Quarterly Review #1, October 2013:

Goal:
The goal of the SIP Quarterly Review process is to increase academic outcomes for ALL students with particular attention to closing the achievement gap.

Purpose:
SIP QR #1 will provide a discussion framework for answering the following questions: Where are we now? Where are we going? How will we get there? How will we monitor progress?

Emphases:

Share our plan for the year (SIP) Identify challenges and opportunities for additional support Ask and answer questions regarding SIP

Mission: The mission of Olson is to create a culture that will instill in our students the intellectual, social and personal habits of mind necessary for success in college. We are a 6-8 grade school that offers a learning environment where students are the center of academic achievement as well as personal development that teaches students how to have lifelong learning and success. Vision: Every student college-ready

Instructional Leadership Team (ILT)

Principal: Karon Cunningham Assistant Principal: Evelyn Kimble Assistant Principal Intern: Bart Johnson Instructional Facilitator: Jeff Wendelberger Math Coach: Cheryl Tucker ILT Grade-level representatives Special Education Faculty English Language Learner Teacher Mental Health Professionals Support Staff

Building Leadership Team

Olson Middle School

Gender Racial & Ethnic Groups Socioeconomic Status Special Education Status English Learners Status Students Home Language

Ethnicities of Students, 2013-2014 (N=346)

2%

9%

African American
American Indian

14% 3% 72%

Asian Latino Pacific Islander White

Socioeconomic Status Based on Free & Reduced Lunch Count, 2013-2014 (N=346)
5%

Full Pay Lunch

Free/Reduced Lunch

95%

Students Receiving Special Education Services vs. Students Not Receiving Special Education Services, 2013-2104 (N=346)

28% Special Education Non-Special Education 72%

Olson Middle School

Communication Stakeholders Staff Survey Results Summary Tripod Student Surveys 2012-2013 Climate Goals Meeting Climate Goals Attendance & Engagement Students: Behavioral referrals, removals, suspensions

The number of student receiving suspensions at Olson Middle School will decrease by 30% from 2013 to 2014 and an additional 20% in 2015. The number of African American students who are suspended at Olson Middle School will decrease by 30% from 2013 to 2014 and an additional 20% in 2015.

Strengths:

Weekly JAM Sessions Monthly Staff Meetings Collaborative Team Meetings Weekly Content PLCs Weekly PBIS Meeting to review data (representatives from grade levels, specialist, special education, ELL, support staff, and Check & Connect) Parent Conferences with grade level teams and support staff Relationship building (gender based groups, staff mentoring, and Cargill e-mentoring) Student recognitions (attendance, academic, behavior, and sports) New teachers assigned building teacher mentors

Challenges:
Teacher turnover (new teachers to the building; the entire 7th

grade is new) Two new support staff (7th grade team without assigned grade level behavior support for 1 month, as of October 18, 2013) Unfilled positions (new SERT, math, Specialist (due to teacher going to District office)). Integrating students from Cityview, Charter, Day Treatment Programs, JDC and SPAN into Olsons culture Multiple students with mental health issues (treated and untreated) Gang conflicts

Key Actions and Monitoring:

PBIS team will examine data weekly Professional development: Teach Like a Champion (Lemov,

2010). All teachers and behavior support staff will receive training to develop school-wide common strategies to:
build relationships teach expectations manage classrooms

Social-emotional learning during Advisory on Mondays

Peacemaking Circles Second Step

Weekly Student Mentoring (Cargill e-mentoring, staff-

students) Student Support groups (Gender based)

Olson Middle School

Percentage of Students Meeting Attendance Grade Categories

80 70 Percentage of Students 60 50 40 30 20 10 0 A (95%+) B (90%+) C (85%+) D (85% & below) Attendance Grade Categories 2011-2012 2012-2013 2013-2014

No Referrals vs. Referrals, 9/27/13, (N=343)

250 200 150 100 50 43 0 0 1 21 2 10 3 4 7 5 1 0 1 9 0 10 1 11 250

Number of Students

4 5 6 7 8 Number of Referrals Received

Ethnicities of Students, 2013-2014 (N=346)

African American

Behavioral Incidents by Ethnicity, 2013-2014 (N=275)

African American

2% 0% 14%

1% 9%
American Indian American Indian

Asian

Asian

3%

72%

Latino

Latino

99%
Native Hawaiian/Pacific Islander

Native Hawaiian/Pacific Islander

White

White

The number of students with 95% attendance is up from the previous two years. 93 students have received one or more referrals this school-year Racial disproportionalities exist in number of behavioral incidents:

