Record of Continuous Improvement

Non-Title I Schools
2016-2017 School Year

Part II Comprehensive Needs Assessment

1. DATA REVIEW
Data review should include data from multiple sources.
Information below represents possible data sources.
Add or delete rows as needed.

DATA REFLECTION REVIEW DATE NEXT STEPS

(Summarize the data here)
What did you learn from the data When will we What will you do next to advance the
What data sources will the team review? you reviewed? study the data? data review process?
What activities will the team engage in to
explore possible instructional
strategies/practices?

Review Enrollment Data Although our demographics are August 2016 Review enrollment monthly to
holding steady, the names on the Monthly Review identify new to RMS students.
rosters are changing because we Implement plans to provide
 have 26% mobility. Our Latino orientation for new students each
population has increased slightly. month or quarter.

Review MCA/MTAS Proficiency and
Achievement Level Data at a School
Level
Our Math scores decreased 2%. June 2016 Review in June to look at growth by
40 students lost proficiency (12 teacher. Look at co-teaching data.
went from Meeting to Does Not
Meet). Reading overall went up
1.5%. 8th grade Reading went
up 7%. 8 students lost
proficiency (18 from Exceeds and
Meets to Does Not Meet). The
decrease in scores from
Exceeds/Meets combined with
other building data indicates that
these drops are based on
decreased engagement.

Review MCA/MTAS Proficiency and
Achievement Level Data by Student
Group
For Math, Our black and Latino
students are scoring the lowest
(9% and 11% proficient,
respectively). American Indian
students scored 16% proficient.
Asian students scored 31%
proficient. White students scored
38% proficient. Of the FRP
students, we had 12% achieve
proficiency. Of the SPED student
population, we had 4% of the
students achieve proficiency. Our
lowest achievement was ELL
students, where 3% score in the
proficient range.
June 2016 MCA Data. Breakdown MCA
achievement by Student Group and
Teacher
All ELA standards taught in English
class. Reading instruction provides
additional time and support on
Reading specific skills/standards
with a focus on learning to read AND
reading to learn.
 For Reading, our black and
American Indian students are
scoring the lowest (25% and
23% proficient, respectively).
Latino students scored 30%
proficient. Asian Students scored
37% proficient. White students
scored 56% proficient. Of the
FRP students, we had 27%
achieve proficiency. Of the SPED
student population, we had 7% of
the students achieve proficiency.
Our lowest achievement was ELL
students, where 2% score in the
proficient range.

For Reading, our white students

are almost twice as proficient as
any other student group. Our
white and black students
Meets/Exceeds compared to
Does Not Meet are inverse of
each other. American Indian
students did not meet proficiency

Review MCA/MTAS Proficiency and
Achievement Level Data by Grade
For Reading - 6th grade went
down 6% and was at 34%
proficiency, 7th grade remained
steady at 34% proficiency, and
8th grade went up 8% (after two
years of decline) and was at 40%
June 2016 Revisit interventionist
roles/outcomes. Which of these
strategies were successful to
continue with in 2016-17 school
year.
Additional professional learning

Review MCA/MTAS Maintenance of
Proficiency and Maintenance of
Achievement Level Data
proficiency. 8th grade English opportunities were provided for 6th
was on year 3 of implementation grade Math teachers on Math in
of a course redesign while 6th Focus, which included teacher
and 7th grades were in year 1. training and coaching on a
8th grade Reading and English computer-based math program to
had more implementation of provide students with hands-on
independent reading and lit learning.
circles. 8th grade reading had
more fidelity of implementation of
Signposts and students were
sent home with books.
For Math - 6th grade declined
3% at was at 21% proficiency,
7th grade held steady (20%
proficient), and 8th grade
declined 4% and was at 20%
proficiency. 6th grade used Math
in Focus for the first year, with
inconsistent implementation. 8th
grade Math was almost all new
staff and there was a teacher
change mid-year.
In Math we had a net proficiency June 2016 Look at teacher MCA data in
loss of 40 students, resulting in a conjunction with student survey
3% decrease in proficient
students from last year. 12 of
these were Meets to Does Not
Meet so we are wondering about
engagement.
In Reading we had a net
 proficiency loss of 8 students,
which kept our overall
percentage of proficient students
at similar levels (36%
proficiency). 18 of these were
Exceeds or Meets to Does Not
Meet

Review MCA/MTAS Growth Data
In Math, our Asian (41%), June 2016 Identify specific skills that will
American Indian (40%), and demonstrate growth
White (30%)students had the Look at scores by teacher to help
greatest percentage of students identify effective strategies.
meeting their growth goals. 23% Look at the layers of data (STEM -
of black students and 21% of year long vs. quarter, etc).
hispanic students met their
growth goals.
In Reading, almost half of each
student group met their growth
goals. White and Asian students
were among the highest (53%
and 50%, respectively) at
meeting growth goals. 41% of
Black and Hispanic students met
growth goals, and 40% of
American Indian students met
the growth goal.

