Last Updated 2012
Improvement Goal:
All Students will increase academic achievement with a specific focus on language arts and mathematics across the curriculum.
Expectation(s) for student learning:
All Students will receive a curriculum that is challenging and rigorous.
Target Participants:
All Hobart Middle School Students
Interventions:
· All students will receive a curriculum based on defined expectations for student learning from the Indiana Academic Standards. Students participating in career academics will use the defined curriculum set forth by the industry and or institution that established them.
· All students will increase skills identified in The Indiana Academic Standards as a result of regular data analysis to inform instruction and curricular gaps.
· Low performing students will participate in RTI Tiers.
· All students will increase academic skills as a result of teacher participation in professional learning communities.
Evaluation:
Curriculum Map
Units of Study
Core 40
Benchmark Reading Tests
Writing Road Map/Writing Rubrics
Read 180
Fast ForWord
Harmony
PBIS
College Visits
(No excuses University)
SRI
Timeframe for Implementation:
2012 – 2016
Target Area of Improvement-Curriculum
Intervention: Defined Curriculum- Indiana Academic Standards all students will receive a curriculum based on defined expectations for students learning from the Indiana Academic Standards. Essential outcomes will be identified by staff and professional affiliates. / 2012-2016 / Principal Curriculum Coordinators Grade Level Coordinators 6-8 Teachers
Department Chair / -Curriculum Map on DOE website
District Curriculum Map / -IDOE website
-Indiana Academic Standard/Common Core Standards
-Resource Books
-District Website
-School Wires and Professional Development
-Curriculum Planning by grade/department and professional development
-Read 180
-Harmony
System 44
Intervention: Defined Curriculum- Indiana Academic Standards all students will receive a curriculum based on defined expectations for student learning from the Indiana Academic Standards. Curriculum mapping will be completed to define scope and sequence by staff and include the following.
· Units of Study identified along with standards and assessments covered
· Curriculum Calendars are completed with Units of Study / 2012-2016 / Superintendents
Principals
Department Chairs
Curriculum Coordinators
6-8 Teachers / -Curriculum Map on DOE
website
-Units of Study / -IDOE website
-Indiana Academic Standard /Common Core Standards
-Resource Books
-District Website
-School Wires and Professional Development
-Curriculum Planning by grade/department and professional development
-Teacher developed units of study and Professional Development
-Read 180
-Harmony
-Fast ForWord
System 44
Actions / Schedule / Responsibilities / Monitoring / Resources
Intervention: Defined Curriculum- Indiana Academic Standards all students will receive a curriculum based on defined expectations for student learning from the Indiana Academic Standards. Articulation of the defined curriculum will be achieved between the grade levels and across buildings. / 2012-2016 / Superintendent
Principals
Curriculum Coordinators
6-8 Teachers / -Units of Study
-Curriculum Map DOE website
-District Curriculum Map / -IDOE website
-Indiana Academic Standard/Common Core Standards
Resource Books
-District Website school wires and professional development
-curriculum planning by grade/department and professional development
Intervention: Defined Curriculum-Indiana Academic Standards all students will receive a curriculum based on defined expectations for student learning from the Indiana Academic Standards. DOE website curriculum Map. / 2012-2016 / Superintendent
Technology Department / -School Website / -District website School wires and Professional Development
Intervention: Defined Curriculum-National or Academy Curriculum. Students participating in PLTW will use the defined curriculum set forth by the institution that established it. / 2012-2016 / PLTW Teachers / -Rubrics / -Project Lead The Way Curriculum
-Purdue University Partnership Teams Rochester Institute of Technology
Intervention: Defined curriculum- Data Analysis to Inform Curricular and Instructional Gaps
1. All students will increase skills identified in The Indiana Academic Standards as a result of regular data analysis to inform instruction and curricular gaps.
