Indiana Student Achievement Institute: Document 20
Central Middle School
Parent Involvement-Teacher & Parent IB Curriculum Meeting
Teachers will meet with parents in the fall to discuss the International Baccalaureate (IB) curriculum and expectations. Students and parents will develop an understanding of the IB learner profile. The IB curriculum prepares students for the changing world; students experience real-world projects with a global focus. Students will study English, a foreign language, math, science, writing, history, art and music. Students will become active and compassionate learners who understand other people and cultures. Students will use technology to interact with people from around the globe. The IB curriculum develops knowledgeable and caring students who work to create a better and more peaceful world.
Impact Level: Low Impact
Energy Level: Low
Focus: General
F. Encourage Rigorous Curriculum: Teaching Core Standards with Curriculum Maps
Math and English Language Arts teachers will develop and teach 9 week units of study (lessons) aligned with the state curriculum maps (Learning Targets-core standards, skills & content, big ideas, essential questions, vocabulary). Teachers will ensure that what they teach is aligned with the Learning Targets taught by other teachers at their grade levels and in their content areas, and aligned from one grade to the next with an increase in cognitive demand occurring at each grade level. Teachers will meet in grade level and content area teams to determine what resources they will use that will help them best teach the content on the map and to discuss how the curriculum gets enacted. Students will be pre- and post-tested on the Acuity Diagnostic Curriculum Map Aligned tests to determine student needs. Teachers will meet in grade level and content area teams to study and analyze the student test results based on what they taught. Students will receive differentiated daily instruction on grade level standards to meet their individual learning needs.
Impact Level: High Impact - Inside
Energy Level: High
Focus: Specific
G. Attendance
Teachers actively encourage perfect attendance, and the school rewards students who receive perfect attendance through the awards program. Teachers report attendance daily via Power School. Students and parents will be contacted with an attendance update every midterm and 9 week period. Continued unexcused absences will be referred to the School Attendance Monitor for investigation. Our policy includes sending letters and holding meetings with parents and if need be further legal action.
Impact Level: Low Impact
Energy Level: Low
Focus: General
I. Focused Academic Area: Writing Across the Curriculum
This strategy increases the quality in an academic area where our students achieve at a lower level in comparison to their performance in other academic areas. Prior to selecting this strategy for inclusion in the School Improvement Plan, all teachers and our Community Council (including parent representatives) completed three tasks: 1)They analyzed achievement data and identified an academic area in which our students are weak in comparison to their achievement in other areas; 2)They analyzed force field data (needs assessment) and identified student needs; 3)They explored a variety of possible strategies to address the student needs. Following these three steps, the faculty and Community Council selected this strategy for continued implementation next year. All 6-8 English/LA teachers will assess students with a standards based ISTEP format writing prompt that is a minimum of 5 paragraphs 4 times a year (baseline in August and at the end of each nine weeks) and will then score the results using the Simple Six rubric. As part of the mini-lessons during Writing Workshop, all 6-8 English/LA teachers will teach and model Simple 6 Writing strategies. Simple Six strategies will be taught during the first 9 week grading period and then reinforced throughout the school year. Teachers will use a "15 Day Crunch" program in the spring prior to ISTEP testing. Students that are not proficient will receive differentiated instruction during small group sessions and individual conference time. All other content area teachers (math, science, social studies) will utilize Simple 6 writing prompts at least once per grading period evaluating a paragraph length answer to a content area writing prompt. Our school will monitor three types of data to help us understand the degree to which this strategy is meeting student needs: 1)Strategy data will help us determine the degree to which the adults changed their practices; 2)Force field data will help us determine the degree to which student needs changed; and 3)Achievement data will help us determine if the changes in adult practices and student needs had an impact on student achievement. Based on our follow-up data which we will review at the end of each semester next school year, we will make adjustments to this strategy as appropriate.
Impact Level: High Impact - Inside
Energy Level: Medium
Focus: Specific
U. Focused Student Group: Free and Reduced Lunch Students: English & Math Remediation
At the beginning of the 2011-2012 school year students will be placed in English and Math remediation based on their ISTEP scores. Quarterly maps will be used to guide remediation since they are aligned directly with Acuity. Acuity data will be used to assess students areas of concern and to determine if remediation is still a necessity. Acuity A, B, and C will be utilized to place students in remediation if they didn't pass Acuity or place students back into their KUDOS class if they did pass.
Impact Level: High Impact - Inside
Energy Level: Medium
Focus: Specific
X. Graduation Plan: 6th Grade Plan
All 6th grade students along with their parents will meet with the school counselor to develop an initial graduation plan. Prior to the completion of Grade 9, each student—in consultation with the student’s school counselor and after seeking consultation with each student’s parents—shall further develop the plan. The plan will include: A statement of intent to graduate from high school and an acknowledgement of the importance of: good citizenship; school attendance; and diligent study habits. Students will meet with counselors, teachers, and their parents/guardians each year to assess and record their academic progress, interpret test scores, schedule appropriate middle school and high school courses, prepare for graduation from high school, and begin making initial career and postsecondary education plans for life after high school.
Impact Level: Low Impact
Energy Level: Low
Focus: General