Review perception data collected
from staff, students, parents, or other
stakeholders
For MYP, teacher feedback
indicated issues with
implementation; some reported a
lack of understanding or need for
more clarity in the program and
Enter Date Focus solely on MYP and
instructional strategies will be
embedded into learning experiences.
On going Professional Learning
through instructional rounds.

Review additional data sources (e.g.
implementation data, behavior data
grading. We also had a high Principal, Assistant Principals,
teacher turnover rate, which may Instructional coach, IB program
have contributed to achievement director, IB department heads and
and overall building climate. Team/PLC lead will assist in the
Best Practice strategies include professional learning.
strategies of cornell notes,
Socratic seminars, critical
reading, we received positive
feedback that the teachers
enjoyed the training and
strategies, however, there were
issues with consistent
implementation. Teachers also
indicated that they wanted
student planners to be
implemented again, which we
have plans to do for the 2016-17
school year.
Transmath Growth showed good June 2016
comparison growth in 7th and 8th
grade. In 7th grade one
Transmath teacher had a
difference of a +1.57 growth
when comparing her growth to
that of the average growth of all
7th grade students. A second
Transmath teacher had an
difference of +0.48. In 8th grade,
a Transmath teacher had an
difference of +0.85 growth when
compared to the average growth
of all 8th grade students.
2. COMPREHENSIVE NEEDS ASSESSMENT SUMMARY
The Comprehensive Needs Assessment (CNA) results are used to determine the following:

Subjects and skills for which teaching and learning need to be improved.
Specific academic and other classroom needs of students and groups of students who are not yet achieving the state's academic standards.
Needs of the school relative to each of the components required the Robbinsdale School Improvement Plan

After reviewing the data above, please list the teams identified successes, prioritized concerns, and hypothesized root causes for identified
concerns below:

Successes
After reviewing the data in step 1, what successes have been identified by the team?

Reading 7th to 8th grade students improved 7 percent in MCA Reading, African-American students(All Grades). Nearly
50%of all RMS students met their Reading growth goal.

Mathematics Implementation of new Math in Focus curriculum. Transmath Growth showed good comparison growth in 7th and
8th grade. In 7th grade one Transmath teacher had a difference of a +1.57 growth when comparing her growth to
that of the average growth of all 7th grade students. A second Transmath teacher had an difference of +0.48. In
8th grade, a Transmath teacher had an difference of +0.85 growth when compared to the average growth of all 8th
grade students.

Graduation (if secondary)

Climate/Behavior
This year there was approximately a 14% reduction in behavior referrals and 15% reduction in tardiness. New this
year, a Re-set system was implemented, where students were removed from the classroom to process behavior
and then returned to the classroom to repair relationships, as well as procedures to reduce the amount of passes
out of the classroom. Additionally, 12 teachers earned ENVoY certification and 4 teachers achieved ENVoY
Demonstration Teacher status. Reduction in students moving into the Red. The percent of students who moved
from yellow into red went from 21% to 9.8% .

Other
 Prioritized Concerns:
After reviewing the data in step 1, what concerns were noted?

Reading 6th to 7th grade students showed a 6 percentage point decrease (40% -34%) in MCA Reading. 6th grade showed
a 6% decrease when compared to 2014-2015 6th grade Reading results. While 50% met their growth goal, we
need 100% of students to meet their high growth goal. Our data shows that many students have mastered skills,
but struggle to consistently demonstrate mastery and/or apply and transfer learning to new situations.

Mathematics Only 28% of students met their Math growth goal. We need a significant number of students to meet their high
growth goal. A significant number of standards were not taught to mastery. A significant number of students in
advanced math courses did not meet proficiency on the MCA.

Graduation (if secondary)

Climate/Behavior Inconsistent implementation of systems and structures. Lack of systemic checkpoints to monitor the
implementation of systems.