African American students are over-represented by 27% Asian students are under-represented by 14% American Indian students are under-represented by 3% Latino students are under-represented by 2% White students are under-represented by 8%

Strengths:
Collaboration with SSW, Attendance SSPA and Check & Connect

staff (Attendance Team) Daily check-ins with students and Attendance Team) Home visits Phone Calls (Robo-calls and Attendance Team staff) Three-Day absence letters Contracts with students

Challenges:
Inaccurate data (Discovery reserve teachers) Missing or inaccurate and lack of current contact information

(after repeated attempts to obtain) New Discovery training not currently available to attendance team staff (District waiting for Discovery update) Transportation (buses not picking up students, new drivers not aware of routes)

Key Actions: Continue to focus on the strengths

Olson Middle School

Strengths: Returning teachers (6/15) are familiar with and have used Data Team cycles ELA and Math use MAP and MCA data to differentiate and focus instruction ELA and Math professional development is responsive to staff/student needs

Challenges: Uniformity of data use across all content areas. Reading and math use MAP and MCA data; Social Studies and science are in the process of implementing the Data Team cycle. Key Actions: Bart Johnson to facilitate Science PLC. Evelyn Kimble to co-facilitate Social Studies PLC Whole school PLCs around AVID Critical Reading and SOEI.

Monitoring: ILT, and math, science, and ELA PLCs. Data team results are shared in team meetings.

16 14 12 10 8 6 4 New Support Staff New Teachers

2
0

2010-11

2011-12

2012-13

2013-14

Strengths:
Scope & Sequence: teachers are aligning instructional pacing with curriculum

guides. Learning Targets: teachers consistently communicate and make visible (20122013 Tripod Survey Consolidate was 60% (exceeded District average)). Formative Assessments: most teachers are using the benchmark assessments Differentiation: The ELA/ESL collaboration at all grade levels to align programs; Focus math classes. Analysis and Response: Most content/grade-level teams utilize assessments to inform team planning. (Long classes)

Challenges:
10/10 teachers in FI grades are new to district and/or new to FI. Teachers are challenged of following grade level expectations and providing

differentiated skills instruction based on academic needs.

Key Actions: Schedule includes 2 Long sections of ELA and Math to address foundational skills instruction. Monitoring: Benchmark tests in PLCs. Needs for Support: Training for teachers who are not trained (substitutes for FI days).

6th Grade 9:30 - 10:15 Advisory 9:30 - 10:15

7th Grade Advisory 9:30 - 10:15

8th Grade Advisory

10:15-11:15

Elective Focus

10:15-11:30

Long

Enrich.

10:15 - 11:30

Long

Enrich.

11:15-12:07

Short

11:30-12:25

Elective Focus

11:30-12:00

Lunch

12:07 - 1:00

Short

12:25 - 12:55

Lunch

12:00-12:52

Short

1:00 -1:30

LUNCH

1:00-2:15

Long

Reading

12:52-1:45

Short

1:30 - 2:45

Long

Enrich.

2:15 - 3:05

Short

1:45-2:45

Elective Focus

2:45 - 4:00

Long

Reading

3:05-4:00

Short

2:45 - 4:00

Long

Reading

Olson Middle School

MMR & Focus Ratings

MMR increased from 24.40% in 2012 to 26.44% in 2013. FR increased from 28.15% in 2012 to 33.78% in 2013.

School Northeast Anwatin Olson Sanford Ramsey Anthony

MMR % 11.63 12.52 26.44 38.59 59.48 67.63

FRPL % 80.8 82.3 92.8 62.5 41.6 38.5

Note the inverse relationship between MMR and FRPL with Olson as the exception.

School Northeast Anwatin Sanford Olson Ramsey Anthony

Focus Rating % 12 12 28.44 33.78 59.48 67.63

FRPL % 80.8 82.3 62.5 92.8 41.6 38.5

Note the inverse relationship between Focus Rating and FRPL with Olson as the exception.