2. Response to intervention (RTI): Tiered Interventions will be recommended for low performing students.
3. Acuity / 2012-2016 / Lead: Principals Northwest Indiana Special Education Cooperative (NWISEC) director 6-8 Teachers LRE Facilitator / -Acuity
-Explore
-Annual Data Analysis
-Trend Data Analysis / -Data Warehouse (Confluent)
-Data Analysis Time
Target Area of Improvement-Curriculum
Hobart Middle School Continuous School Improvement Plan |Page 38
Actions / Schedule / Responsibilities / Monitoring / ResourcesIntervention: Defined curriculum-data analysis to inform curricular and instructional gaps. All students will increase skills identified in the Indiana Academic Standards as a result of regular data analysis to inform instruction and curricular gaps. As a result of using the Data Warehouse, student’s strengths and weaknesses will be analyzed for ISTEP instructional needs. Response to intervention (RTI): Tiered Interventions will be recommended for low performing students / 2012-2016 / Lead Principals
Northwest Indiana Special Education Cooperative (NWIESC) Director
k-12 Teachers
LRE Facilitator / -ISTEP Reports
-Annual Data Analysis
-Trend Data Analysis / -Data Warehouse
(Confluent)
-ISTEP Data
-Data Analysis Time
Intervention: Defined Curriculum- Data Analysis to Inform Curricular and Instructional Gaps
All Students will increase skills identified in the Indiana Academic Standards as a result of regular data analysis to inform instruction and curricular gaps.
Students will take formative (classroom) assessments created by teacher made assessments () to inform classroom instruction for increased student performance. / 2012-2016 / Lead Principals
6-8 Teachers / -Annual Data Analysis
-Trend Data Analysis / -Data Warehouse
(confluent)
-Data Analysis Time
Intervention: Response to intervention (RTI)
Low performing students will participate in RTI Tiers
A district-wide RTI policy will be developed with implementation guidelines. / RTI Early Implantation
2012-2016
RTI Policy and Guidelines 2012-2016 / Lead Principals
Northwest Indiana Special Education Cooperative Director
6-8 Teachers LRE Facilitator / -ISTEP Reports
-Annual Data Analysis
-Trend Data Analysis
-Acuity
-Explore / -Data Warehouse (confluent) - ISTEP Data Data -Analysis Time RTI Policy and Guidelines Professional Development RTI Curriculum -Materials RTI Tier II Professional Development Cultural Competency
Target Area of Improvement-Curriculum
Actions / Schedule / Responsibilities / Monitoring / ResourcesIntervention: Response to Intervention (RTI)
Low performing students will participate in RTI Tiers.
Tier II will be implemented through using "Increased Academic Learning Time" including the following:
A. Ability (Readiness) Groups - Strategy Groups
B. Seminar
C. Essential Outcomes
D. Summer School
E. English as a New Language
F. Double Blocking
G. Professional Learning Communities
H. Read 180
I. System 44 / -RTI Policy
and
Guidelines
2012-2016
-RTI Tiers
2012-2016 / Principals
Northwest Indiana Special
Education Cooperative
(NWIESC) Director
6-8 Teachers
LRE Facilitator
Read 180 Teacher
ELL Coordinator / -
-I STEP Reports
-Annual Data Analysis
- Trend Data Analysis
-RTI Data
-Read 180
-Acuity
-Explore / -Data Warehouse
(Confluent)
-I STEP Data
-Data Analysis Time
-RTI Policy and
Guidelines
- Professional
Development RTI
-Curriculum Materials
-RTI Tier II
- Professional
Development Cultural
Competency
-Read 180
-Fast Forword
Intervention: Professional Learning Communities
1. All students will increase academic skills as a result of teacher participation in professional learning communities. A. Curriculum Planning - Grade Level Curriculum/Department Meetings
- Identification of Essential Outcomes
-Units of Study/Curriculum Calendar/Curriculum Mapping
-Web Publishing with School Wires
-PLTW Curriculum Training / 2012-2016 / Administrators
6-8 Teachers / - ISTEP Analysis
- Assessments
-Acuity
-Explore
-SRI / - Professional
Development Webpage
- Data Analysis
Training
- RTI Training
- Web Training with
School Wires
-PLTW Training
Intervention: Professional Learning Communities
All students will increase academic skills as a result of teacher participation in professional learning communities. Data Analysis - NWEA, ISTEP / 2012-2016 / Administrators
6-8 Teachers / -Enrollment in Professional Development
-
-ISTEP Analysis
-Acuity
-Explore / -Professional Development Website
-Data Analysis
-Training
Intervention: Professional Learning Communities
All students will increase academic skills as a result of teacher participation in professional learning communities. / 2012-2016 / Administrators
6-8 Teachers / -Enrolment in Professional development / -Professional Development Website
-Data Analysis
-Training
Target Area of Improvement-Curriculum
Target Area of Improvement-Curriculum
Actions / Schedule / Responsibilities / Monitoring / ResourcesIntervention: Professional Learning Communities
All students will increase academic skills as a result of teacher participation in professional learning communities. RTI Training / 2012-2016 / Administrators
NWISEC Administrator
6-8 Teachers / -Enrollment in Professional Development / -Professional Development Website
-RTI Training
Intervention: Professional Learning Communities
All students will increase academic skills as a result of teacher participation in professional learning communities. / 2012-2016 / Administrators
6-8 Teachers / -Enrollment in Professional Development / -Professional Development Catalog
Cultural Competency
-Book Studies: Take off book titles as there are new ones this time around.