Other Too many initiatives. Lack of focus or focus on too much.

Hypothesized Root Causes:

A Root Cause is an early controllable factor in a chain of factors which impacts student learning. Use the action plan to implement a usable
intervention to address hypothesized root cause.

Reading Teachers adjusting to a new block schedule, implementation of a new course framework/design, need for
screening tool to monitor progress of growth for all students toward mastery of MCA proficiency followed by self-
assessment and goal setting, need to better use data from screening tool and MCA test specs to adjust
instruction, need to further develop CFAs and summatives and align rigor to the standards, need for the use of
more flexible grouping, need for more required independent reading (not choice reading, but class novels and/or
literature circles).

Mathematics Teachers struggled with transition to block scheduling and improvement needed in alignment and teaching
standards to mastery
Graduation (if secondary)

Climate/Behavior Need to improve consistency with addressing behavior expectations, incorporate more movement into block
classes, need to increase incentives for positive behaviors and meeting school expectations,

Other
PART III School Action Plan

ACTION PLAN (Reading, Mathematics, Graduation if required, Climate/Behavior, or Other)

Instructions:
The Action Plan tool is intended for use by the Leadership Implementation Team to document ongoing work when implementing a
usable intervention. This tool is intended to be updated regularly as a part of Leadership Implementation Team meetings.

1. SMART Goal: Write the SMART Goal Statement.

NOTE: The All Student Goal reflects increases in student proficiency. The Student Group goals reflect the increased proficiencies,
increased achievement, and reduction of the achievement gap.
Example: All Student SMART Goals:
The percentage of each student enrolled October 1 in grades enter grade levels at school name who are proficient on all
reading/mathematics state accountability tests (MCA-III, MTAS) will increase from current percentage in current year to goal
percentage in next year.
Examples: Student Group SMART Goals:
The percentage of specific student group enrolled October 1 in grades enter grade levels at school name who are proficient on all
reading/mathematics state accountability tests (MCA-III, MTAS) will increase from current percentage in current year to goal
percentage in next year.
The average growth of specific student group enrolled October 1 in grades enter grade levels at school name will increase from
current growth average in current year to growth average goal in next year.
The achievement gap between specific student group and the respective non-student comparison group enrolled October 1 in grades
enter grade levels at school name will decrease from current gap in current year to gap goal in next year.
 2. Usable Intervention:
Usable Interventions address the needs identified by the data review and will increase student performance over time. A usable
intervention is teachable, learnable, doable, and readily assessed in the classroom. It could be an instructional strategy or practice and
may be part of a larger instructional framework.

Identify the usable intervention(s) selected for monitoring by the leadership implementation team. If usable interventions are a part of
a framework, identify the applicable framework.
3a. Usable Intervention Selected for Monitoring: Identify the intervention from Step 2 selected to monitor with the Action Plan
(Step 4).

3b. Instructional Change Manager: Identify the individual selected to oversee implementation of the usable intervention.

4. Action Plan:

Plan-Do-Study-Act Cycles: Plan well, but get started with doing the intervention selected. Collect data on effort and fidelity and
study it. Act on lessons learned by celebrating successes and making decisions about improvements. Begin the cycle again. Plan the
changes. Do the changes. Study the progress. Act on new insights. Plan

Stage: The stage determines the work done through each implementation driver which leads to determining the appropriate
expectation.

Action Steps: One action step entered per row. Use the implementation drivers to guide what will be done and record those
actions.

Expectation: The stage and the appropriate implementation driver inform the expected result and the type of evidence to gather, the
process by which data is analyzed, and the guiding questions leadership implementation teams ask about data to inform next steps:
During Exploration and Installation stages the team measures adult effort.
Effort data can inform planning and development of Competency Drivers and monitor readiness to engage with enough resources,
supports and data systems.
During Initial Implementation the team adds measurements of adult fidelity.
 Fidelity data can inform changes to the Competency Drivers and determine how to use the Organizational Drivers to remove barriers
and add resources.
During Full Implementation the team adds measurements of student outcomes.
Use fidelity data to make connections between adult efforts and student outcomes to sustain success.

Review Date: Enter the date when the leadership implementation team expects to review the status of the action step.

