develops a continuous improvement approach that identifies the changes that will be made so that growth in student performance can be documented and replicated;

·         Facilitates alignment of department level and classroom level improvement plans, including transitions across grade levels;

·         Provides systematic assessment designed to document student performance and growth toward district/school goals;

·         Identifies strategies, interventions, and action plans;

·         Provides internal analysis of the system; and

4.       There is a designated district/school level EPSS steering committee that is responsible for initiating, planning, and coordinating improvement efforts. 

  1. Budget priorities are based upon an assessment of human and fiscal resources needed to accomplish the mission, goals, and EPSS plan.
  2. Leaders use the analysis of student performance results: short cycle assessments, standardized tests, CRT, etc.
  3. Leaders consider the strength and weakness of faculty and staff, competitive environment, educational reform, and technological innovations when establishing the priorities for the school.
  4. The district/school conducts staff development activities to support the district/school’s EPSS.

 

REQUIREMENTS FOR DISTRICT EPSS: 

  1. The district EPSS must be revised to emphasize priorities that address student learning needs.  The desired result of the revision is to develop a single, comprehensive EPSS that synthesizes information from the several existing plans reflective of the district’s instructional priorities (the current EPSS, the corrective action plan, the five year action plan, district wide Title I plan, etc.) and includes the major goals and/or references to the documents that deal with non-instructional district priorities (such as the safety plan, parent and community involvement plan and others).  Alignment, clarity and simplicity should be the aims of this complex undertaking.  Input from stakeholders is a necessary aspect of the revision process.  The district’s EPSS goals must align, but are not limited to, the district’s EPSS target areas.
  2. The district must provide professional development activities designed to initiate/expand the utilization of a systems approach to continuous district improvement as evidenced in the EPSS.  In addition, professional development should reflect an emphasis on the use of data to inform instruction.

 

  1. The district is required to fully implement the use of short cycle assessments in order to assess student progress toward EPSS academic goals and provide the basis for adjusting instruction/programs prior to receiving the results of the end-of-the-year New Mexico criterion references test (NMSBA).
  2. The district must maintain and analyze all basic and comparative data to drive district performance, with an emphasis on selection, management, analysis, and the use of information as the basis for decisions and improvement.
  3. The district plan is an overall view of district initiated actions that affect the district as a whole, as a district wide adoption of a strategy as tutoring, summer school, etc.
  4. The district’s EPSS must articulate new initiatives for the district year, align across the systems to support the strategy and the goals that comply with the following criteria:

·         student centered,

·         supports student academic progress,

·         measurable using a data baseline,

·         data evidences by a standardized assessment,

·         assessed regularly for progress of implementation,

·         supported by an articulated strategy/activity, and

·         a collaborative effort with stakeholders participating in the development.              

 

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