-In Boy Writers:
-Reclaiming Their Voices by Fletcher
-Hear Our Cry-Boys in Crisis by Slocumb
-The Minds of Boys by Gurian
-Through Ebony Eyes by Thompson
-Boys and Girls Learn Differently by Gurian
-Unfinished Business-Closing the
-Racial Achievement Gap in our Schools by Noguera and Wing
Intervention: Professional Learning Communities
All students will increase academic skills as a result of teacher participation in professional learning communities.
Professional Development-In house professional development catalog, conferences, & contracted services / 2012-2016 / Administrators
6-8 Teachers / -Enrollment in Professional Development
Analysis
-ISTEP Analysis
-Acuity
-Explore / -Professional Development Website
Finances for attending workshops and conferences
-Contracted Services
Action Plan #2 Language Arts
Updated: 2012
Improvement Goal:
All Students will read and comprehend a variety of genres and informational text, as well as communicate ideas through writing.
Expectation(s) for Student Learning:
· All Students will read with fluency.
· All students will comprehend written text
· All students will communicate ideas through writing.
· All students will use technology research tools to locate, evaluate, and collect information in order to process data and report results.
· All students will use a variety of media and formats to collaborate, publish, and communicate information and ideas effectively to multiple audiences.
Target Participants:
All students in the Hobart Middle School
Target Groups:
Males (black males consistently lower)
Free and reduced (lower all levels)
Special Education (much lower all levels)
Interventions:
1. All students will write across the curriculum using various styles for different audiences and purposes.
2. All students will increase comprehension skills by using reading skills and/or strategies through a variety of texts across the curriculum.
3. All students will increase comprehension through guided and independent reading across the curriculum.
Evaluation:
ISTEP
Checklist/Rubrics
Textbook writing assessment
SRI
-Acuity
-Explore
Target Area of Improvement-Language Arts-Fluency, Comprehension, Technology, Communication
Actions / Schedule / Responsibilities / Monitoring / ResourcesIntervention: 1. All students will write across the curriculum using various styles for different audiences and purposes. Students will use a focused writing rubric to guide writing. / 2012-2016 / Language Arts Teachers
All Teachers / -ISTEP
-Teacher Created / -Computers, training, laptop lab, simple six teacher resources, color-coded paper, Six Traits resources, grade level prompts, graphic organizers, software-professional development, odyssey writer, Learn 360, VBrick
Guided Writing-L.A.
Students will use graphic organizers as a prewriting, organizational tool. / 2012-2016 / Language Arts Teachers / -Classroom Observation / -Graphic Organizers, computers, color-coded paper, software, professional development
Independent Writing-L.A.
Students will write and revise independently in a variety of genres. / 2012-2016 / Language Arts Teachers / -Teacher assessment, student writing sample (or samples) / -Computers, training, laptop, lab, simple six teacher resources, color-coded paper, Six Traits resources, grade level prompts, graphic organizers, software-professional development
Independent Writing- L.A.