Evidence Summary to Inform Next Steps: State the outcome(s) of the review and the specific next step(s) to be entered on the
next row within the action plan for progress monitoring.
 READING ACTION PLAN

Plan Contact Person Dr. George Nolan Cathryn Peterson

Reading SMART Goal The percentage of all students enrolled October 1st in grades 6-8 at Robbinsdale
Middle School who are proficient on the Reading MCA III will increase from in 37.0% to
68.8 in 2017.

2. Reading Usable Intervention(s):

Identify the usable strategies or practices the team has selected for monitoring. Strategies/practices must connect to the Unified
District Vision goals, Strategic Priorities and/or the district Multi-Tiered System of Support (MTSS) framework.

List of usable interventions selected to address hypothesized root cause. Identify the intervention Fully Implemented?
for monitoring below.

1. Critical Reading Process

2. Literature Circles

3. Flexible Grouping

4. Meta-Cognition/Questioning

5. Gradual Release Model

6. Reading Plus

READING ACTION PLAN

 3a. First Usable Intervention Selected for Monitoring: See above listed interventions.

3b. Instructional Change Manager: Dr. George Nolan and Cathryn Peterson

4. Action Plan:

STAGE ACTION STEPS EXPECTATION REVIEW EVIDENCE SUMMARY TO

DATE INFORM NEXT STEPS
In what stage of How do the drivers inform What is the expected result of this What date will Analyze results and record what was
implementation is what the team will do? activity? the team learned.
the current study the
Identify action steps and How will the team study adult effort Celebrate successes. Identify barriers.
intervention and expectation
persons responsible for and fidelity of implementation?
how does it inform results? Begin the cycle again with planning and
completing the action step.
actions? identified action steps.

Critical Reading Critical Reading and Critical All RMS Teachers will teach the Quarterly
Process: Initial Reading II offered summer standards. Review in
Implementation and fall of 2016. November
All RMS teachers receive initial 2016,
Natalie Larson is the PD on the process/framework. January 2017
facilitator of the and March
Professional Learning (PL). Teachers will implement the 2017 via
Dates for the PL are as Critical Reading Process in the Departments
follows: classroom. and PLCs.
This review
June 20-21 PLCs will be used as the vehicle will be the
August 22-23 to support implementation of the first week of
Workshop Week Aug 30 framework and supporting 2nd quarter,
with two additional dates in research based best practice third quarter,
September 22 and October strategies. and fourth
TBD. quarter
 The team will study adult effort during regular
and fidelity of implementation grade-level
through: PLC planning, learning PLC
walks, formal/informal meetings.
classroom observations. Formal data
will be
reviewed at
the end of
each quarter.
Weekly data
(anecdotal,
lesson plans,
student work
as evidence)
will be shared
bi-weekly in
Friday Data
meetings., to
include
information
from English,
Math,
Reading,
Science, and
Social
Studies

Literature Circles: Literature Circles will be Students will read independently Quarterly Quarterly Review in November 2016,
Initial used each quarter in grade and collaborate to authentically Review in January 2017 and March 2017 via
Implementation 6-8 Reading Courses and discuss what was read. November Departments and PLCs
during 2 quarters in grade 8 Discussions will be student 2016,
English, with a possibility of
further
expansion/implementation
in the 2017-2018 school-
year.
lead/driven. January 2017 Formative Assessment data will be
and March reviewed weekly in PLC meetings in
Teachers will monitor student 2017 via order to inform instruction.
progress and discussion by Departments
listening and recording and PLCs See link for assessment details.
comments, and through the use
of online discussion and Formal data
formative assessments such as will be
exit slips, gallery walks, graffiti reviewed at
boards, etc. the end of
each quarter.
PLCs will meet weekly to Weekly data
discuss/share progress and to (anecdotal,
adjust instruction as needed. lesson plans,
Teachers will bring student work student work
samples to PLC as evidence of as evidence)
learning. will be shared
bi-weekly in
Literature Circles will be guided Friday Data
by the CCSS and Critical meetings.
Reading Process and supported
by mini-lessons, flexible
grouping, questioning/meta-
cognition strategies. See link for
guiding documents.
The team will study adult effort
and fidelity of implementation
through: PLC planning, learning
walks, formal/informal
classroom observations.
Flexible Grouping: Flexible Grouping will be Teachers will use flexible Formative Quarterly Review in November 2016,
Initial implemented in grade 6-8 grouping to differentiate Assessment January 2017 and March 2017 via
Implementation Reading Courses and in instruction. The grouping will be data will be Departments and PLCs
grade 8 English, with the determined based on formative reviewed
goal of implementing in assessment data in order to weekly in
grade 6 and grade 7 provide additional time and PLC
English during the 2017- support on skill and/or thinking meetings in
2018 school-year. processes. order to
inform
Flexible groups will remain fluid instruction.
and dynamic.
Whole Class
Flexible groups may be QRI (CBM)
heterogenous or homogenous will be used
based on the needs of the quarterly for
students. all students
and with
Differentiation may be by greater
content, process, or product frequency for
depending on the needs of the select groups
student. of students.
See link for
All teachers will use a gradual assessment
release model to support details.
student learning.
Formal data
See Middle School Literacy will be
Framework for additional details. reviewed at
the end of
 The team will study adult effort each quarter.
and fidelity of implementation Weekly data
through: PLC planning, learning (anecdotal,
walks, formal/informal lesson plans,
classroom observations. student work
as evidence)
will be shared
bi-weekly in
Friday Data
meetings.