Olson Middle School

Mathematics

2010 State MPS Olson 64.7% 45.9% 33.8%

2011 56.0% 37.6% 23.0%

2012 61.3% 39.3% 24.5%

2013 60.2% 42.2% 25.5%

100 Percent of Proficient Students

90
80 70 60 50 40 African American American Indian

Asian
Latino White

30
20 10 0

2009

2010

2011

2012

2013

Olson students performed below the State and District averages in math proficiency on the MCA Olson students performed ~20% lower than their MPS peers on the MAP one-years growth metric Asian students performed higher than the District average for one-years growth Asian students performed the highest in both proficiency and growth On MCA proficiency, there was a racial achievement gap between students:
39% of Asian students were proficient 33% of American Indian students were proficient 28% of White students were proficient 22% of African American students were proficient Cell size for Latino students was too small to report (N=5)

The percent of all students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Math MCA-III at Olson Middle School will increase from 17 % in 2013 to 30% in 2014 and to 45% in 2015.

Weekly Professional Learning Communities Teacher observations with feedback (Math Coach) Data team cycles/common assessments uncover student strengths and foundational needs 2 Math teachers per grade level allow for small class sizes and individualized instruction 2 Long Periods allow for foundational skill instruction Extended day programs will focus on building mathematical strategies and competencies (the data from Data team cycles will determine the strategies)

Olson Middle School

Reading

2010 State MPS Olson 72.4% 52.5% 45.3%

2011 74.0% 56.2% 46.2%

2012 75.3% 56.9% 49.5%

2013 57.6% 41.8% 25.8%

100 Percent of Proficient Students

90
80 70 60 50 40 African American American Indian

Asian
Latino White

30
20 10 0

2009

2010

2011

2012

2013

100
Percent of Students Reading in the Red Zone

90
80 70 60 50 40 Olson Anthony Anwatin Northeast Ramsey Sanford

30
20 10 0

2009

2010

2011

2012

2013

Olson students performed 35% below the State and 18% below District averages in reading proficiency on the MCA Olson students performed 13% lower than their MPS peers on the MAP oneyears growth metric American Indian students and students in Special Education performed higher than the District average for one-years growth American Indian students performed the highest in both proficiency and growth On MCA proficiency, there was a racial achievement gap between students:
34% of American Indian students were proficient 33% of White students were proficient 31% of Asian students were proficient 23% of African American students were proficient Cell size for Latino students was too small to report (N=5)

The percent of All Students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Reading MCA-III at Olson Middle School will increase from 18 % in 2013 to 30% in 2014 and to 45% in 2015.

Professional Practices: Where are we now?

Weekly PLCs (Data Team Cycles) Common Core Professional Development Conscious creation of a literacy culture 4 days per week leveled reading strategy instruction 20-minutes of self-selected reading per day (IMGREATT) AVID Critical Reading Strategies school-wide 20 minutes of reading at home per night Extended day programs incorporate comprehension strategies 2 Long periods allow for foundational skill instruction

Strengths:
ELA/EL collaboration EL teacher collaboratively plans

and co-teaches with each grade level ELA teacher School-wide teaching of Tier II vocabulary through Word of the Day Professional Development in PLCs on Academic Language provided by the EL teacher

Challenges:
Finding collaborative time Keeping up with the FI pacing and teaching (based on the

needs of our students

Key Actions:
Master Schedule has been designed to facilitate ELA/EL

co-teaching and Word of the Day vocabulary instruction Utilize curriculum guides in Focused Instruction that focuses on academic and content language

Monitoring: Data team cycles monitor use of academic language Needs for Support: Availability of Reserve Teachers to allow opportunities to attend Professional Development training

Olson Middle School

Strengths:
Diversity of approaches to engage families (AVID, Get

Ready, Beacons, CPEO, Project Success, Family Nights, sporting events) Diversity in language and culture of our families (Hmong New Year, Black History)

Challenges:
Transportation Families whose students are struggling the most are

the ones that we see the least and have the most difficulty involving in their childs education

Family Information Night Attendance

Number of Students Parents Attending

Fall Parent-Teacher Conference Attendance

Number of Students Parents Attending

40 35 30 25 20 15 10 5

120 100

80
60 40 20

0
Fall 2012 Fall 2013

0
Fall 2012 Fall 2013

Key Actions:
Personal phone inviting parents to conferences and school

events Phone calls to build relationships and to provide positive feedback on academic and behavior improvement. Team conferencing with parents for readmit meetings and to address academic and behavior concerns. Quarterly family nights Parent Training (Parent Portal and CPEO) Invite families to student performances and student recognition programs. Computer give-away Grade Level competitions Robo-calls in two languages (English and Hmong)

Monitoring:
Parents sign-in/sign-up Parent surveys Verbal feedback

Needs for Support:

Parent resource room (computers; information on

employment, housing, training, community challenges, drug/alcohol addictions, mental health) Families and community have access to wrap around services to meet the social, emotional, psychological and health needs of our students