Students will compare elements in works of literature. / 2012-2016 / Language Arts Teachers / -Teacher Assessment / -Textbooks, novels, electronic media, software
Reading & Writing-Math Dept.
Students will read an article from Math Magazine and write a reflection. / 2012-2016 / All Math Teachers / -Classroom teacher assessment / -Math Magazine
Constructed Response / 2012-2016 / All teachers
Target Area of Improvement-Language Arts-Fluency, Comprehension, Technology, Communication
Actions / Schedule / Responsibilities / Monitoring / ResourcesReading/Writing-Math
Students will read technical material using CD/Video club advertising and write a comparison and write a reflection on the article. / Algebra Teachers / -Classroom Assessment / -Graphing calculators, professional development for using graphing calculators Math magazine
Independent Writing-Science
Students will write independently on a current science topic using a writing model / 6,7,8 grade science teachers / -Writing Rubric, -ISTEP / -Science magazines and/or articles, 6+1 Writing Traits, professional development
Writing –Social Studies
Students will use note taking and summarizing skills. Professional Development / 6,7,8 grade Social Studies teachers / -Classroom generated assessment / -Marzano’s book “Strategies That Work” by Marzano
Social Studies
Students will use advanced organizers such as Venn Diagram, graphs, maps, webbing, etc. / 6,7,8 grade social studies teachers / -Classroom generated assessment / -Marzano’s Classroom Instruction That Works, Professional development
Writing-PLTW
Students will write about their presentations using a predetermined trait. / 6,7 One of the PLTW teachers / -Classroom assessment / -Professional development
Writing-FACS
Students will use a predetermined Writing Trait and write a letter. / 8th grade FACS teacher / -Letter assessment / -Professional development
Writing-World Lang.
Students will complete a writing assignment based on a predetermined Writing Trait in the target language (French and Spanish). / 8th grade W.L. teacher / -Classroom assessment / -Professional development
Writing-Art
Students will strengthen writing and editing skills through critiquing art work / 2012-2016
Two Times a rotation / 6th grade Art teacher / -Classroom assessment / -Professional development
Target Area of Improvement-Language Arts-Fluency, Comprehension, Technology, Communication
Actions / Schedule / Responsibilities / Monitoring / ResourcesWriting-Business
Students will strengthen communication/writing skills by publishing and presenting with technology. / 2012-2016
Every rotation / Business teacher / -Formal and informal classroom assessment / -Microsoft publisher, computers with internet connection, professional development
Intervention: All students will increase comprehension skills by using reading skills and or strategies through a variety of texts across the curriculum. Vocabulary Development-L.A. Students will increase their understanding of academic vocabulary in context of language arts instruction.
Why “Intervention” and “Vocabulary Development” in same box? / 2012-2016 / Language Arts teachers
All teachers / -Teacher assessment,
-
-ISTEP
-SRI
-Acuity
-Explore / -Teacher developed lists, building academic vocabulary by Robert Marzano, professional development, word wall, VBrick, Learn 360
Vocabulary-Phys. Ed.
Students will be introduced to health vocabulary with definitions and correct usage. / 2012-2016 / 7,8 grade PE Teachers / -Testing / -Current Health Magazine II Building Academic Vocabulary, Professional Development, Word Wall, VBrick
Vocabulary-Music / 2012-2016
Once every rotation / Music Teachers / -Quizzes / -Building Background knowledge for academic achievement, professional development, VBrick, Word Wall
Vocabulary-PLTW
Students will increase their academic vocabulary through focus on related curricular area terms. / 2012-2016 / 6,7,8 Project Lead The Way teachers / -Classroom assessment / -Building Academic Vocabulary, professional development, VBrick, Word Wall
Vocabulary-FACS
Students will increase vocabulary using recipe terms. / 2012-2016 / 6th grade FACS teacher / -Classroom assessment / -Building Academic Vocabulary, professional development, VBrick, Word Wall
Target Area of Improvement-Language Arts-Fluency, Comprehension, Technology, Communication