Meta-Cognition & The Critical Reading All Reading and English Implementati Quarterly Review in November 2016,
Questioning: Initial Process is the framework to teachers will receive a copy of on will be January 2017 and March 2017 via
Implementation guide our instruction. Notice & Note and Reading discussed/rev Departments and PLCs
Nonfiction Notice & Note. iewed weekly
In Reading and English in PLC
courses, the Signposts Teachers will receive support in meetings as
(fiction and nonfiction) will department and/or PLC guided by the
guide how we interact with meetings on implementing the 4 DuFour
the text by providing research from the questions.
students with concrete aforementioned text.
clues and meta-cognitive Formative
frames to enhance thinking. The team will study adult effort Assessment
and fidelity of implementation data will be
through: PLC planning, learning reviewed
walks, formal/informal weekly in
classroom observations. PLC
meetings in
order to
inform
instruction.
 Formal data
will be
reviewed at
the end of
each quarter.
Weekly data
(anecdotal,
lesson plans,
student work
as evidence)
will be shared
bi-weekly in
Friday Data
meetings.

Goal Setting and Grade 6-8 Reading Grade 6-8 Reading Teachers will Goals will be Quarterly Review in November,
Self-Assessment Teachers will use CFAs to use screening tools to determine reviewed bi- January and March via Departments
based on CFA help students goals set and baseline data. weekly with and PLCs
and other self-assess progress students, but
assessment data: toward mastery of the Data and goals will be shared reinforced
Initial standards. with the English Teachers. daily through
Implementation instruction
Grade 6-8 English Teachers Teachers will work with students and self-
will implement student self- to set goals related to mastery assessment.
assessment practices. of the standards.
Formal
Teachers will implement student screening
self-assessment through assessment
conferencing, flexible grouping, will be given
and formative assessments at minimum
 such as exit slips and reflection once per
sheets. quarter. See
link for
Teachers and students will assessment
monitor progress of student details. This
learning toward goals as data will be
evidenced by formative and shared at a
summative assessments and a minimum
quarterly screening once per
assessments. quarter in
Friday data
The QRI will be used more meetings,
frequently for Progress with reporting
Monitoring of students needing frequency
additional time and support. See being greater
link for assessment details. for students
re
Goal/self
assessment
data will be
used in PLC
as formative
data to guide
instruction.
This will be
discussed
weekly.

Reading Plus: All Reading Teachers were We will discuss use of Reading Weekly in
trained in August and
September in order to
implement Reading Plus.
Cathryn Peterson, Reading
teachers, and AVID
teachers will monitor
student use and
performance data.
Initial student assessment
completed the week of
9/26.
Implemented 60 minutes
per week in all reading
classes beginning the week
of 10/3 (some variation
given MAP Reading
Schedule during the week
of 10/3).
Plus and review data at least bi- PLC
weekly in Reading PLC. meetings.
Reading Plus will be used with
fidelity in the Reading courses.
Reading teachers will monitor
student use of the program and
will monitor student performance
on the program.
Cathryn Peterson will monitor
over fidelity of implementation
by reviewing weekly reports and
student data. Information will be
discussed in weekly PLCs.

Implement 15 minutes per

week in Advisory beginning
the week of 10/17.

Students will be required to

complete 15 minutes per
week outside of the school
day.
Students enrolled in
Targeted Services will
complete a minimum of 15
minutes per Targeted
Service session.
 MATHEMATICS ACTION PLAN

Plan Contact Person Dr. George Nolan and Jona Deavel

Mathematics SMART Goal The percentage of all students enrolled October 1st in grades 6-8 at Robbinsdale Middle School who are
proficient on the MCA III Math will increase from 20.04% in 2016 to 63.1% in 2017.

2. Mathematics Usable Intervention(s):

Identify the usable strategies or practices the team has selected for monitoring. Strategies/practices must connect to the Unified
District Vision goals, Strategic Priorities and/or the district Multi-Tiered System of Support (MTSS) framework.

List of usable interventions selected to address hypothesized root cause. Identify the intervention Fully Implemented?
for monitoring below.

1. Teachers will follow a standards alignment and pacing guide that will ensure successful
implementation of all grade level standards prior to the MCA testing.

2. Teachers will increase the usage of Concrete, Pictorial and Abstract strategies

3. Teachers will begin training and use with Gradual Release of Responsibility.

4. Selected students will receive additional small group interventions targeting their area of
need.

5. Teachers will create IB Unit Frames that align with the standards alignment and pacing guide,
as well as assessments and rubrics that follow the IB framework.

MATHEMATICS ACTION PLAN

 3a. First Usable Intervention Selected for Monitoring: See above listed interventions.
3b. Instructional Change Manager: Dr. George Nolan and Jona Deavel
4. Action Plan:
STAGE ACTION STEPS
In what stage of How do the drivers inform
implementation is what the team will do?
the current
Identify action steps and
intervention and
persons responsible for
how does it inform
completing the action step.
actions?
Standards 1. Teachers will be given
Alignment and the new standards
Pacing Guide: alignment/pacing guide
Initial June and August 2016.
Implementation 2. 7th and 8th grade
teachers will develop the
pacing guide to ensure
all standards are taught
prior to MCA testing (6th
grade is already
completed). This will be
initiated with teachers
during workshop week in
EXPECTATION EVIDENCE SUMMARY TO
INFORM NEXT STEPS
What is the expected result of Analyze results and record what was
this activity? learned.
How will the team study adult Celebrate successes. Identify barriers.
effort and fidelity of
Begin the cycle again with planning
implementation?
and identified action steps.
The expected result is that all
grade level standards and
benchmarks will be taught to
mastery prior to MCA testing.
The team will study adult
effort and fidelity through
informal walk-throughs and
formal classroom
observations, as well as the
teacher quarterly
standards/benchmark
reflection.
 August 2016 and Teachers will complete a
completed by October 1, document provided by
2016. administration at the start of
3. Dr. Nolan and Jona each quarter and can
Deavel will ensure complete as they go. The
alignment is being document should be returned
followed through informal to Jona Deavel by the end of
walk-throughs and formal the quarter to use as a
observations. reflection and discussion in
4. Teachers will complete PLCs to monitor pacing and
standards reflection align MCA standards with
following each quarter to curriculum.
ensure standards are
fully taught and
determine what
reteaching is needed.

Increased use of 1. At a minimum, teachers The expected result is that Enter summary and next steps here
manipulatives: will follow the alignment manipulatives will be used for
Initial guide to determine where instruction on a regular basis.
Implementation and what manipulatives
will be used. They will The team will study adult
then move toward using effort and fidelity through PLC
Concrete, Pictorial, planning, informal walk-
Abstract methodology. throughs, and formal
2. Teachers will determine classroom observations.
where and what
manipulatives they can
add and this will be
added to our alignment
guide. This will be
developed throughout
 the year in PLCs.
3. Teachers will work in
PLCs to plan lessons
that include the use of
manipulatives and follow
CPA instruction. At a
minimum teachers must
add to one lesson per
unit where manipulatives
can be added to their
instruction.

Gradual Release Teachers will be The expectation is that

of Responsibility trained on teachers will understand this
Gradual Release strategy and will begin to
strategy by practice this strategy.
January 2017. Teachers will study, practice,
Teachers will and reflect in PLCS.
begin discussions In Quarters 3 and 4, Jona
in PLCs on how Deavel and Dr. Nolan will be
to implement this looking for these strategies in
strategy. our walk-throughs.
Teachers will be ready to
effectively and consistently
implement this strategy
throughout all instruction in
fall 2017.

Additional Selected students who The expected results for the Enter summary and next steps here
Targeted are in the partially students receiving either
Interventions: proficient range will interventions by Rachel is
Second Year receive targeted that 75% of these students
Implementation interventions either will be proficient on the MCAs
through Math Corps or during the spring of 2017.
through intervention
support with Rachel The team will study adult
Griffith. effort and fidelity of
implementation through
informal and formal
observations and by
analyzing assessment data.

IB Unit Frames, 1. Teachers will develop IB The expectation is that

Assessment, and unit frames for all units, teachers will complete each
Rubrics aligned to our standards unit frame as they are
alignment and pacing teaching them. All units
guide. Jona Deavel should be completed by the
started every unit for end of the 2016-17 school
grades 6-8 and gave year.
access to teachers via
Managebac in July 2016. Assessments and rubrics will
Teachers will work on be completed through the
Unit frames in PLCs and district alignment work and
should have all units teams. All assessments and
frames completed with all units should be completed by
IB aspects by the end of the end of the 2016-17 school
the 2016-17 school year. year.
2. Teachers will design
assessment and rubrics
that align to IB 8-point
scale as well as our state
standards and pacing
guide. This work will be
done in PLCs.
 GRADUATION ACTION PLAN

Plan Contact Person Enter Name of person leading the action plan implementation

Graduation SMART Goal Enter SMART Goal here

2. Graduation Usable Intervention(s):

Identify the usable strategies or practices the team has selected for monitoring. Strategies/practices must connect to the Unified
District Vision goals and Strategic Priorities.

List of usable interventions selected to address hypothesized root cause. Identify the intervention Fully Implemented?
for monitoring below.

1. Enter usable intervention here

2. Enter usable intervention here

3. Enter usable intervention here

4. Enter usable intervention here

GRADUATION ACTION PLAN

3a. First Usable Intervention Selected for Monitoring: Enter first usable intervention listed above here

3b. Instructional Change Manager: Enter the name of the person who will oversee this intervention implementation. (It may be the
same as the Plan Contact Person)

4. Action Plan:
 STAGE ACTION STEPS EXPECTATION REVIEW EVIDENCE SUMMARY TO
DATE INFORM NEXT STEPS
In what stage of How do the drivers inform What is the expected result of What date Analyze results and record what was
implementation is what the team will do? this activity? will the team learned.
the current study the
Identify action steps and How will the team study adult Celebrate successes. Identify barriers.
intervention and expectation
persons responsible for effort and fidelity of
how does it inform results? Begin the cycle again with planning
completing the action step. implementation?
actions? and identified action steps.

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here
 CLIMATE/BEHAVIOR ACTION PLAN

Plan Contact Person Dr. George Nolan and RMS Administration

Climate/Behavior SMART Goal Implement the MTSS RTI Pyramid of interventions to reduce the percentage of students considered to be in
the red from 9.8 percent to 5 percent.

2. Climate/Behavior Usable Intervention(s):

Identify the usable strategies or practices the team has selected for monitoring. Strategies/practices must connect to the Unified
District Vision goals, Strategic Priorities and the district Multi-Tiered System of Support (MTSS) framework.

List of usable interventions selected to address hypothesized root cause. Identify the intervention Fully Implemented?
for monitoring below.

1. Monitor student behavior through the MTSS process to identify students in need

2. Proactive work with student groups that focus on building positive relationships and
appropriate behavior skills mentored by school counselors and staff.

3. Implement Check In Check Out procedures for students in need

4. Utilize promise fellows to mentor and support students

5. Implementation of Medal of Honor curriculum

6. Restorative Practices using Student/ Teacher conferencing and Mediation

7. CARE Fest assemblies to recognize positive individual and grade level student behavior

8. Student of the Month celebrations

9. Ongoing ENVoY coaching for RMS staff

 CLIMATE/BEHAVIOR ACTION PLAN

3a. First Usable Intervention Selected for Monitoring: Enter first usable intervention listed above here

3b. Instructional Change Manager: Dr. George Nolan and Dr. Emily Monn

4. Action Plan:

STAGE ACTION STEPS EXPECTATION REVIEW EVIDENCE SUMMARY TO

DATE INFORM NEXT STEPS
In what stage of How do the drivers inform What is the expected result of What date Analyze results and record what was
implementation is what the team will do? this activity? will the team learned.
the current study the
Identify action steps and How will the team study adult Celebrate successes. Identify barriers.
intervention and expectation
persons responsible for effort and fidelity of
how does it inform results? Begin the cycle again with planning
completing the action step. implementation?
actions? and identified action steps.

MTSS Process for Weekly MTSS meeting to Academic Interventionist, Review Review Quarterly November,
Academic and monitor student behavior Promise fellow tutor, social Quarterly January and March and in 3,6 and
Behavior through teacher workers, counselors and 9 week intervals to evaluate
Interventions. feedback and behavior Deans students individually on 3 week
Initial referrals, Monthly cycle
Implementation meeting with Principal.

Proactive work Weekly MTSS meeting to Review and monitor student Review
with student identify students who progress. Work with Quarterly Review Quarterly November,
 groups that focus would benefit program. coordinator to discuss November, January and March and in 3, 6 and
on building interventions and summary of January and 9 week intervals
positive activities. Coordinator is part March
relationships and of Principals weekly meeting
appropriate
with Administrative team that
behavior skills
analyses Academic and
mentored by
school Behavior data
counselors and
staff

Check In Check Weekly MTSS meeting to Review and monitor student Review Review Quarterly November,
Out identify students who progress. Work with teachers Quarterly January and March and in 3, 6 and
would benefit program. and school staff who are November, 9 week intervals.
implementing CICO to January and
discuss students and get March
feedback. Coordinator will
attend weekly MTSS meeting
to provide feedback..

Promise Fellows Weekly MTSS meeting to Review and monitor student . Review Review Quarterly November,
identify students who progress (behavior and Quarterly January and March and in 3, 6 and
would benefit from academic). Work with November, 9 week intervals.
working with a promise promise fellows to provide January and
fellow student support and get March
feedback.

Medal of Honor Monthly review of the Monitor through student and Review Review Quarterly November,
and Character curriculum with Advisory teacher survey. Quarterly January and March and in 3, 6 and
Education Committee. Curriculum November, 9 week intervals.
curriculum will be put into lesson January and
plans, reviewed with March
teachers, and then made
 available for teachers to
use in their Advisory
sections.

Restorative Restorative Justice Administrative team will meet Bi weekly Review Quarterly November,
Justice Practices Coordinator will train and weekly with Coordinator to Meetings January and March
and Mediation. work with students and review and analyses results with
Initial teachers. of mediations and Administrati
Implementation interventions ve Team

CARE Fest Quarterly assembly to PBIS team will set goals and Monthly Reviewed quarterly
recognize and reward monitor progress of goals. meetings
students for meeting Data will be tracked using through the
behavior goals attendance records and PBIS team
(individually and as behavior referrals
grade levels).

Student of the Monthly student PBIS team will distribute Reviewed

Month breakfast celebration. emails to solicit nominations quarterly by
Teachers nominate a from teachers and monitor PBIS team
student twice a year. students selected.

ENVoY Coaching Utilize internal coaches New teachers have Monthly If referral data suggests patterns
for RMS Staff and peer observation to mandatory coaching; review of coaching may be initiated for those
refine strategies veterans may request or be referral data not already receiving it
assigned coaching
 OTHER ACTION PLAN

Plan Contact Person Enter Name of person leading the action plan implementation

SMART Goal Enter SMART Goal here

2. Usable Intervention(s):
Identify the usable strategies or practices the team has selected for monitoring. Strategies/practices must connect to the Unified
District Vision goals and Strategic Priorities.

List of usable interventions selected to address hypothesized root cause. Identify the intervention Fully Implemented?
for monitoring below.

1. Enter usable intervention here

2. Enter usable intervention here

3. Enter usable intervention here

4. Enter usable intervention here

OTHER ACTION PLAN

3a. First Usable Intervention Selected for Monitoring: Enter first usable intervention listed above here

3b. Instructional Change Manager: Enter the name of the person who will oversee this intervention implementation. (It may be the
same as the Plan Contact Person)

4. Action Plan:
 STAGE ACTION STEPS EXPECTATION REVIEW EVIDENCE SUMMARY TO
DATE INFORM NEXT STEPS
In what stage of How do the drivers inform What is the expected result of What date Analyze results and record what was
implementation is what the team will do? this activity? will the team learned.
the current study the
Identify action steps and How will the team study adult Celebrate successes. Identify barriers.
intervention and expectation
persons responsible for effort and fidelity of
how does it inform results? Begin the cycle again with planning
completing the action step. implementation?
actions? and identified action steps.

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here

Select a Stage Enter action steps here Enter expectation here Enter date Enter summary and next steps here